Core 107-16: E & D II

Spring 2015
MWF 9:10-10:10
Fields 207
Instructor: Garrick Imatani, Assistant Professor of Art
Email: garrick@lclark.edu
Office: Fields Center 205.B
Office Hours: Tuesday & Thursday 1-2pm or by appointment

Art and Social Change

Course Description
This course examines the changing role that art and artists have played in social movements over the last century.
We will look at the relationship between art and politics primarily through the lens of visual art with select
examples from film, theatre, performance, architecture and music. Subjects will range from the realism of Gustave
Courbet, William Morris and the rise of socialism, Russian Constructivism of the 1920s, the Mexican muralist
tradition, agitprop, direct action campaigns of the 60s and 70s, guerilla theatre and performance art, protest
songs and rap music, dissident culture, and hacktivism.
Required Texts
All required readings will be accessible through our class website: http://artnsocialchange.tumblr.com/
Password: eduorgagit
Participation
Core 107 is not a lecture-based course; its success and yours will depend upon your active, informed
participation in class discussions and group work. Because the readings are the foundation of the course, you
must come to each class having read and thought about the required material and be prepared to participate in
class discussion. Your participation is a requirement of the course. In-class note taking is expected along with
bringing printouts of relevant texts to every class.
Attendance
Regular attendance at class sessions, at lectures, and at films designated in the syllabus is essential for
successful completion of this course. Attendance will be considered in the assignment of final grades.
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You may have three (3) excused absences. Four (4) absences will reduce your grade by a letter grade and
initiate an advising alert. If you do not communicate with me about improving your status in the class, you
risk an immediate failure of the course.
You may be excused twice (2) for lateness. Beyond that every two tardy days will count as an unexcused
absence and may initiate the unexcused absence policy as stated above.

The only exception to the above is for a serious medical reasons or other condition that results in the need for an
extended absence. In the event of necessary prolonged absences, contact Student Support Services.
Classroom Behavior
Out of respect for everyone in the class, please do not leave class except for an emergency. Please turn off all
cell phones and similar devices. If you are having an emergency that requires you to have your cell phone on,
please tell me before class begins.
Please do not use your computer in class unless you receive special permission from me to do so.
You are welcome to bring beverages to class, but I ask that you consume all food before or after the hour begins.

Late Work or Incomplete Work

All assignments are due on the schedule dates. As a general rule, late work will not be accepted; in unavoidable
circumstances, such as illness, you have the responsibility to contact me as soon as possible to make
arrangements for timely completion of assignments. I will not, however, accept work that is more than a week
late. Students must complete all of the assigned work in order to receive credit for the course.
Learning Disabilities
If you have a disability that may impact your academic performance, you may request accommodations by
submitting documentation to the Student Support Services Office in the Albany Quadrangle (x7156). After you
have submitted documentation and filled out paperwork there for the current semester requesting
accommodations, staff in that office will notify me of the accommodations for which you are eligible. If you have a
disability that may impact your academic performance, you may request accommodations by submitting
documentation to the Student Support Services Office in the Albany Quadrangle (x7156). After you have
submitted documentation and filled out paperwork there for the current semester requesting accommodations,
staff in that office will notify me of the accommodations for which you are eligible.
Academic Integrity
I expect that any work you submit in this course will be your own and that you will cite any sources you have used.
Failure to do so can be plagiarism, a serious academic offense that can result in your suspension or even
expulsion from the college. I expect you to understand and abide by the Colleges Academic Integrity Policy and
Procedures. If you have any questions about the policy, I encourage you to come and talk with me as soon as
possible.
Changing Class Sections/Withdrawing
Any requests to change E&D sections should be directed to the E&D Program Coordinator, Dawn Wilson (Miller
433, explore@lclark.edu); changes to course section will not be permitted after the third class session. Because it
is a required course designed for first year students, withdrawal from E&D is not permitted (unless a student is
withdrawing from all courses for the semester).
Campus Resources
Because you are new to the college and because of the nature of the course, please consider using some of the
many helpful resources available to you on campus: Information Technology, Watzek Library, International
Student Services, SAAB Tutoring, and (especially important) the Writing Center.
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The Writing Center (Watzek): Appointments can be made in person or via the Centers website:
http://legacy.lclark.edu/~writing/.
Stephanie Beene, Arts Librarian, can also assist you in your research all semester long.

Statement of Learning Objectives

1.

Work collaboratively and constructively in a group setting.

(Demonstrate capacity to listen, respond reasonably to, and build on the intellectual positions staked out
by course materials, instructors, and fellow students)

2.

Compose effective formal academic writing, both in class (during exams or other exercises) and outside
of class (for take-home writing assignments).
(Demonstrate capacity to compose clear and compelling prose, formulate persuasive arguments
supported with evidence, and pursue creative and eloquent expression of ideas)

3.

Pursue original research leading to the production of a major essay, in which students will use
appropriate research tools and sources to meet the information need.
(Demonstrate capacity to formulate a compelling research question, employ various research sources
and methods, formulate an original thesis supported with sufficient evidence, and produce proper
citations and reference lists)

4.

Prepare and deliver a formal oral presentation.

(Demonstrate capacity to orally present original ideas in a coherent and persuasive manner, and respond
to audience questions and remarks)

Grading Rubric
Writing assignments = 10%
1st paper (4-5 pages) = 10%
2nd paper (4-5 pages) = 10%
Midterm = 10 %
Pecha Kucha presentation = 5%
Participation = 15%
Annotated Bibliography: 5%
Final oral presentation = 10%
Final research paper (10-12 pages), process includes research proposal and draft = 25%
Paper Formats
Citations are required on every single written work submitted to me.

Use the Chicago Manual of Style Guide readily found online

Papers lacking in-text or reference citations will not be credited. Points will be deducted accordingly if
citations are not used appropriately.

Headings: Put in header space, single-spaced, 12-point, Times New Roman (TNR) font
Body: Typed, double-spaced, 12-point, TNR font.
Reference Cited page is not included in the written page count, i.e., 5-page essay and Reference page is 6th.
Schedule
The itinerary including a complete list of readings with downloadable links are available on our class website.
You will need to register for a free scribd account. The schedule is subject to change so please be sure and
check it regularly.

Rubric for evaluating written assignments:

Area of
Evaluation
Organization
and
Argumentation

Exceeds Expectation
(4)
Has a clear, focused
argument clearly
stated in first
paragraph which is
supported through a
sophisticated
organization of
content with skillful
transitions between
paragraphs and
topics.

Analysis and
creativity

Demonstrates
reflection on the
subject matter,
attentiveness to
counterclaims and
evidence, and notable
creativity in the
questions it asks of
material, and the
resolution it brings to
the central problem
addressed in the work.
Research cited from
appropriate sources,
skillfully synthesized
and incorporated into
compelling support of
the papers central
argument.

Research and
Use of Evidence

Style and
Clarity

Writing is lucid and

precise
communicating a
consistent and
appropriate tone for
the assignment; it is
also free of
grammatical and
spelling errors.

Grade: _______
Meets Expectations
(3)
Has an apparent
argument, stated in
the first paragraph
and is sustained
through a
functional
arrangement of
content that
reveals a logical
order with some
evidence of
transitions.
Directly addresses
the assignment
with competent,
consistent, analysis
that minimally
acknowledges
countervailing
evidence and
demonstrates some
creativity.

Needs Improvement
(2)
Introductory
paragraph
identifies a single
topic but does not
make a clear
argument.
Organization of
content is
inconsistent and
confusing.

Inadequate (1)

Inadequately
addresses the
question or topic at
hand; shows some
inconsistency in
argument. Does
not indicate
reflection or careful
consideration of the
topic or material.

Does not address

question or topic at hand;
suggests lack of
comprehension,
knowledge of, or
attention to material
covered in the course.

Research cited from

appropriate
sources; sufficiently
incorporated to
support the
controlling
argument.

Limited research
inadequately
incorporated in
support of
arguments.
Incomplete or
insufficient
citation.
Problems with
writing (e.g.,
passive voice,
inaccurate word
choices, obscure
argument.
Distracting
spelling,
punctuation, and
formatting errors.

Minimal or off-subject
research that does not
support the claim of the
work. No citations:
including indexical,
direct quotes, and/or
bibliography/work cited

Use of language
and sentence
structure is clear, if
somewhat generic.
Contains very few
grammar, spelling,
or punctuation
errors.

Unable to identify a
central argument or
topic. Minimal control of
content arrangement.

Excessive grammatical
and spelling errors that
make it difficult to follow
the discussion and
indicate inadequate
attention to detail.