minutes
Minutes
attended: Jane, Maribeth, Lyssa, Taylor, Nettrice, Sarah B
4/23/06
RECITATIONS AND VISUAL LANGUAGE
jane presented notes from meeting with maribeth about technology recitations section
regarding nance/juna/marc core concept proposal—same students have to stay together for whole year, because their curriculum is different in the fall, so has to be in the spring to. this keeps the learning community created in this pilot course together for hte whole year. What is the purpose/value/goal of that extended community?
Sarah—need real data on doing this recitation model for whole department in VL
Maribeth—needs to have an enormous amount of coordination between recitation instructors and faculty, faculty supports instructor’s work in class curriculum as well as instructor supporting the technology needs
Maribeth—jane and I discussed—last 1/5 of class, with 1 hour for tech presentation, and /5 hour overlap in class to present assignment and crit and overview of technology ideas, etc.
Very important that there is a recitation per class—18-20 students per recitation is already a lot—36-40 is unmanageable
Every class there would be in class technology support—
Doesn’t need to be at the end of class—could be at the beginning—this could be modifiable per faculty--
WHO TEACHES RECITATION SECTIONS? HOW TRAINED?
Lyssa—how to obtain and train Tas to do thi?
Taylor—or hire staff for this
Maribeth—graduate students can do it, or at least some of them can, they need good training
Lyssa—need to be more strict about the qualifications of the graduate students
Jane will be working with George to work the TA support better, esp in regard to needs—currently George presents the class to grads, they sign up if they want
Why aren’t we getting any of Jen Hall’s students? Her MFA students? – Jane will meet with Jen Hall about this… also the design department grads? – Jane will look into that further…
Maribeth would be training and supervising the grads—but also the faculty need to have strong input and involvement with that
we have a huge pool of talent at Massart (seniors, computer arts staff, etc.), who can be trained? How can they get credit to do this? How does this training and skill they gain benefit them for their careers—both grads and undergrads
sarah—this is a big staffing issue—it takes a lot of time to coordinate that.
What happens for advanced students? More advanced technical faculty can structure advanced tutorials. Other faculty can support students who have a different learning structure than the main recitation is being offered. Also faculty who don’t feel they have strong technical skills can still make available tutorial learning that they give to the students to work on independently. Advanced techies can really be working on content/conceptual concerns with professor during that time. The advantage of having two faculty is that you open up the options for the stuents, don’t close them down to just technology. In putting this forth as a model to the whole dept, faculty need to think that there are options within it, that it isn’t homogenous.
How does this recitation section make it not a tech class?
Do we need to change the architecture of the rooms? How to change to format of the rooms to better create areas for other kinds of work than just computer work?
--could we make a computer loft?
--could we give up 5 computers in each classroom to create space? NO
--could we compress the computers to open up space and get students out from behind computers?
--room in center could be used for a big work table—split the rooms in half, so that half could have computers more compressed together
--we need more printers, they could go on an upper space
--more shelving more useful?
--lets have a meeting with a few VL fac, Maribeth, and Howie—Maribeth will set up
require workshops that are underutlitized—this is another way to get tech support
LAB COLLECTIVE
Addresses the lack of a culture working together
Concern:
Nance will require homework labs, which will meet 3 nights per week—compass is also thinking about this model
Does that fill up the labs at night and not make them available to other students in other sections?
Lab collective is different—not required for one class in each lab, but more open working together, work culture, studio practice focus
Should be required two nights a week, says Taylor, but should be open as to what they do during that time—they have to do their homework for their three studio classes, but it should be open that they can do whatever they want during that time--Allows them to continue to structure their own time, we offer models, but they find specific solutions for time management for their own needs
Attendance needs to be taken—signin sheet is OK—but a passport book is good too.
There are lots of options for each night, but you would commit to one option on each night and not move around from lab to lab on any individual night
Form study lab—202 and lab studio open—both need to be staffed with someone (TA, advanced students, etc.) who can provide supervision, support, training, etc.
Drawing—two labs, both staffed, different activities in each each night
Sunday hard for staffing—but great to have lab collective studios open on Saturdays and Sunday afternoons too
We need storage spaces for work—shelving, lofts, etc.
Will we get bakalar/paine? O WOW
There are not enough facilities for this—36 computers and 300 students
1 form study classroom and one form study lab
2 drawing rooms
311
2 visual language rooms
that can fit (15 students per lab) 105 per night/300 students
PILOT IDEAS FOR NEXT YEAR:
we could start by requiring it two times a week with open labs 9 slots a week (900 slots for 300 students would give somewhat decent choice)—if we had one staff person per each area (3 drawing labs, 2 form study, 2 computer), then we need 36 3 hours staff needs
could we start by requiring it in drawing, where there are 3 spaces to use for it?
Could we have an open version—for example where there is a model in drawing every night a week and that could be part of curriculum for visual language, drawing, and form study?
Could be still life times, model times, light contracts, perspective, etc. all the basic drawing issues, which can be applied to all the courses curriculum
Before we can really talk about what happens in lab collective, we need to really discuss how the three classes work together and interact?
Should we focus on learning skills at night, like color? Or should we focus on community building and work discipline
Can we integrate the two? The community building is the basis and the skill learning is an option? This seems the best approach… one does not negate the other. Instead we take advantage of that time to increase options and offer other educational opportunitites
We can pose the question of what skills need to be essentially offered in these evening sessions to each area, and then compare across areas, to see what interactions can be?
There has to be a course release per faculty per area per semester to run a lab collective model because the coordination is so great.
COLOR
introduce in visual language is what nettrice did—not an indepth experience
it is hard to go into any real depth in VL
why can’t it go into drawing? This is a good place to really experiment with and go deeply into subtractive color
attended: Jane, Maribeth, Lyssa, Taylor, Nettrice, Sarah B
4/23/06
RECITATIONS AND VISUAL LANGUAGE
jane presented notes from meeting with maribeth about technology recitations section
regarding nance/juna/marc core concept proposal—same students have to stay together for whole year, because their curriculum is different in the fall, so has to be in the spring to. this keeps the learning community created in this pilot course together for hte whole year. What is the purpose/value/goal of that extended community?
Sarah—need real data on doing this recitation model for whole department in VL
Maribeth—needs to have an enormous amount of coordination between recitation instructors and faculty, faculty supports instructor’s work in class curriculum as well as instructor supporting the technology needs
Maribeth—jane and I discussed—last 1/5 of class, with 1 hour for tech presentation, and /5 hour overlap in class to present assignment and crit and overview of technology ideas, etc.
Very important that there is a recitation per class—18-20 students per recitation is already a lot—36-40 is unmanageable
Every class there would be in class technology support—
Doesn’t need to be at the end of class—could be at the beginning—this could be modifiable per faculty--
WHO TEACHES RECITATION SECTIONS? HOW TRAINED?
Lyssa—how to obtain and train Tas to do thi?
Taylor—or hire staff for this
Maribeth—graduate students can do it, or at least some of them can, they need good training
Lyssa—need to be more strict about the qualifications of the graduate students
Jane will be working with George to work the TA support better, esp in regard to needs—currently George presents the class to grads, they sign up if they want
Why aren’t we getting any of Jen Hall’s students? Her MFA students? – Jane will meet with Jen Hall about this… also the design department grads? – Jane will look into that further…
Maribeth would be training and supervising the grads—but also the faculty need to have strong input and involvement with that
we have a huge pool of talent at Massart (seniors, computer arts staff, etc.), who can be trained? How can they get credit to do this? How does this training and skill they gain benefit them for their careers—both grads and undergrads
sarah—this is a big staffing issue—it takes a lot of time to coordinate that.
What happens for advanced students? More advanced technical faculty can structure advanced tutorials. Other faculty can support students who have a different learning structure than the main recitation is being offered. Also faculty who don’t feel they have strong technical skills can still make available tutorial learning that they give to the students to work on independently. Advanced techies can really be working on content/conceptual concerns with professor during that time. The advantage of having two faculty is that you open up the options for the stuents, don’t close them down to just technology. In putting this forth as a model to the whole dept, faculty need to think that there are options within it, that it isn’t homogenous.
How does this recitation section make it not a tech class?
Do we need to change the architecture of the rooms? How to change to format of the rooms to better create areas for other kinds of work than just computer work?
--could we make a computer loft?
--could we give up 5 computers in each classroom to create space? NO
--could we compress the computers to open up space and get students out from behind computers?
--room in center could be used for a big work table—split the rooms in half, so that half could have computers more compressed together
--we need more printers, they could go on an upper space
--more shelving more useful?
--lets have a meeting with a few VL fac, Maribeth, and Howie—Maribeth will set up
require workshops that are underutlitized—this is another way to get tech support
LAB COLLECTIVE
Addresses the lack of a culture working together
Concern:
Nance will require homework labs, which will meet 3 nights per week—compass is also thinking about this model
Does that fill up the labs at night and not make them available to other students in other sections?
Lab collective is different—not required for one class in each lab, but more open working together, work culture, studio practice focus
Should be required two nights a week, says Taylor, but should be open as to what they do during that time—they have to do their homework for their three studio classes, but it should be open that they can do whatever they want during that time--Allows them to continue to structure their own time, we offer models, but they find specific solutions for time management for their own needs
Attendance needs to be taken—signin sheet is OK—but a passport book is good too.
There are lots of options for each night, but you would commit to one option on each night and not move around from lab to lab on any individual night
Form study lab—202 and lab studio open—both need to be staffed with someone (TA, advanced students, etc.) who can provide supervision, support, training, etc.
Drawing—two labs, both staffed, different activities in each each night
Sunday hard for staffing—but great to have lab collective studios open on Saturdays and Sunday afternoons too
We need storage spaces for work—shelving, lofts, etc.
Will we get bakalar/paine? O WOW
There are not enough facilities for this—36 computers and 300 students
1 form study classroom and one form study lab
2 drawing rooms
311
2 visual language rooms
that can fit (15 students per lab) 105 per night/300 students
PILOT IDEAS FOR NEXT YEAR:
we could start by requiring it two times a week with open labs 9 slots a week (900 slots for 300 students would give somewhat decent choice)—if we had one staff person per each area (3 drawing labs, 2 form study, 2 computer), then we need 36 3 hours staff needs
could we start by requiring it in drawing, where there are 3 spaces to use for it?
Could we have an open version—for example where there is a model in drawing every night a week and that could be part of curriculum for visual language, drawing, and form study?
Could be still life times, model times, light contracts, perspective, etc. all the basic drawing issues, which can be applied to all the courses curriculum
Before we can really talk about what happens in lab collective, we need to really discuss how the three classes work together and interact?
Should we focus on learning skills at night, like color? Or should we focus on community building and work discipline
Can we integrate the two? The community building is the basis and the skill learning is an option? This seems the best approach… one does not negate the other. Instead we take advantage of that time to increase options and offer other educational opportunitites
We can pose the question of what skills need to be essentially offered in these evening sessions to each area, and then compare across areas, to see what interactions can be?
There has to be a course release per faculty per area per semester to run a lab collective model because the coordination is so great.
COLOR
introduce in visual language is what nettrice did—not an indepth experience
it is hard to go into any real depth in VL
why can’t it go into drawing? This is a good place to really experiment with and go deeply into subtractive color
posted by JaneM at
12:34 PM
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