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The Project...

The project description below is designed to articulate the scope and requirements of your presentation. All presentations will be performed during the second half of the quarter. Be sure to print this page before Week 5 as participation points will be awarded for bringing it to class.

Step 1 - Description, Proposal & Scope Requirements :

Description:

Throughout our course I have presented the argument that the connection between the aesthetic and the artistic is critical in the work of many well-known artists. There is also a connection between the aesthetic and aesthetic dimensions of expression. In fact, aesthetic outrage and discontent often fuel artistic attempts to expose despair, injustice, poverty, and cruelty. In addition, happiness, contentment, celebration and victory have also been well-documented.

Your task is to find an artist, style or work of art either in, or close to, the medium in which you work and connect this to one of the aesthetic theories we have discussed during the quarter. You are also free to use one of your own pieces. The idea is to find something that either displays or expresses one of the concepts we’ve covered in class or in our text. In order to help you get started, I have posted resources on techniques and tools for brainstorming and sketching here.

Proposal:

There are a few steps involved in completing this project. First,you should start by reviewing the course syllabus and the text along with scholarly resources on aesthtics in your field to get a general idea of the current issues in your industry. Second you should try to narrow down your area of interest to highlight an artist, style or trend challenging professionals currently pursuing your career path.

Third, you must create a project proposal outlining your multimedia presentation project. the guidelines for completing this segment of the assignment can be found here on our class website on the proposal writing guidelines page. please visit the writing guidelines page before try attempting this segment of the assignment. There is an easy to use template and lots of guidelines for earning a good grade and getting your project started.

Scope Requirements/Media:

If you are using or making a video, be sure to cut the clip to 1 1/2 minutes or less.  After showing the clip you should be able to explain the aesthetic aspects of the piece and how these moments express something that must be considered from an aesthetic perspective. Also, inform me well in advance of the presentation date so that we can have a TV/VCR or DVD available. Remember you’ll have to bring the work (or a picture of a larger piece) to show the class during the presentation stage of your project.


Step 2 - Presenting your work: visual media requirements...

At the end of the course. we’ll devote the last half of our class sessions to presentations and discussion (Weeks 7-9). Each student will be responsible for making a 5 minute presentation of his/her project detailing the aesthetic theory being represented. Students should be ready to answer basic questions about the piece: when created, by who, why, etc. A short question session will follow. Presentations will be graded on creativity and style, so be ready to "sell" your idea. Again, if you are using a piece that is too big, or expensive to bring to class have a decent picture/rendering of the work to show during your presentation.

Grading Criteria: each is worth 1/3rd of the presentation grade

A Word Concerning Presentation Dates & Grades:


Grading your work...Project Rubric

The table below summarizes my method for evaluating your projects. When you read the chart below, it should be easy for you to see the criteria necessary for receiving various letter grades.

A

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation; student is also able to answer complex questions about the presentation in a professional manner/
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience; the visuals were designed versus copied from other web sites/media (e.g., texts, periodicals, magazines, etc.) ; the media presentation is tightly interwoven with the talk such that the audience is not watching the student set up visuals (everything is ready to go and flows smoothly)
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Student is able to connect the artist/style they've chosen to contemporary trends in media/
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the aesthetic theory that he/she is presenting.
  • Student also has good knowledge of the artist/style and historical time period in which the artist/style originated.
  • The comparison between the artist/style and the aesthetic theory is clear at the close of the presentation.

B

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience; the visuals were designed versus copied from other web sites/media (e.g., texts, periodicals, magazines, etc.)
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the aesthetic theory that he/she is presenting.
  • Student also has good knowledge of the artist/style and historical time period in which the artist/style originated.
  • The comparison between the artist/style and the aesthetic theory is clear at the close of the presentation.

C

  • Communication: Student communicates in a professional manner; introduces him/herself and the project; does not use slang/street language throughout the presentation
  • Clarity: presentation is well prepared; visuals contribute to clarity and introduce both the artist and the theory for the audience
  • Student summarizes but does not copy most information from other sources (e.g., text, web, library); student notes these primary and secondary sources in tech course of the presentation (e.g., by providing web links or bibliographic references in the visual presentation)
  • Relation to theory: student understands how the work of his/her chosen artist or artistic style relates to the aesthetic theory that he/she is presenting.
  • The comparison between the artist/style and the aesthetic theory is clear at the close of the presentation.

D

  • Communication: Student does not communicate in a professional manner; does not introduce him/herself or the project; uses slang/street language throughout the presentation
  • Clarity: presentation is not well prepared
  • Student has copied most information from other sources (e.g., text, web, library) and only recites the material, in effect becoming a reader rather than a researcher
  • Relation to theory: student barely understands the aesthetic theory that he/she is presenting and cannot elaborate any further
  • The theory in question remains unclear even after the presentation is finished.

F

  • Communication: Student does not communicate in a professional manner; does not introduce him/herself or the project; uses slang/street language throughout the presentation.
  • Clarity: presentation is not well prepared
  • Student has copied most information from other sources (e.g., text, web, library) without really understanding the material
  • Relation to theory: student does not understand the aesthetic theory that he/she is presenting and misreads the theorist's postion or ignores significant details

 

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