Junior Core

delivery and timing

We will meet in person once a week on Thursdays from 4:30 to 7:10 in AB 2044. The classes are required and during our sessions we will discuss work, complete assignments, and further our art and design knowledge. The class is scheduled for 15 weeks and you can expect to work for 6 hours outside of class each week.

prerequisites

AVT 180: New Media in the Creative Arts, AVT 110: Digital Design Studio, or permission of instructor.

course description

An inter-media, project-driven course focused on the role of research in artistic conceptual development and the artmaking process. In this course, you’ll have a chance to explore various modes of research, including archival and scholarly research, gathering and creation of primary source data through surveys, interview, or haptic/tactile experience of place, and nontraditional or experimental research through the use of various prompts. Using your own mode of inquiry, you’ll research and develop an individual work that you’ll also document and describe for a collaborative publication and show in the final third of the term. With your junior cohort, you’ll attend the Spring series of Visual Voices lectures, and read and discuss shared texts.

objectives

the machine

David Dewane, an architecture professor, designed a space, a building, meant to encourage Deep Work for its inhabitants. This structure was called a Eudaimonia Machine. “The goal of the machine,” David explains, “is to create a setting where the users can get into a state of deep human flourishing - creating work that’s at the absolute extent of their personal abilities.” (Cal Newport’s Deep Work) We will be framing the semester with a discussion on the Eudaimonia Machine employing this fictional piece of architecture to help us structure time.

projects

  1. Individual Research Project Development
  2. Collective Research Publication

homework

  1. Concept Map // Identify Field of Research
  2. Bibliography
  3. Project Proposal // Research Methodologies
  4. Project Documentation, Statement, Draft Layout
  5. Research Presentation // Final Draft Layout

reading assignments

  1. Critique: The War of Design by Ian Lynam
  2. Fantasies of the Library edited by Anna-Sophie Springer and Etienne Turpin
  3. Index Cards by Moyra Davey
  4. How to Make Art at the End of the World by Natalie Loveless

Will be given from the above texts. These will be discussed in class in conjunction with Junior Core Projects and Homeworks. Readings will be available to the class as PDFs. The class will be divided into groups. Each group will be responsible for one of the readings. During our discussion day, the group responsible for the reading will present the materials to the class. During the discussion day, the group responsible will be responsible for the class period, facilitating conversation, and for providing any additional materials to the class.

field trip schedule

discussion of work

You will need to take an active role in both the presentation and discussion of your work. We will review projects in a variety of ways and you are expected to be able to talk and write about your own work and give feedback to your peers about their work. The ability to discuss your work and other student’s work is a very important part of your education at Mason. Use this class to improve on those skills.

communication

Your ability to communicate with me is of prime importance in this course. If you are going to be absent, late, or not have your work, it will be your best interest in communicating those things to me in advance. I do not need to know your reasons for being absent, late, or not having your work but I do need to know.

A simple, short email will be fine.

The same goes for if you are struggling in this class or having other issues that are hindering your ability to complete work in this class. The more you keep me in the loop the more I can help you and adjust as needed.

attendance

There is no specific attendance grade for this class, it is tied together with your engagement grade outlined below. However, if you miss four or more classes you will automatically fail the class unless you have communicated with me prior to the fourth absence.

engagement

This course has an engagement policy. Your engagement will affect your final grade (and, by extension, the quality of your work). You are expected to actively and passionately take part in this course in the following ways.

grading

Grades will be based on your homework (20%), engagement (20%) and projects (60%).If you do not document your work and include it in the final publication you will not pass the class.

homework (20%)

Each homework will be graded using a simple rubric you can find in the pdf syllabus on Blackboard. If you complete the assignment with care and turn it in on time, this will be an easy 20%.

engagement (20%)

This percentage will be based on your engagement in the class. Be engaged in this course and its content and this should be an easy 20%.

projects (60%)

There are two projects during the semester and each one will account for 30% of your grade. You can find the project grading rubric in the pdf syllabus on Blackboard.

late work

Late work will be accepted for two weeks after a deadline with the exception of the final project and documentation for the publication which will be due on the dates in the schedule. There is a section on the rubrics showing how late work is factored into the assignment grade.

rubrics

Rubrics are used to grade projects and homeworks. The rubrics are in the pdf syllabus on Blackboard and tied to each submission on Blackboard. The rubrics are here to allow you to understand how work is graded and to reference while working to self-evaluate.

semester schedule

week 1: 1/18

week 2: 1/25

week 3: 2/1

week 4: 2/8

week 5: 2/15

week 6: 2/22

week 7: 2/29

week 8: 3/7

week 9: 3/14

week 10: 3/21

week 11: 3/28

week 12: 4/4

week 13: 4/11

week 14: 4/18

week 15: 4/25

week 16: 5/2

weekly schedule

Class is on Thursdays from 4:30–7:10. Most days we will meet for the entire time but some weeks we will have individual meetings or end early. Some classes will be workshops and some classes will be taken up primarily be Visual Voices. Some classes will be work days so make sure to bring things to work on each class. Unless otherwise specified, all work is due at the beginning of class.

A note—Time management is an important skill to master and should be worked on all your classes. Staying up all night working is not a badge of honor, it typically means you didn’t budget your time correctly. Staying up all night isn’t healthy and making sure you are keeping yourself healthy is your first priority.

open studio

The design faculty will be hosting open studio hours in room 1023. When the open studio is open, you will have access to computers, a space to work, or get feedback and help from the faculty member in the room. The schedule will be posted on the door of 1023 and online at art.gmu.edu/open-studio

visual voices

Voices is a year-long series of lectures by artists, art historians and others about contemporary art and art practice. Visual Voices lectures are held on four Thursday evenings from 4:45 pm – 6:30 pm.

school of art socials

covid protocols and face coverings

Face coverings are OPTIONAL, with some exceptions:

official communications via mason e-mail

Students are responsible for the content of university communications sent to their George Mason University e-mail account and are required to activate their account and check it regularly. All communication from the university, college, school, and program will be sent to students solely through their Mason e-mail account.

honor code

To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all members of the George Mason University Community and with the desire for greater academic and personal achievement, we, the student members of the university community, have set forth this Honor Code: Student Members of the George Mason University community pledge not to cheat, plagiarize, steal, or lie in matters related to academic work. Link.

attendance policies

Students are expected to attend the class periods of the courses for which they register. In-class (including sections that meet online) participation is important not only to the individual student, but also to the class as a whole. Because class participation may be a factor in grading, instructors may use absence, tardiness, or early departure as de facto evidence of non-participation. Students who miss an exam with an acceptable excuse may be penalized according to the individual instructor’s grading policy, as stated in the course syllabus.

responsible employee disclosure

As a faculty member, I am designated as a “Responsible Employee,” and must report all disclosures of sexual assault, interpersonal violence, and stalking to Mason’s Title IX Coordinator per University Policy 1202. If you wish to speak with someone confidentially, please contact one of Mason’s confidential resources, such as Student Support and Advocacy Center (SSAC) at 703-380-1434 or Counseling and Psychological Services (CAPS) at 703-993-2380. You may also seek assistance from Mason’s Title IX Coordinator by calling 703-993-8730, or emailing titleix@gmu.edu

important dates

Once the add and drop deadlines have passed, instructors do not have the authority to approve requests from students to add or drop/withdraw late. Requests for late adds (up until the last day of classes) must be made by the student in the School of Art office (or the office of the department offering the course), and generally are only approved in the case of a documented university error (such as a problem with financial aid being processed), LATE ADD fee will apply. Requests for non-selective withdrawals and retroactive adds (adds after the last day of classes) must be approved by the academic dean of the college in which the student’s major is located. For AVT majors, that is the CVPA Office of Academic Affairs in College Hall.

commitment to diversity

This class will be conducted as an intentionally inclusive community that celebrates diversity and welcomes the participation in the life of the university of faculty, staff and students who reflect the diversity of our plural society. All may feel free to speak and to be heard without fear that the content of the opinions they express will bias the evaluation of their academic performance or hinder their opportunities for participation in class activities. In turn, all are expected to be respectful of each other without regard to race, class, linguistic background, religion, political beliefs, gender identity, sex, sexual orientation, ethnicity, age, veteran’s status, or physical ability.

student support and advocacy center

The Student Support and Advocacy Center assists students who are encountering a life crisis or significant barriers that impact their academic and personal success and/or overall functioning. Our goal through individual consultations is to best understand the student’s situation, answer questions, provide guidance, and make connections to appropriate on and off-campus resources. For more information, please visit this website.

students with disabilities and learning differences

Students with disabilities who seek accommodations in a course must be registered with the George Mason University Office of Disability Services (ODS) and inform their instructor, in writing, at the beginning of the semester. Link

technology requirements

Note that this course requires/strongly recommends the use of Adobe Creative Cloud applications. If you do not already have an Adobe license and are interested in purchasing one or have an Adobe license and need to renew it, please go here. If you cannot afford an Adobe license, you may submit a request for funding to the Student Emergency Assistance Fund. Please go here to apply. Please note that the Adobe license agreement is on an annual basis.

The Collaborative Learning Hub Located in Johnson Center 311 (703-993-3141), the lab offers in-person one-on-one support for the Adobe Creative Suite, Microsoft Office, Blackboard, and a variety of other software. Dual monitor PCs make the lab ideal for collaborating on group projects, Macs are also available, as well as a digital recording space, collaborative tables, and a SMART Board. Reservations are strongly encouraged due to COVID-19 precautions and limited amounts of resources, but walk-ins will still be accepted so long as the occupancy of the lab does not exceed the maximum of 16 people. Link

writing center and library resources

Students who need intensive help with grammar, structure or mechanics in their writing should make use of the services of Writing Center. For Spring 2024, the Writing Center is holding all sessions online, with writers choosing between meeting their tutor in real time on Zoom or uploading a draft for their tutor’s written feedback. Please send your questions to wcenter@gmu.edu

Provisions Research Center for Art & Social Change is in Room L001 of the Art & Design Building. This student resource assists students in exploring and engaging new models for artmaking that lead to a more inclusive, equitable, and connected society. Provisions is also a hub for developing art projects through Mason Exhibitions, the Mural Brigade, and art partners throughout the metropolitan area, and beyond. Contact Don Russell for more information: drusse10@gmu.edu

Art and Art History Librarian, Stephanie Grimm, will offer appointments and virtual office hours for the Spring 2024 semester: more here.

counseling & psychological services (caps)

CAPS provides a wide range of free services to students. CAPS offers crisis, counseling, and psychiatric services virtually, and limited services in person. Services are provided by a staff of licensed clinical psychologists, licensed professional counselors, licensed social workers, doctoral-level trainees, and a board-certified psychiatrist. Our individual and group counseling, workshops, and community education programs are designed to enhance students’ personal experience and academic performance. For distance learners, please see our Resources for Distance Learning page. We also provide consultation to faculty and staff who have concerns about a student.

CAPS provides short-term mental health services for enrolled students. When a student’s needs require a different level of care, CAPS works with students to transition care to community providers. If a student is currently seeing a professional in the community for therapy and can continue to work with them, we encourage the student to continue care with their current provider.

To begin services with CAPS, please call us at 703-993-2380 during our business hours. Due to the rise in COVID cases, we are only offering services via telehealth during this time.

If you are experiencing a crisis after our business hours or on weekends or holidays, please call us at 703-993-2380. Please select option 1 in our phone system to be connected to an after-hours crisis counselor.

If you are interested in connecting with a provider in the community for long term counseling, please visit our Find a Community Provider page for our database of community provider options and other options for connecting with a therapist. If you have student health insurance through Aetna, you may also choose to access services through TelaDoc.

anti-racist statement

The School of Art plays an integral role in building an educational environment that is committed to anti-racism and inclusive excellence. An anti-racist approach to higher education acknowledges the ways that individual, interpersonal, institutional, and structural manifestations of racism against Black, Indigenous, and other people of color contribute to inequality and injustice in our classrooms, on our campuses, and in our communities. It strives to provide our community members with resources to interrupt cycles of racism so as to cultivate a more equitable, inclusive, and just environment for all of our students, staff, faculty, alumni, and friends, regardless of racial background. An anti-racism approach is an active and ongoing, long-term process. In all our efforts, we uphold a commitment to creating honest, respectful, supportive, and healing spaces where members of our community can meaningfully dialogue and learn from each other’s lived experiences for the betterment of our entire community.

land acknowledgement

At the place George Mason University occupies, we give greetings and thanksgivings to these Potomac River life sources, the Doeg ancestors, who Virginia annihilated in violent campaigns while ripping their lands apart with the brutal system of African American enslavement, to the recognized Virginia tribes who have lovingly stewarded these lands for millennia including the Rappahannock, Pamunkey, Upper Mattaponi, Chickahominy, Eastern Chickahominy, Nansemond, Monacan, Mattaponi, Patawomeck, and Nottaway, past, present, and future, and to the Piscataway tribes, who have lived on both sides of the river from time immemorial.

diversity, equity, and inclusion

Inspired by mass actions and worldwide protests demanding racial justice, CVPA’s Arts in Context continues the Kritikos Anti-Racist Reading Group this semester, moderated by Mason faculty members Jessica Kallista and Kristin Johnsen-Neshati, with help from co-organizers, Cynthia Fuchs, Jordan McRae, and Sang Nam.

Members of the community are called to meet in Spring 2024 for a 90-minute session once a week with a goal of long-term commitment to relationship building, awareness, reimagining, transformation, and action, around anti-racist practices, racial justice, and the creation of conversations as well as systems of compassion and healing. We continue to focus on anti-Black racism and its effects on society.

Grounded in the knowledge that it is not a question of whether we are racist, but rather, how racism is expressed and experienced in ourselves, our lives, our behaviors, and our institutions, we explore books, music, art, essays, podcasts, and documentaries that allow us to critically question and consider our roles as artists, thinkers, citizens, and creatives in a society founded on racist values and practices.

A schedule of sessions will be available here.