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pic-320: big impact (3 credits)
section: 2
time: thursdays, 10-12:50 pm (est)
instructor: prof. luke degnan (ldegnan@pratt.edu)
office hours: by appointment, virtual

links

zoom: https://pratt.zoom.us/j/95305396463

course calendar/schedule

week 1: what is big? what is an impact?

Introductions

• Discuss and design community class agreements
• Discuss syllabus, assignments and formats, and presentations
• Interdisciplinary Project examples

Questions we will interrogate through out this semester:

• What is art & design social impact?
• How can and does art and design impact have on our world?

Discussion on readings, syllabus, and outings.

• Shared participation in the course
• Student Presentation Opportunities
• Readings- depending on class size- all will share or pairs of two/three
• Interdisciplinary Project

Optional Viewing:
TED Talk by Shantell Martin
TED Talk - It’s OK to feel Overwhelmed. Here’s what to do next.

week 2: what is culture?

What is Culture?

Discussion on Culture as ‘making and being made’ (Eagleton) and Presentation by 2-3 students

week 3: look and imagine

Imagination in a Globalized World and the role of Nationalism, Post-nationalism and Transnationalism

Discussion and Presentation by 2-3 students

The 5 ‘landscapes,’ the work of the imagination, forces of media & migration, nationalism, postnationalism, transnationalism (Appadurai)

week 4: museum

field trip to ps 1 moma - rirkrit tiravanija

week 5: conversation

where are we?
what are we doing?
what are the PIC outcomes
why are we doing what we are doing? what do we want?
where are we going?

In-class: PIC Outcomes Reflection – Students will reflect on the PIC outcomes by writing a short (100-150 word) personal reflection on how they expect these outcomes to impact their work.

week 6:

discussion:

• syllabus
• canvas
• final assignment
• relational aesthetics
• more BIG impact art
  • "Can an Artist Shift the Gun Debate?"
  • get well soon - tega brain & Sam Lavigne
  • photo requests from solitary
  • solitary gardents - jackie sumell

homework: make a creative piece responding to rirkrit tiravanija's exhibition OR write a 2-3 paragraph description of a creative piece responding to the exhibition
Integrates modes of communication through the creative response, connecting visual and verbal expression. Encourages students to adapt and apply learned theories and methodologies in new artistic contexts.

week 7:

student presentations on reading

• devyani & bora: modernity at large: Cultural Dimensions of Globalization by Arjun Appadurai
• lily a. & anna:
  • "We’ve Been Fighting the Death Hold Wealthy People Have on Art"
  • "The Story Behind TIME's Cover on Anti-Asian Violence and Hate Crimes"
• lily j. & hannah:
  • "Hank Willis Thomas & For Freedoms: Another Justice: US is Them"
  • "How the Art of Social Practice is Changing the World, One Row House at a Time"

homework: Read this Hyperallergic article. Choose a piece to go see. Hang out next to it for 15-20 minutes. Take notes. Hand in a report that includes photos, your observations, number of people who stop and look, how long they looked, what else did they do, etc. Study the people as well as the art!

week 8:

In-class assignment: watch Yoko Ono's Cut Piece
In-class assignment: Cyndi Lauper's "girls just wanna have fun" music video & robert hazard's "girls just wanna have fun" music video

week 9: no class

spring break.

week 10:

visitor maria g. baker

week 11:

During class time, on your own or with other students:

• Visit the Jewish Museum - Marta Minujín: Arte! Arte! Arte!
• Visit the Guggenheim - Going Dark: The Contemporary Figure at the Edge of Visibility

Homework: Please write a review from your experience at the museums OR make a creative piece in response to both exhibitions.

week 12:

museum discussion

subversion as activism

week 13:

student presentations on reading

• gemma & evelyn & julia: Speculative Everything, Design, Fiction, and Social Dreaming by Anthony Dunne & Fiona Raby; Chapter 3 pages 33-45

• annabella & sophia:
  • Teaching to Transgress, Chapter 2, A Revolution of Values, by bell hooks, pp. 23-34
  • Pedagogy of Freedom, Chapter Three, Recognition of One’s Conditioning, pp. 54-58, by Paolo Freire

• alyssa & kevin
  • Collected Essays by James Baldwin, Introduction, Part One, Sitting in the House.... I. The Discovery of What It Means To Be an American, pp. 137-142
  • Citizen by Claudia Rankine, Chapter II, pp. 23-36
  • A History of My Brief Body by Billy-Ray Belcourt, pp. 33-48

discussion:

• plato
• play
• Camden Bench
• Chris Alton - a shared interest in the bounce (2014)
• Maria Anastasiadou & Ellie Petridi - play syntax (2017)
• Paula Pedraza - TACTO: Traces of the future (2021)
• worlds

Interdisciplinary Project: Due Week 15, 4/25; Idea and plan due Week 14, 4/18

The goal of the project is to present ideas discussed on art and design in a globalized world through a synthesis of the ideas and concepts presented in the course. The project can take on a variety of forms as decided by each student and students may also work in pairs or groups, which will all be determined in consultation with the Professor. Each student will choose a topic/social issue to address in their project-which will be presented as a formal proposal that may include some combination of a written analysis and/or visuals. The final project can also be an actual work in art, and design with some combination of these creative fields. Whichever format is presented the students will be responsible for presenting this to the class, each student will be given approximately 10-20 minutes to share their project.

week 14: 1:1s / reflections

student 1:1s

week 15:

Interdisciplinary Project Presentations

week 16:

Interdisciplinary Project Presentations

course requirements

textbooks, readings, and materials:

• modernity at large: Cultural Dimensions of Globalization by Arjun Appadurai
• "We’ve Been Fighting the Death Hold Wealthy People Have on Art"
• "The Story Behind TIME's Cover on Anti-Asian Violence and Hate Crimes"
• "Hank Willis Thomas & For Freedoms: Another Justice: US is Them"
• "How the Art of Social Practice is Changing the World, One Row House at a Time"
• "Can an Artist Shift the Gun Debate?"
• Speculative Everything, Design, Fiction, and Social Dreaming by Anthony Dunne & Fiona Raby; Chapter 3 pages 33-45
• Teaching to Transgress, Chapter 2, A Revolution of Values, by bell hooks, pp. 23-34
• Pedagogy of Freedom, Chapter Three, Recognition of One’s Conditioning, pp. 54-58, by Paolo Freire
• Collected Essays by James Baldwin, Introduction, Part One, Sitting in the House.... I. The Discovery of What It Means To Be an American, pp. 137-142
• Citizen by Claudia Rankine, Chapter II, pp. 23-36
• A History of My Brief Body by Billy-Ray Belcourt, pp. 33-48

assessment & grading

Student Presentations on Reading: 10%
In-Class Work: 25%
Homework: 25%
interdisciplinary Final Project: 40%

assignments

Student Presentations: In groups, students will present a short lecture on the reading assigned to them and connect the reading with the broader conversation happening in this class. Students are challenged to critically engage with complex concepts and articulate their interpretations. This process enables them to bridge the gap between theoretical frameworks and their artistic practices, thereby meeting the course outcome of connecting relevant experiences gained outside the classroom with academic knowledge. The presentations encourage students to consider multiple perspectives, reinforcing their ability to make connections across disciplines, cultures, and social issues. The presentations also create a collaborative learning environment that aligns with the course’s goals of adaptability and integration of diverse modes of communication. As students share their insights and engage in discussions with peers, they practice adapting their ideas to different contexts, demonstrating their capacity to apply learned theories and methodologies to new situations. This interactive exchange not only deepens their understanding of the material but also reinforces the interconnectedness of language and thought, illustrating the course's emphasis on the relationship between visual and verbal expression.

Interdisciplinary Project: Due Week 15; The goal of the project is to present ideas discussed on art and design in a globalized world through a synthesis of the ideas and concepts presented in the course. The project can take on a variety of forms as decided by each student and students may also work in pairs or groups, which will all be determined in consultation with the Professor. Each student will choose a topic/social issue to address in their project-which will be presented as a formal proposal that may include some combination of a written analysis and/or visuals. The final project can also be an actual work in art, and design with some combination of these creative fields. Whichever format is presented the students will be responsible for presenting this to the class, each student will be given approximately 10-20 minutes to share their project. The Interdisciplinary Project serves as a culminating assignment that encapsulates the course's learning outcomes by encouraging students to synthesize and apply the ideas discussed throughout the semester regarding art and design in a globalized context. This project requires them to adapt and apply skills, theories, and methodologies gained in previous assignments to a new context, demonstrating their ability to navigate and integrate diverse perspectives. The project enhances students' communication and collaboration skills, aligning with the course's emphasis on the interdependence of language, thought, and expression. By presenting their work to the class, students must articulate their ideas clearly and effectively, reinforcing their ability to integrate various modes of communication.

a = sustained level of superior performance demonstrated in all areas of course requirements
b = consistent level of performance that is above average in a majority of the course requirements
c = performance that is generally average and course requirements are achieved
d = below average performance and achievement of the course requirements
f = accomplishment of the course requirements is not sufficient to receive a passing grade

course description

bulletin description

the pratt integrated courses are designed as interdisciplinary explorations of a wide range of possible content, putting into practice multiple ways of thinking and ways of making. the courses will employ and integrate skills students have acquired in both studio and general education classes, recombining them in novel and unexpected ways that test, challenge, and expand the student’s creative capacities.

these interdisciplinary courses allow students to explore themes and topics outside their majors, to delve deeply into areas of research that cross disciplinary boundaries, and to work with students in other departments on creative/critical and collaborative projects. they are taken by students during the period of their career when they have completed their foundation courses and their general education core work, and are delving more deeply into the specialized training of their major disciplines and the post-core courses in liberal arts.

the overall objective of these courses is to provide a unifying moment in the educational experience of pratt undergraduates and opportunities for them to work on integrative assignments and a culminating project.

detailed description

This course will provide an opportunity to examine the impact artists and designers have in shaping the world. It will be an exploration of the interdisciplinary exchange between art and design that is focused on globalization. The course will provide historical context for culture and delve into the socio-political landscape of today by examining the ways artists and designers contribute to the greater good.

course goals

general
pratt integrative course goals:

• to build integrative capacities;
• to prepare students to solve unscripted and complex problems both in teams and individually;
• to engage students in practices of making, thinking and doing that integrate multiple disciplinary knowledges and skills in ways that enhance collaborative work and self-knowledge;
• to instill a sense of agency in production of knowledge and creative work;
• to provide a platform for reflection and self-definition that spans majors and academic coursework;

other goals

• To acquire knowledge of the globalized world today within the social, economic, political, and interdisciplinary contexts of visual culture as it pertains to artists and designers.
• To develop an understanding of the potential for art and design as both expressions of culture and instruments for change.
• To gain an appreciation for the expanded view in current as well as future creative professional opportunities.

student learning objectives:
pratt integrative course outcomes:

students will be able to connect relevant experiences gained outside the classroom and academic knowledge.

students will be able to make connections across disciplines and perspectives.

students will be able to adapt and apply skills, abilities, theories and methodologies gained in one situation to new contexts and situations.

students will be able to integrate modes of communication in ways that enhance meaning, making clear the interdependence of language—both visual and verbal—form, thought and expression.

students will be able to self assess, track learning process, and demonstrate a developing sense of self as learner, building on prior experiences to respond to new and challenging contexts.

other objectives/outcomes

• Will be conversant about contemporary culture and the broad range of social issues in a globalized world.
• Will be able to demonstrate critical thinking about the impact of art and design on society.
• Will be able to distinguish between new modes in creative culture taking shape and explore possibilities in an informed way.

policies
pratt institute-wide information

academic integrity policy

at pratt, students, faculty, and staff do creative and original work. this is one of our community values. for pratt to be a space where everyone can freely create, our community must adhere to the highest standards of academic integrity.

academic integrity at pratt means using your own and original ideas in creating academic work. it also means that if you use the ideas or influence of others in your work, you must acknowledge them.

at pratt,
we do our own work,
we are creative, and
we give credit where it is due.

based on our value of academic integrity, pratt has an academic integrity standing committee (aisc) that is charged with educating faculty, staff, and students about academic integrity practices. whenever possible, we strive to resolve alleged infractions at the most local level possible, such as between student and professor, or within a department or school. when necessary, members of this committee will form an academic integrity hearing board. such boards may hear cases regarding cheating, plagiarism, and other infractions described below; these infractions can be grounds for citation, sanction, or dismissal.

academic integrity code

when students submit any work for academic credit, they make an implicit claim that the work is wholly their own, completed without the assistance of any unauthorized person. these works include, but are not limited to exams, quizzes, presentations, papers, projects, studio work, and other assignments and assessments. in addition, no student shall prevent another student from making their work. students may study, collaborate and work together on assignments at the discretion of the instructor.

examples of infractions include but are not limited to:
plagiarism, defined as using the exact language or a close paraphrase of someone else’s ideas without citation.

violations of fair use, including the unauthorized and uncited use of another’s artworks, images, designs, etc.

the supplying or receiving of completed work including papers, projects, outlines, artworks, designs, prototypes, models, or research for submission by any person other than the author.

the unauthorized submission of the same or essentially the same piece of work for credit in two different classes.

the unauthorized supplying or receiving of information about the form or content of an examination.

the supplying or receiving of partial or complete answers, or suggestions for answers; or the supplying or receiving of assistance in interpretation of questions on any examination from any source not explicitly authorized. (this includes copying or reading of another student’s work or consultation of notes or other sources during an examination.)

for academic support, students are encouraged to seek assistance from the writing and tutorial center, pratt libraries, or consult with an academic advisor about other support resources. refer to the pratt website for information on academic integrity code adjudication procedures.

attendance policy

general pratt attendance policy pratt institute understands that students’ engagement in their program of study is central to their success. while no attendance policy can assure that, regular class attendance is key to this engagement and signals the commitment pratt students make to participate fully in their education.

faculty are responsible for including a reasonable attendance policy on the syllabus for each course they teach, consistent with department-specific guidelines, if applicable, and with institute policy regarding reasonable accommodation of students with documented disabilities. students are responsible for knowing the attendance policy in each of their classes; for understanding whether a class absence has been excused or not; for obtaining material covered during an absence (note: instructors may request that a student obtain the material from peers); and for determining, in consultation with the instructor and ahead of time if possible, whether make-up work will be permitted.

consistent attendance is essential for the completion of any course or program. attending class does not earn students any specific portion of their grade, but is the pre-condition for passing the course, while missing class may seriously harm a student’s grade. grades may be lowered a letter grade for each unexcused absence, at the discretion of the instructor. even as few as three unexcused absences in some courses (especially those that meet only once per week) may result in an automatic “f” for the course. (note: students shall not be penalized for class absences prior to adding a course at the beginning of a semester, though faculty may expect students to make up any missed assignments.)

faculty are encouraged to give consideration to students who have documentation from the office of health and counseling. reasonable accommodations for students with disabilities will continue to be provided, as appropriate.

refer to the pratt website for information on attendance.

students with disabilities

the instructor will make every effort to accommodate students with both visible and invisible disabilities. while it is advisable that students with disabilities speak to the instructor at the start of the semester if they feel this condition might make it difficult to partake in aspects of the course, students should feel free to discuss issues pertaining to disabilities with the instructor at any time. depending on the nature of the disability, and the extent to which it may require deviations from standard course policy, documentation of a specific condition may be required, in compliance with conditions established by the campus learning access center, and in compliance with the americans with disabilities act. students who require special accommodations for disabilities must obtain clearance from the office of disability services at the beginning of the semester. they should contact elisabeth sullivan, director of the learning access center, 718.636.3711.

religious policies

in line with pratt’s attendance policy, pratt institute respects students’ requirements to observe days of cultural significance, including religious holy days, and recognizes that some students might need to miss class to do so. in this, or other similar, circumstance, students are responsible for consulting with faculty ahead of time about how and when they can make up work they will miss.

additional space for departmental or course policies

for this particular course, students are expected to attend all classes, arriving in a timely manner. students with extensive absences (three or more for any reason) may be required to drop the course or may receive a failing grade at the discretion of the instructor.