ART & Community Mapping UnSt 421 sec 567 Spring 2011_ 6 credit hrs T& TH 2-4:50 _ AB 250Professor: Sabina Haque_ email: szhac@hotmail.com , website: www.sabinahaque.com emergency: 503 545 0480 my personal cellphoneOverview of Course (PP) and Syllabus available on D2L

Community Partner:Harvey Scott Elementary K-8gr

6700 NE Prescott Portland, OR 97218Phone: 503-916-6369

Course description

In this class each PSU student will be paired with a 4-8th grade student at Harvey Scott Elementary, a NE Portland Public Schools. The art buddies will meet on site and work once a week for eight weeks on creating mental maps of their community. Collectively the adult and the adolescent students will initiate and develop a questionnaire/survey, which will address their own personal, socio-political, historical and geographical concerns within their community. Once finished, they will share their art maps with each other and discussed ways to incorporate elements of each map in a larger collaborative art map. These maps are more conceptual than realistic or geographically correct and are intended to show how the artists think and feel about their community. These works will involve creative planning sessions and collaboration with other students as well as with community members and will result in a final exhibit of the work.

Course Objectives The primary goal of this course is to investigate and develop understandings of ways in which art can facilitate building community and positive change. Through active participation in course activities and assignments, students will be able to:1. identify artists who are active in this arena and describe the aesthetic,

sociocultural and ecological significance of their work.2. describe ways in which artists/art works function in the local community

infrastructure as well as in broader social, cultural and political spheres.3. describe some of the issues related to public art and community-based

art programs.4. research, design, present and execute a proposal for a community-based

project that communicates effectively and aesthetically.5. collaborate with others in creating works of art that engage community

and affects positive change

Course Requirements To achieve the course objectives, students will:1. actively participate in planned class projects involving local community

events, issues and people.2. initiate, plan, present and execute a proposal for an original work, project

or event designed to engage community and affect positive change.3. research an artist(s) involved in making art for the public interest and

present the artist to other members of the class.4. interact with peers, public school students, elders, community members

and groups, government agencies and the physical environment.6. use the Internet and World Wide Web to gather information and

communicate with others regarding community-based art work.7. document their involvement in all of the above activities through drawings,

photographs, video, sketches, journal entries, etc., and submit this documentation at the completion of the course for evaluation.

Course Expectations:The cooperative learning environment set forth for this class will help us create the ‘learning community’ necessary to achieve our course objectives. This cooperative approach (group activities, assignments and projects) will rely heavily on active participation and will therefore be dependent upon the level of responsibility that you choose to take for yourself and for your classmates. Positive group interaction, tolerance, and a genuine interest in the progress of fellow class members will be essential characteristics to the overall success of this course. This class will be as useful and rewarding as you choose to make it, remember though your choices will not only have a direct effect on your learning experience but your classmates and the Harvey Scott kids as well.

Attendance Policy:This is a community-based course and will therefore require your courteous and timely attendance both in the classroom and for your community based meetings. This course is a partnership representing PSU and it is important that you maintain a sense of commitment to the class as well as the community project.Classroom Attendance: You will be allowed to miss one (1) scheduled classwithout penalty. For each additional class missed you will drop a letter grade. More than 4 absences will result in Failure. Please respect your other classmates’ learning environment, DON’T BE LATE!!! More than 2 lates will result in a grade reduction as well.Community Attendance: As we will prove ourselves committed members of ourcommunity, absences of any prescheduled meetings will not be admissible. The same grading policy will apply* If you must miss a class meeting or community meeting, please contact me well in advance of the meeting day so proper arrangements can be made.

Please Note:It is expected that any student who may need an accommodation for any sort of disability should contact me via e-mail or after class so that together, we may provide the necessary arrangements for your success in this course.

ONLINE SUBMISSIONS ON D2L: Every week you will be required to logon to https://d2l.pdx.edu/. Login with your ODIN account and password. Click on Community Mapping Class. Click on Course Content to assess the weekly schedule and assignments. You are required to submit a weekly response to the questions posted online. You will upload your word docs. to the DROP BOX in D2L. DO NOT EMAIL ME ASSIGMENTS. WE WILL NOT BE USING D2L MAIL. ANY QUESTIONS, OR CONCERNS NEED TO BE EMAILED TO szhac@hotmail.com.

Tools and Materials For the collaborative project all materials will be provided by PSU art dept. All of the materials needed to complete individual projects in this class will need to be purchased or found by the student. Thus, material needs and costs will vary. Other material considerations include:

• All students are expected to document their research, plans and work through the use of photography (a simple digital camera will do) and journals (see mini questions at end.

COMMUNITY PROJECT DESCRIPTION AND ASSIGNMENTS

The map is one of the oldest forms of nonverbal communication. Like narrative documents, both the form and substance of a map is a picture that tell a story. The “form” of an historical map—its artwork, its “style” and presentation—in itself provides an insight into past eras and cultures. The “substance” of a map (what it shows, literally) provides a record of past landscapes and features that may no longer exist. It also reflects the priorities, sensibilities, fears, and the state of knowledge of the mapmaker and his or her cultural context.

Students will have direct contact with the experiences and needs of people from a wide range of socio-economic backgrounds. The students will be teamed up with adolescents with a range of ethnic and cultural perspectives, class, race, gender, sexual orientation, and ability.

Mentoring: (GRADED)Each student will meet on site once a week for nine scheduled meetings with their art buddy (4-8gr). This mentoring time will provide you with some hands on experience as well as providing time to motivate the kids towards our community project. Remember, what you get from this experience is dependent upon the level of responsibility that you choose to take for yourself and for the kids. Positive and productive interaction is key. At the end of each session

the students will incorporate some simple reflection activities with their art buddy. Reflection will help solidify learning, highlight accomplishments and build identity.

Assignment 1: Make a Home Map: In the first meeting participants will make and share their “home maps” and talk about the context in which they live and the different relationships/ people that make up their home. They will discuss the things that exist in and around their homes including places they frequent in their local neighborhoods. This dialogue is meant to expand the frame of reference and to introduce the idea of mapping the community. For example, McKenzie, a seventh grader shared with the group that her parents are one of the first lesbian couples to get married in Oregon when the law allowed it briefly. McKenzie spoke about how proud she was of her parents. This personal disclosure led to a discussion about gay and lesbian marriage. In the end McKenzie and her college art buddy helped her to find a way to use symbolic imagery to integrate this valuable bit of cultural information into her map of the community.

Assignment #2 Collaborative Community Map with Harvey Scott Student.Building on the experience of the Home map, the PSU students will work with their

art buddies to create a Collaborative Community Map: the goal is to analyzed in order to find common themes and any inherent differences between your mentee/mentor and how it relates to theirs/your larger community. A discussion then follows on ways to incorporate elements of each map into a larger collaborative map. This leads to the development of the larger maps painted on panels (32” X 40”), which will take 3 to 4 meetings to complete. At the end of the project each group will have completed one large panel (32 x 40) each, and will be installed all together as one wall mural map, spanning the length of twenty feet. The Community map project will result in a 10 ft by 20 ft mural/map. The completed works will be exhibited in on site at the Middle School for final exhibition. Documentation of the entire project with video and text excerpts to be displayed along with the artwork.

Assignment #4 CREATING A TOUR OF PSU (GRADED)

For the PSU tour, all PSU students will write a brief proposal (one page) geared towards the 4-8 grade student audience. Objective of the Proposal: to actively demonstrate one thing that you may have learnt in your four years at college. You will conduct a survey of the interests of the middle school students. Mapping your college experience. Consider your audience: there are young students that

are excited about learning but may never have visited a university campus. You need to empower these young students with information about this experience. The proposals will be ranked, by the Harvey Scott Students and the top three proposals will be chosen for a demonstration on PSU campus on May 26. Refer to PSU tour Presentation on D2L

Assignment # 5 Research Project on Artist that use Mapping in their work (power point presentation)The students will also research, analyze and present the work of contemporary artists who also use maps in their art as metaphors for human relationships. Refer to Artist Presentation Handout on D2L

Assignment #6 PSU Group Community MAP (GRADED): Students will be divided in groups of 3 to 4 students to start to create their collaborative Community Map. The objective of the collaborative Community map is to work together to envision how the individual relate to larger community. Finding communalities between the group and how that relates to the world at large is important in building a concept for the collaborative community Map. The concept and visual form that each of these final maps takes on as different as each of the diverse groups. For example in a group of three students, they discovered that they all spoke another language (Arabic, Japanese and German) and had lived abroad. The students wanted to create cinematic story: a glimpse into their daily lives and their personalities across cultural spaces living in the same community of PSU and Portland, OR. The strengths/skills of the students (film maker, English major) were drawn upon create a short film that featured all three students, glimpsed into their life. The film narrative used the metaphor of a day in the life of the three characters to create continuity. The film shots were purely visual and the poetic narrative was in voice over and moved from japans, to German and ending in Arabic with the subtitles in English for the PSU audience. This project will take over 6 to 7 sessions in class and outside of class with your group. After the initial meetings the group will organize their concept will communicate their project proposal to the rest of the class.

Group Evaluation of Community Map group members: (Graded)All group members will be asked to turn in evaluation forms for all group members in a sealed envelope. I will use these evaluations to determine relative contributions from each group member and may adjust certain student grades accordingly. See attached for evaluation sheet.

ONLINE Mini-Papers: (Graded)These mini-paper assignments are used as a tool to help us reflect on the course concepts and theory as they relate to our lived experience. See class schedule for due dates and attached form for paper topics.

Participation: (Graded)This is a highly participatory course formatted for group discussions, learning activities and presentations cumulating in a public exhibition. To develop and refine your skills, you must participate in discussions and exercises, and keep up with the assignments. I encourage you to be active and critical listeners, while being respectful and considerate of each member’s beliefs, attitudes and values. I expect students to contribute to and engage in class discussions, to think hard about the issues we are addressing, and to take responsibility for your learning.

*All assignment due dates are FINAL.Grading:COMMUNITY MAP PROJECT= 60 PERCENTAGE POINTS1. Make a Home Map 10pts 2. Mentoring/ Weekly Reflections 30 points (3pts each) late submission gets zero pts.3. Attendance & Participation 10 points 4. PSU Tour Presentation proposal 10 points.Three chosen proposals get 5 bonus points for strength of demonstration on campus

PSU Group Collaborative Community MAP 40 percentage points Artist research Power Point Presentation 10pts Oral presentation of concept and proposed work 5pts Final Product and Peer team evaluation 20pts

Total Points Possible 100% pointsA = (100-95%) A- = (95-90%) B+ = (90-85%)B = (85-80%) B- = (80-75%) C+ = (75-73%)C = (73-70%) C- = (70-68%) D+ = (68-65%)D = (65-62%) D- = (62-60%) F = 60% or below

SCHEDULESCHEDULE (SUBJECT TO CHANGE)

WEEK 1 MARCH 30- APRIL 1 WHAT IS A COMMUNITY MAP, LOOK AT ARTISTS/ART WORKS 4/1 : Start on home maps.. Overview and slide show of a range of artists that work with mapping and community based projects. Prepare for the fieldwork at Harvey Scott. Intro to the first project: Home Map. Students work in pairs to brainstorm ideas for their own Home Map. Facilitate a discussion on the Home/identity Map and how to relate this process to Harvey Scott students. #1 Mini paper due, Apr 1 (Refer to Home Map handout on D2L)

WEEK 2 APRIL 5-7 TIPS FOR WORKING WITH MIDDLE SCHOOL PARTNERTuesday 4/6: Power point presentation on map artists that work with Community Mapping. Gradedfollowed by a group meeting to prepare students on how to get the kids to understand point of view and how maps are typically drawn from a birds' eye or panoramic point of view.  A quick demo on working with cray-pas and go over a day-by-day schedule of what will happen when we go to the school#2 Mini paper due Apr 5MEETING 1. Thursday 4/7: Meet at Harvey Scott 2:15-4:00pmGet to know each other, go over the project, looking at different types of home maps. PSU students share their home maps with Harvey Scott students in small groups. Discussed questions like: What is a map? What does a map of home look like? What kinds of things might be shown on a map? Afterwards, each participant will draw a map of where he or she lives. Start on Home MAP (Refer to Lesson Plan for first day on D2L)

WEEK 3 APRIL 12-14 COOPERATIVE LEARNING STRATEGIES4/13 Power point presentation on map artists Graded Reflect on Harvey Scott group dynamics. Introduce PSU collaborative community Map Team meeting #3 Mini paper due apr 12MEETING 2. Thursday 4/14: Harvey Scott 2:15-4:00pm Complete Home Maps.

Week 4 APRIL 19- 21 TEAM BUILDING - TIPS TO GET EVERYONE ON THE BUS: VGOS 4/19: Work in groups to Brainstorm and design your final collaborative PSU community maps. Individual midterm meetings with students to review progress.#4 Mini paper due apr 193RD MEETING. 4/21 Harvey Scott 2:15-4:00pm Participants shared their “home maps” and talked about the things that exist around their homes including places they frequent in their local neighborhoods. This dialogue is meant to expand the frame of reference and to introduce the idea of mapping the community. The focus is on how each participant views his/her community and the kinds of places that seem most important to that individual. Draw a map of your community, however you imagine it. This map should show the people, things, places and landmarks in your community, which are most important to you, their location, and how you get to

these places (e.g., using roads or pathways).

WEEK 5 APRIL 26-28 : HOW TO design, a proposal for a community-based project 4/27 . Review progress on Collaborative PSU community Map. Individual midterm meetings with students to review progress. Evaluation from Capstone University Studies Department.Mini Paper #5Working with your middle school student Apr 26

4TH MEETING 4/28 meet at Harvey Scott 2:15-4:30pm Start large community maps. Discuss ways to incorporate elements of each map into a larger collaborative map and then start planning group maps (the group  maps are drawn on black 32 x 40” Matt board. Start drawing out group maps with white pencils on the back Matt  paper.  Go over blending techniques using the cray-pas with the kids.  Start filling up the maps.

WEEK 6 MAY-3-5 May 3: Groups presentation Oral power point of proposed community map and any progress up to this point, Graded PSU tour presentation Proposals are due on D2L on FRIDAY MAY 6.#6 Mini paper due, may 35TH MEETING May 5 meet at PSU for a one hour tour.

WEEK 7 MAY 10-12 GROUP WORK ON LARGE COMMUNITY MAPSMay 10. Group and Individual feedback on PSU proposalsContinue to work on maps with groups. #7 Mini paper due, May 106TH MEETING May 12 meet Harvey Scott 2:15-4:30pmOral presentation of PSU tour proposals to Harvey Scott Students. Continue on working on group maps

WEEK 8 MAY 17- 19 GROUP WORK ON LARGE COMMUNITY MAPSWork on maps with groups .#8 Mini paper due May 177TH MEETING Thursday May 19, meet at Harvey Scott 2:15-4:30pm

WEEK 9 MAY 24-26 FINAL PREPARTIONSMay 24 Complete all preparations for the installation of the art exhibit# Continue on working on group maps . #9 Mini paper due May 248TH MEETING: May 26 TOUR OF PSU meet at PSU for 3 demo/tours 2:15-4:30pm

WEEK 10 MAY 31- JUNE 2(LAST WEEK OF CLASSES) May 31 Final crit on group Community map Projects at PSU9th MEETING: June 2 meet at Harvey Scott 2:15-4:00pm Hold an exhibition of the maps and a "presentation" of certificates for everyone who participated. TEAM PEER EVALUATION FORM Submit on D2L May 31

Art and Community Mapping

Spring 2011Instructor: Sabina HaqueStudent Understandings1. I understand the standards in this course and that I am responsible for my own

learning.

2. I understand that at times I will be working in groups.

3. I understand that working together in an interdisciplinary group means that I will be

responsible to take an active part in advancing the assigned work of the group.

4. I understand that it will be necessary to work outside of class with the community

partner.

5. I understand that I have a commitment to the community partner I am working with

and will make sure that I notify him or her and my instructor prior to an appointment if I

must cancel.

6. I understand the nature of the course requires consistent classroom attendance and

interactive participation inside and outside of the classroom.

7. I understand the basis of the final grade.

8. I understand that if I do not agree to the requirements of this course that I will drop

the class in a timely manner to allow room for another student, since this is a low

enrollment course.

9. I understand that this form must be signed and turned in Thursday, April 1 2010 at

the close of our second class session.

10. I have read and understand my responsibilities based on this learning contract and I

agree to the requirements of this course.

11. If for any reason I am unable to meet the rules and regulations of this contract, I

understand and accept that I may be withdrawn from the course.

Name: (Print and Sign) __________________________

_________________________

Current Phone Number: __________________________

E-mail Address: ________________________________