W2020_DMA 154: WORD + IMAGE
DESMA 154 // 2:00—4:50pm // Room 4250 Broad Art Center
Visiting Faculty: Beth Elliott // email@example.com // 323.646.3040
Jan 07 — Mar 19
TA: Berit Gilma // firstname.lastname@example.org
Studio, six hours; outside study, nine hours. Preparation: completion of preparation for major courses. Requisites: courses 21, 22, 25, and 101 or 104. Focus on the relationship of type to content, image, and materials. Acquisition of knowledge of and sensitivity to typography in context of complex communication problems in print and digital media. Research, concept and content development, and articulation of methodology for visualization. P/NP or letter grading. Units: 5
Classroom time will be used primarily to review work either as class discussion or individual meetings. Every week you will have a new phase of the project due the following class meeting or week. Work is to be presented according to instructions (to come) by 2:00 pm.
You must demonstrate through the readings, projects (both process and end project) as well as through classroom discussion that you grasp the material being taught.
WORD + IMAGE is a 5 unit studio class. You are expected to work 6 hours a week in class and 9 hours a week outside of class. Every week we expect to see progress that reflects the 15 hours of weekly work for the class.
You must attend each class. This class will cover a lot of material in a short period of time. There is little, if any, way to make up for a lost class. You are responsible for work due on the day you are absent and for projects given on the day you missed. An emergency or illness is the only acceptable excuse. If you will be late, unable to attend, or late with an assignment you must the T.A. and me know, by text or email before class begins (contact info above) that either you will a) miss the class and the reason; or b) why you did not attend.
Class begins promptly at 2:00 pm. There is a 15-minute grace period. If you arrive between 2:15 and 2:30 pm, you will be marked tardy. Three unexcused tardies are equal to one unexcused absence. If you are later than 20 minutes you’ll be marked absent. Each unexcused absence will result in 1/3 grade point down on your final grade (A+ to A). Four unexcused absences will result in a failed grade in the class (F).
Be respectful of others during critiques and take part in discussions. If working on a collaborative project, each member of the collaboration is expected to fully participate on assignment(s) with their partner(s).
Please silence your phone while in class. No text messaging, iChatting, Skyping, etc or emailing during class. Phones may be used, however, to document work in class.
Your attendance is required in the two lectures offered by the DMA during the Winter quarter: Masaki Fujihata on Tues, Jan. 21st at at 6:00 pm, and Chico MacMurtrie on Tues. Feb. 18th, at 6:00 pm. Each missed lecture counts as an ‘absence’ and affects your grade as stated above. To record your attendance, take a selfie at the event and send it to your T.A.
DMA LECTURE REFLECTION ASSIGNMENTS
Following each of the lectures, you are to write a one-page Reflection Paper (300 word minimum) giving your impressions about the lecture (e.g. substance of subject matter, work & ideas shared, Q&A discussions that took place, etc). Remember this assignment is a reflection, not a report. It should be about your thoughts and takeaways from the evening, not a list of events that took place. Each paper is due at the first class following the lecture, submitted as either a hard copy print-out to Beth or emailed to her as a pdf file.
DELIVERING COMPLETED ASSIGNMENTS
Projects are due in-class on the date listed. Be sure to review the Assignment Brief and it’s delivery instructions before you do the work. Don’t wait until the last minute to read the Assignment Brief. If you
have a question about an assignment, ask me or the T.A., not your classmates. Do not email urgent questions. If you have a time-sensitive question (e.g. the night before it’s due), contact the T.A., or call or text me. In addition to being presented in class for critique, all completed projects must be thoroughly documented before being given a grade. Documentation must include a digital copy, photos and/or video as is appropriate (or where necessary), the assignment title, student name, title of piece (if appropriate), and description of the work. Project documentation is due one week after the completed project is presented. Documentation submitted more than one week late will be marked down a full grade.
Projects grading takes into account the conceptual, technical, and formal development as well as rigor and creativity. Outstanding or exceptional work will receive As, good work will receive Bs, sufficient work that does nothing more than meet requirements will receive Cs. Each class you will be evaluated as follows:
● 75%: Success of projects
● 25%: a) Presentation of projects; b) Quality of effort; c) Class participation, engagement and attitude; d) Understanding of the assignment, reading material (if any), and your writing (if any); e) your contribution to a collaborative effort (if applicable)
● Attendance will also affect your grade as stated in the Attendance section above.
ADDITIONAL BASIS FOR GRADING
● You are required to attend all classes and 3 DMA Lectures.
● Completion, content quality and form of your three (3) written DMA Lecture Reflection Papers.
● 4 ABSENCES = FAIL (F)
● 3 TARDIES = 1 ABSENCE
Assignments are due on time. Late assignments will be graded down a whole grade. If you have a question regarding an assignment, ask me, not your classmates. Should a question arise outside of class before an assignment is due, contact your T.A., or call or text me. Do not email time-sensitive or urgent questions because I may not see it. Following are the types of assignments to expect.
REFLECTION ASSIGNMENTS: DMA LECTURES
You are required to attend both the Masaki Fujihata and Chico MacMurtrie DMA Lectures this quarter. After each lecture, write a one-page reflection (300 word minimum) giving your thoughts about the lecture (e.g. substance of subject matter, work & ideas shared, Q&A discussions that took place, etc). If you already had an opinion about the speaker and/or their work, or an expectation of what you’d learn, did the lecture change or confirm your conceptions? Why?
DUE: The first class following the lecture, by print-out or emailed to Beth.
Shorter exercises assigned and completed during or two classes, with the intent to quickly explore and share diverse design concepts and/or solutions. Some will be collaborative, others are done individually.
Assignments to be done on your own. Feedback from classmates during the process is acceptable and may prove useful. Due dates will vary project type. Works-in-progress will be discussed in class either individual or group critiques. Assignment deliverables may include in-class presentations, printed and pinned-up physical copies, and/or digital presentation.
Assignments done with a partner(s). Collaborators are expected to contribute equally to the project effort. Assignment deliverables may include in-class presentations, printed and pinned-up physical copies, and/or digital presentation. One submission is representative for all collaborative partners. Due dates vary by assignment.
COMMITMENT TO DIVERSITY & SAFER SPACES
We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students, TA, and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor or TA.
*Statement adopted from voidLab at: https://github.com/voidlab/diversity-statement
STUDENTS WITH SPECIAL NEEDS
Students with a disability or health-related issue who need a class accommodation should make an appointment to speak with Beth as soon as possible. It is University policy that students with documented disabilities receive reasonable accommodations through access to classroom information. If you have a physical, psychological/psychiatric or medical condition, or a learning disability that will make it difficult for you to carry out the work outlined in the syllabus, or that will require additional time for taking exams and completing assignments, please notify Beth and visit the UCLA Center for Accessible Education (CAE) in the first two weeks of the quarter so that we may make appropriate arrangements. All information and documentation is confidential.
CENTER FOR ACCESSIBLE EDUCATION (CAE)
Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at (310) 825-1501 or in person at Murphy Hall A255. When possible, students should contact the CAE within the first two weeks of the term as reasonable notice is needed to coordinate accommodations. For more information visit www.cae.ucla.edu.
MENTAL HEALTH AND WELLNESS
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, depression, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. UCLA offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, consider utilizing the confidential mental health services available on campus. I encourage you to reach out to the Counseling & Psychological Services (CAPS) for support. For more information visit: https://www.counseling.ucla.edu/ or call 310-825-0768. Walk-in hours are Monday-Thursday 8am-4:30pm and Friday 9am-4:30pm in John Wooden Center West. Crisis counseling is also available 24 hours/day at (310) 825-0768.
TITLE IX RESOURCES
UCLA prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, there are a variety of resources to assist you.
CONFIDENTIAL RESOURCES: You can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 1st Floor Wooden Center West, (310) 206-2465, CAREadvocate@careprogram.ucla.edu. Counseling and Psychological Services (CAPS) also provides confidential counseling to all students and can be reached 24/7 at (310) 825-0768.
NON-CONFIDENTIAL RESOURCES: You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2241 Murphy Hall, email@example.com, (310) 206-3417. Reports to law enforcement can be made to UCPD at (310) 825-1491. These offices may be required to pursue an official investigation.
NOTE: Faculty and TAs are required under the UC Policy on Sexual Violence and Sexual Harassment to inform the Title IX Coordinator—A NON-CONFIDENTIAL RESOURCE—should they become aware that you or any other student has experienced sexual violence or sexual harassment.