Week Fifteen: Possible Questions
Constructing Connections. Make as many connections between course material and David Wojnarowicz’s life and work as possible.
Feeling OK? Theriot distinguishes between illness and disease. Explain this. Using as many examples as possible, discuss how low intelligence, lower social class, femininity, or homosexuality were made a disease state by specialists.
Clap Back! There is sometimes a tendency to regard women and minorities as voiceless victims of patriarchy/the dominant majority. This is not the whole story. Provide specific examples of women/minority individuals from the course who found a way to speak and challenge/subvert ideas about their inferiority
A Change is Gonna Come? Although there is something inherently conservative about the concept of the canon, the possibility of change, whether desirable or not, is a recurring theme in the course. In what forms do challenges to the status quo appear in the material we have covered so far?
Looking Forward. How do ideas about progress and the future, whether they are optimistic or pessimistic, appear in material we have considered in the course? How are these related to the institution of the canon?
Why Have There Been No Great Women or Minority Artists/Authors? Mortimer Adler, when asked about this, famously replied, "We did not base our selections on an author's nationality, religion, politics, or field of study; nor on an author's race or gender". So why does the canon look the way it does?
Feeling OK? Theriot distinguishes between illness and disease. Explain this. Using as many examples as possible, discuss how low intelligence, lower social class, femininity, or homosexuality were made a disease state by specialists.
Clap Back! There is sometimes a tendency to regard women and minorities as voiceless victims of patriarchy/the dominant majority. This is not the whole story. Provide specific examples of women/minority individuals from the course who found a way to speak and challenge/subvert ideas about their inferiority
A Change is Gonna Come? Although there is something inherently conservative about the concept of the canon, the possibility of change, whether desirable or not, is a recurring theme in the course. In what forms do challenges to the status quo appear in the material we have covered so far?
Looking Forward. How do ideas about progress and the future, whether they are optimistic or pessimistic, appear in material we have considered in the course? How are these related to the institution of the canon?
Why Have There Been No Great Women or Minority Artists/Authors? Mortimer Adler, when asked about this, famously replied, "We did not base our selections on an author's nationality, religion, politics, or field of study; nor on an author's race or gender". So why does the canon look the way it does?
COURSE MATERIAL:
Robert Hutchin's "The Great Conversation." and "A Letter to the Reader" Binyavanga Wainaina's "How to Write About Africa Stephen Leacock's "The Woman Question." Linda Nochlin's "Why Have There Been No Great Women Artists?" Vasari's Lives of the Most Eminent Painters "I Am Almost a Prisoner." (Letters to Margaret Sanger) Abigail Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget” Alberti's "Objects and the Museum." Jane Silcock’s “Gender and Genius” John Berger’s “The Nude” My Kid Could Paint That “Justice for X” and your article on the Canon/Liberal Arts Education Orientalism and Great Books presentations |
Leppert's "Other's Bodies"
Elk's "Clinical Photographs" The PIll video The Celluloid Closet video Theriot's "Women's Voices" Riszk's "Constructing Histories" Bechdel Test and Feminist Economics presentation Time Use actvity Redpath Museum visit |
Week Fourteen
READ: "Women's Voices" and discuss on Tuesday
READ: "Constructing Histories" (It is in the book!) See good versions of the images here.
READ: "Constructing Histories" (It is in the book!) See good versions of the images here.
Week Thirteen
WATCH: Finish Celluloid Closet
READ: "Women's Voices" available here and on JSTOR
ACTIVITY: Reading Questions here
READ: "Women's Voices" available here and on JSTOR
ACTIVITY: Reading Questions here
Week Twelve
WATCH: The Celluloid Closet
ACTIVITY: Time use reflection/analysis
GO TO: Redpath Museum on Friday with Andre
READING: None :)
ACTIVITY: Time use reflection/analysis
GO TO: Redpath Museum on Friday with Andre
READING: None :)
We tend to think of museums as objectively showing us cultural and natural artifacts, but complete objectivity is a commodity in short supply when it comes to human endeavors. Museums, like all other human institutions are shaped by decisions made in areas as diverse as collection of objects, architecture, display techniques, and expert interpretation. The Redpath was built during a golden age of museum building (1880s-1920s) when public life was dominated by a “rational search for order” (Kohlstedt 592, 587) and the administrators strove toward “scientific goals that included preservation, research and education” (586).
A Foucauldian reading though, will tell us that museums are influenced by the norms and values of the society that creates them--they exist at the point where education, science, public culture, colonialism, politics and aesthetics meet (Kohlstedt 594). As you visit the museum, think about the decisions (or accidents of history), and the cultural assumptions behind them, which resulted in the institution you see today.
Each of you will get two little quotations (like a very erudite fortune from a very nerdy fortune cookie). Your job is to discuss with your colleagues and profs how these statements resonate with what you see in the Redpath.
A Foucauldian reading though, will tell us that museums are influenced by the norms and values of the society that creates them--they exist at the point where education, science, public culture, colonialism, politics and aesthetics meet (Kohlstedt 594). As you visit the museum, think about the decisions (or accidents of history), and the cultural assumptions behind them, which resulted in the institution you see today.
Each of you will get two little quotations (like a very erudite fortune from a very nerdy fortune cookie). Your job is to discuss with your colleagues and profs how these statements resonate with what you see in the Redpath.
Week Eleven
READ: "Other's Bodies" (in course pack) for TUESDAY
I've posted better quality images here.
See above the painting by the artist who painted "A Musical Party" which is discussed in the text.
I notice there are twelve people (if you count the two large portraits in the back)--just like us! Which one are you? lol
READ: "Clinical Photographs" (in course pack and here) for THURSDAY
I've posted better quality images here.
See above the painting by the artist who painted "A Musical Party" which is discussed in the text.
I notice there are twelve people (if you count the two large portraits in the back)--just like us! Which one are you? lol
READ: "Clinical Photographs" (in course pack and here) for THURSDAY
Week Ten
TO WATCH: The Pill (link in MIO)
Week Nine
Test on Tuesday
Thursday will be something fun
This list will be on the test for your convenience:
Robert Hutchin's "The Great Conversation." and "A Letter to the Reader"
Binyavanga Wainaina's "How to Write About Africa
Stephen Leacock's "The Woman Question."
Linda Nochlin's "Why Have There Been No Great Women Artists?"
Vasari's Lives of the Most Eminent Painters
"I Am Almost a Prisoner." (Letters to Margaret Sanger)
Abigail Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget”
Alberti's "Objects and the Museum."
Jane Silcock’s “Gender and Genius”
John Berger’s “The Nude”
My Kid Could Paint That
“Justice for X” and your article on the Canon/Liberal Arts Education
Thursday will be something fun
This list will be on the test for your convenience:
Robert Hutchin's "The Great Conversation." and "A Letter to the Reader"
Binyavanga Wainaina's "How to Write About Africa
Stephen Leacock's "The Woman Question."
Linda Nochlin's "Why Have There Been No Great Women Artists?"
Vasari's Lives of the Most Eminent Painters
"I Am Almost a Prisoner." (Letters to Margaret Sanger)
Abigail Solomon-Godeau's “Canon Fodder: Authoring Eugene Atget”
Alberti's "Objects and the Museum."
Jane Silcock’s “Gender and Genius”
John Berger’s “The Nude”
My Kid Could Paint That
“Justice for X” and your article on the Canon/Liberal Arts Education
Week Eight
Review, more photography
READ: How to Write About Africa
Central Ideas: genius, gender, canon, prodigy, sexuality, the nude, class, authenticity/value/investment, curation, Westernism (orientalism), privilege/subjugation, class, subjectivity/discursive construction,
READ: How to Write About Africa
Central Ideas: genius, gender, canon, prodigy, sexuality, the nude, class, authenticity/value/investment, curation, Westernism (orientalism), privilege/subjugation, class, subjectivity/discursive construction,
Week Seven
Activity: Look at Justice for X and Curation padlets
Activity: Prepare for Test
Read: Solomon-Godeau's "Canon Fodder" for Thursday.
Activities in Class:
1.Curated Exhibition Fantasy Edition. Take a look at your curated exhibition and imagine you have an unlimited budget for its installation. Add one more post to your Padlet that describes the space and the organization of the artworks. The sky is the limit and there are no physical, temporary or budgetary constraints.
2.Justice for X. Compare your “forgotten great” with a colleague’s chosen person.
3.Google Image Search Party on Padlet. This is to get ready for our next reading.
Activity: Prepare for Test
Read: Solomon-Godeau's "Canon Fodder" for Thursday.
Activities in Class:
1.Curated Exhibition Fantasy Edition. Take a look at your curated exhibition and imagine you have an unlimited budget for its installation. Add one more post to your Padlet that describes the space and the organization of the artworks. The sky is the limit and there are no physical, temporary or budgetary constraints.
2.Justice for X. Compare your “forgotten great” with a colleague’s chosen person.
3.Google Image Search Party on Padlet. This is to get ready for our next reading.
Reading Week
Week Six
Research Project due Feb. 29th (we will look at them in class)
Museum Visit March 1st 1pm
Museum Visit March 1st 1pm
Week Five
Read: Alberti, Samuel J. M. M. "Objects and the Museum." Isis 96.4 (2005): 559-571.http://www.jstor.org/stable/10.1086/498593
Pick an object in your home, discuss it using concepts from the article. Post to Padlet.
My Kid Could Paint That
Pick an object in your home, discuss it using concepts from the article. Post to Padlet.
My Kid Could Paint That
Week Four: Barenaked Ladies?
Nope. Not the 90s band, but "the nude" as an artistic category.
Read: Jane Silcock's "Gender and Genius"
Activity: Pick any artist from Silcock's article. Print out a picture of her and make an "explainer" showing all the ways she tried to hack the system. (Use arrows, point from, etc.)
Full notes on Silcock article here
Link to John Berger's The Nude.
Read: Leacock's "The Woman Question" (Tuesday). See examples of his continuing influence here
Read: Jane Silcock's "Gender and Genius"
Activity: Pick any artist from Silcock's article. Print out a picture of her and make an "explainer" showing all the ways she tried to hack the system. (Use arrows, point from, etc.)
Full notes on Silcock article here
Link to John Berger's The Nude.
Read: Leacock's "The Woman Question" (Tuesday). See examples of his continuing influence here
Week Three
Read "Why Have There Been No Great Women Artists?" for Thursday.
Activity: Launch Research Project!
(bibliography due Feb. 16, but if you need a little extra time, Feb. 18th is OK)
Final project due Feb. 29th
Activity: Launch Research Project!
(bibliography due Feb. 16, but if you need a little extra time, Feb. 18th is OK)
Final project due Feb. 29th
How to define a genius?
Homework due Tuesday
1. Choose one artist from Vasari's Lives of the Most Excellent Painters, Sculptors and Architects. Use this webpage or this other version of the Lives online.
2. Show how Vasari makes the case for the artist being a genius. I did Michelangelo as a model. See it here.
Hint: You can choose any artist. Some of the artists' "lives" are crazy long. Don't pick one of those unless you are highly motivated. Also the very early artists are not as interesting often because Vasari had less info! There is at least one woman and an artist we would probably understand as queer now (Il Sodoma), if that interests you!
Homework due Tuesday
1. Choose one artist from Vasari's Lives of the Most Excellent Painters, Sculptors and Architects. Use this webpage or this other version of the Lives online.
2. Show how Vasari makes the case for the artist being a genius. I did Michelangelo as a model. See it here.
Hint: You can choose any artist. Some of the artists' "lives" are crazy long. Don't pick one of those unless you are highly motivated. Also the very early artists are not as interesting often because Vasari had less info! There is at least one woman and an artist we would probably understand as queer now (Il Sodoma), if that interests you!
Week Two
Meet Robert M. Hutchins!
Hutchins' "The Great Conversation" is the introduction to the Great Books of the Western World.
Read it for Tuesday, Jan. 30th. Take notes and read carefully, as this is one of the building blocks of this course.
Here is a reading guide which you may find helpful.
And if you don't have the course pack yet... the reading is here.
Reading for Thursday is Hutchins' "Letter to the Reader."
Hutchins' "The Great Conversation" is the introduction to the Great Books of the Western World.
Read it for Tuesday, Jan. 30th. Take notes and read carefully, as this is one of the building blocks of this course.
Here is a reading guide which you may find helpful.
And if you don't have the course pack yet... the reading is here.
Reading for Thursday is Hutchins' "Letter to the Reader."
Week One: Welcome!
TOPIC: Introduction
In this course we will consider what the canon is, how it comes to be and how it changes over time. Questions of authorship, genius, and representation will be considered, as will critiques of all of these things in relation to literature, art and institutions.
Looking forward to getting to know you! Let's try Wooclap
ACTIVITY: Choose your own reading! Go to the JSTOR database on the JAC library page and find an article that is about the Canon, Liberal Education, Great Books or one of the main 20th C figures (like Hutchins whom we will meet next week)! Choose an article that is at least 5 pages (could be more!) and post your summary of it is on Padlet.* See mine here.
*Sign up for Padlet. Click on the Log in with Microsoft Button and use your John Abbott email.
In this course we will consider what the canon is, how it comes to be and how it changes over time. Questions of authorship, genius, and representation will be considered, as will critiques of all of these things in relation to literature, art and institutions.
Looking forward to getting to know you! Let's try Wooclap
ACTIVITY: Choose your own reading! Go to the JSTOR database on the JAC library page and find an article that is about the Canon, Liberal Education, Great Books or one of the main 20th C figures (like Hutchins whom we will meet next week)! Choose an article that is at least 5 pages (could be more!) and post your summary of it is on Padlet.* See mine here.
*Sign up for Padlet. Click on the Log in with Microsoft Button and use your John Abbott email.
Slideshows, Fun and Extras here |
Museum Assignment
Your Goal: Be the Curator
Preamble: Congrats on submitting your bibliographies for your IA project. You have laid the foundation for your final paper! It might, however, be hard to convince your nearest and dearest to read your essay when it is completed. But don’t you want to share the fruits of your labours as widely as possible? Of course you do!
Perhaps you could convince them to attend the opening of your brand new exhibition based on your research? Step into the shoes of a curator and create a new show that is thematically linked to your subject. Treat the objects that are currently on display in the Montreal Museum of Fine Art as your raw material.
Steps: Find six objects from multiple eras and exhibits in the museum.
(AKA don’t choose all Ancient Egyptian things from the Arts of One World exhibit). Part of the job of the curator is juxtaposing objects in ways that make us see or think about them in new ways. Take photographs of the objects and create a gallery page on Padlet with your photos and the info about each work of art.
Write a statement outlining your theme and how your curatorial choices support it. Post this on Padlet as well. Max. 350 words.
Final Note: Take a selfie or two and enjoy the art!
Preamble: Congrats on submitting your bibliographies for your IA project. You have laid the foundation for your final paper! It might, however, be hard to convince your nearest and dearest to read your essay when it is completed. But don’t you want to share the fruits of your labours as widely as possible? Of course you do!
Perhaps you could convince them to attend the opening of your brand new exhibition based on your research? Step into the shoes of a curator and create a new show that is thematically linked to your subject. Treat the objects that are currently on display in the Montreal Museum of Fine Art as your raw material.
Steps: Find six objects from multiple eras and exhibits in the museum.
(AKA don’t choose all Ancient Egyptian things from the Arts of One World exhibit). Part of the job of the curator is juxtaposing objects in ways that make us see or think about them in new ways. Take photographs of the objects and create a gallery page on Padlet with your photos and the info about each work of art.
Write a statement outlining your theme and how your curatorial choices support it. Post this on Padlet as well. Max. 350 words.
Final Note: Take a selfie or two and enjoy the art!
Time Use Project (10%)
This assignment is inspired by the Quantified Self movement. The idea is that we can live better lives by measuring and observing our lives and then making decisions based on the findings. We will be focussing on time use.
Steps:
1. Fill in the sheet that starts off, "If I only had more time I would..." Hand it in with your finished project.
2. Track your time use for one week. Do not try to change anything! Just live your life.
Record your activities in any visual format you like (day-planner, graphs). Make sure you find some way of tracking your screen time. Hand in the chart, graph, stats, etc. with your finished project.
3. In class you will write an analysis of your findings.
This assignment will be marked on care and detail in collection and presentation of time use and screen time data, evaluation of how your results relate to things raised on "If Only..." sheet filled out in class, examination of and reflection on what you might do to make your real life more closely match your ideal life, proposals to make that happen, and clear, carefully written text.
Steps:
1. Fill in the sheet that starts off, "If I only had more time I would..." Hand it in with your finished project.
2. Track your time use for one week. Do not try to change anything! Just live your life.
Record your activities in any visual format you like (day-planner, graphs). Make sure you find some way of tracking your screen time. Hand in the chart, graph, stats, etc. with your finished project.
3. In class you will write an analysis of your findings.
This assignment will be marked on care and detail in collection and presentation of time use and screen time data, evaluation of how your results relate to things raised on "If Only..." sheet filled out in class, examination of and reflection on what you might do to make your real life more closely match your ideal life, proposals to make that happen, and clear, carefully written text.