代做PUFY 1013 First Year Integrative Seminar 2 Spring 2025调试Haskell程序

日期：2025-02-13 05:38

First Year Integrative Seminar 2

PUFY 1013

Spring / 2025

Course Description

This course aims to challenge old beliefs about what you can do with writing. It invites inquiry and helps  you to think about research as an energizing practice. In Integrative Seminar 2 you will be encouraged to pursue topics you find perplexing, fascinating…maybe even a bit frightening. How can curiosity lead you to ask productive questions and get answers to them? How can you develop a writing process that is organic and unfolds over time?

In the first half of the semester quick assignments will introduce you to a variety of research methods and   help you to define an area of interest. In the second half of the semester you will pursue your own research based project, in connection with your Studio work. Throughout the semester, you will read texts which explore a wide array of forms that researched writing can take.

Once again, Studio and Seminar will come together through a series of bridge projects that highlight the components of the research process: inquiry, context, investigation, interpretation, argument, connections and reflection. Bridge projects are the basis of the collaborative relationship of ideas between the two courses. They ask you to engage with  writing as a form. of making, and making as a form of thinking, in order to explicitly and productively blur the boundaries between Seminar and Studio.

Class  Description - Visual Culture

Meaning is embedded in the endless images, spaces, and artifacts that make up our visual culture–what we see around us. How can we learn to look beneath the surface and see what’s being communicated through a broad range of forms – art, advertisements, products, fashion, photography, illustration, architecture, performance, technology, etc. What new and unexpected forms demand our scrutiny?

In this class we will explore how to translate the visual into writing, how to create visuals with words, and ultimately how to make a fial product that embodies the best of both written and visual elements.

Shared Capacities

This course satisfies the following share capacities:

● Authorship

● Critical Analysis

● Communication

● Work in Complex Systems

● Flexibility and Resiliency

● Research Literacy

Bridge Project Summary

Bridge projects are the heart of the Integrative Studio-Seminar pairing. These projects will “bridge” the ideas, questions and content between these two courses. The following units are explored in Studio and Seminar:

Bridge 1: Inquiry

Bridge 2: Context + Investigation

Bridge 3: Interpretation + Argument

Bridge 4: Connections

Bridge 5: Reflection and Final Presentations

BRIDGE 1: Inquiry → Neighborhoods Tour (weeks 1-3):

Learn about NYC through its design elements, motifs, and styles using observation, recording, and experience

In Studio, you will create a Neighborhood Portfolio and then Poster inspired by a collection of drawing, photography, notes, audio and video of design motifs after visiting an assigned neighborhood. Brighton Beach, Harlem, Jackson Heights, and Flushing.

In Seminar, you will write two different versions of a neighborhood walking tour, guiding readers

through their assigned neighborhood and incorporating sensory details and figurative language. With this assignment, we will begin to make conscious choices in the process of crafting structures out of language.  We will also begin to get comfortable with drafting and revision.

Version 1 due Week 2 - Sunday, 2/2

Version 2 due Week 3 - Sunday, 2/9

Visual References: Francis Alys and Sophie Calle (walks), Alan Lomax and Field Recordings, Wolfgang

Tillmans, Martin Parr (photography), New York City Archeological Repository (https://archaeology.cityofnewyork.us/)

Readings and Resources:

“Blackberries” by Leslie Norris

Harvest documentary, dir. by Kevin Barnes (2017) Here is New York (excerpt) by E.B. White

Selected poems by various authors

They Live (excerpt), dir. by John Carpenter (1988)

BRIDGE 2: Context + Investigation → Pavilion Ship (weeks 4-7):

Explore materials, space, location and scale through research and building a model, then imagine that model as a spaceship.

In Studio, you will research and design a pavilion, in a particular place in NYC (can be a place you visited in Bridge 1 or someplace new). The purpose of this new structure is to see, to look, and to view. After identifying location, propose materials and design to support your goals. Finally, build a model.

In Seminar, you will write a short science fiction story, imagining that your pavilion is a self-contained “ship” and describing what life is like on that ship. With this assignment, we will continue to use language as a creative tool while also engaging in a more deliberate drafting process.

1st Draft due Week 5 - Sunday, 2/23

2nd Draft due Week 7 - Sunday, 3/9

Visual References: New York Highline Park, Little Island, Reindeer Pavilion (Snohetta), MoMA’s collection of architectural models.

Readings and Resources:

“All Summer in a Day” by Ray Bradbury

“The Machine Stops” by E.M. Forster

Soylent Green, dir. by Richard Fleischer (1973)

SPRING BREAK 3/10-3/16

BRIDGE 3: Interpretation + Argument → Annotated Bibliography (weeks 8-9):

Develop a thesis question byfollowing your curiosity, then conduct initial research on a question/topic of your choosing.

In Studio, you will craft a question to answer through a creative, research-based project. You will brainstorm ideas and then narrow to one topic and one question that can be tested through making.

In Seminar, you will conduct exploratory research in line with your interests and curiosities and write an annotated bibliography–a written documentation of your research and exploration. With this assignment, we will continue to practice the revision process and familiarize ourselves with the standards and practices of artistic and academic research.

1st Draft due Week 8 - Sunday 3/23

2nd Draft due Week 9 - Sunday, 3/30

Visual References: Tide and Current Taxi (Marie Lorenz), Sugarbaby (Kara WAlker), The Bowery in Two Systems (Martha Rosler), Broadway Walk (William Pope.L)

Readings and Resources:

Frances Ha, dir. by Noah Baumbach (2013)

Readings will vary from student to student, depending on their area of interest

BRIDGE 4: Connections → Artist’s Statement + Zine (weeks 10-14):

Transform and test your research through afinal project; write an artist’s statement; and collect, edit, and reimagine your writing in a zine.

In Studio, you will create a Final Project to be shared with the class. The scope of each project will be individual and be determined in consultation with your Studio teacher.

The final Seminar project is divided into two major outputs. First, students will write a 3-5 page Artist’s

Statement that addresses the methods, materials, and process used in their final Studio project, as well as their broader  motivations, inspirations, and intentions as an artist. This statement will also discuss and incorporate research from Bridge 3. Then, students will *remediate* their Artist’s Statement into a Zine, which will incorporate visual imagery and previous writings from this class. Both the Statement and the Zine will adhere to the Chicago Manual of Style. for citations and formatting. Ultimately, these Zines will be submitted to a public collection.

1st Draft Artist’s Statement due Week 11 - Sunday, 4/13

2nd Draft Artist’s Statement due Week 12 - Sunday, 4/20

Zine due Week 14 - Sunday, May 4th

Readings and Resources:

West Side Story, dir. by Robert Wise and Jerome Robbins (1961)

West Side Story, dir. by Steven Spielberg (2021)

Student led-research → zines, past and present

Visit to Special Collections

BRIDGE 5 - Reflection and Final Presentations (week 15):

Write reflective LP postsfor both Studio and Seminar.

Studio Assignment

You will write a reflective LP post including a description and analysis of your final project: project statement, an overview of the process, reflections on the critique, and illustrations from your presentation

Seminar Assignment

You will write a reflective LP post about your final Zine project, your research process, and your progress in the course overall.

Learning Outcomes

By the successful completion of this course, students will be able to:

1.  Bring writing and making together through critical thought. (Studio and Seminar)

2. Continue to build information literacy by finding and using a variety of sources: online and print

research material; electronic catalogs and indexes; books, periodicals, databases, websites, archives, and exhibition materials. (Seminar)

3.  Develop skills and vocabulary necessary for persuasive argumentation, by learning to craft coherent thesis statements and support arguments. Write clear and cogent image and text-based analysis of their own and others’ work. Exercise both formal and informal writing forms, including process-writing, as well as the critical thesis-driven essay and a culminating, final research paper.

(Seminar)

4. Demonstrate critical reading skills by identifying central arguments and supporting evidence in texts including critical essays and other examples of thesis-driven writing. (Seminar)

5. Successfully attribute the use of others’ ideas and images by using a standard citation format and thus avoid plagiarism. (Seminar)

6. Utilize online tools individually and collaboratively in order to collect, organize and communicate research. (Studio and Seminar)

7. Demonstrate an introductory capacity to collect, analyze, interpret and synthesize information

through multiple research methods, discussions, writings, and making processes. (Studio and Seminar)

8. Use the online learning portfolio to engage with the idea of making as a form of thinking. Demonstrate

the ability to reflect on process, choices made, creative and critical skills learned, and connections fostered, through analysis, reflection, documentation and archiving on the learning portfolio.

(Studio and Seminar)

9. Engage with art and design as a generator, embodiment and transmitter of cultural ideas. Demonstrate an understanding of value systems as social constructs.

(Studio and Seminar)

10. Use writing and reading-based research to investigate, iterate, and hone a question / problem using a range of methods. Continue to develop on outcomes from Seminar 1. (Seminar)

Assessable Tasks

● Write an essay integrating multiple senses and points of view (learning outcome 5, 6, 7)

● Engage in the workshop process (learning outcomes 1, 2, 5)

● Develop an annotated bibliography (learning outcomes 1, 2, 6, 7)

● Write creative science-fiction text with a solid thesis (learning outcomes 5, 6, 7)

●    Contribute drafts and final papers to the Learning Portfolio, discuss/write about connections to studio and writing development over the semester (learning outcomes 1, 3)

Expectations, Commitments and Community Agreements

This course is not a performance given by me, your teacher, nor a process of transmitting information

from my brain to yours; rather, this course is a learning community where knowledge is co-created. This   means that you yourself are an integral part of cultivating an environment where learning is both possible and enjoyable.

On the first day of class, we will work together to build our own community agreements and make

commitments to ourselves and to each other. These will be added to the syllabus and referred to as needed throughout the semester.

ON DIVERSITY, EQUITY & INCLUSION

In order to build community together, it is essential that students from all backgrounds and perspectives feel welcomed and valued. Racism, sexism, transphobia, homophobia, xenophobia, ableism, ageism, classism, and any other forms of oppressive attitudes will not be tolerated. We   each bring unique talents, inquiries, knowledge, skills, and personal experiences that contribute  to creating a robust and welcoming learning community in which we all can belong and thrive to our fullest potential.

As much as possible, we will …

…create a supportive, welcoming, and respectful classroom environment …be fully present in class (not on phones, not doing unrelated work)

…take advantage of a 10-15 minute break each class to refresh our minds and bodies …review vocabulary regularly and encourage vocabulary practice and retention

…address grammar issues as they arise

…utilize office hours, before/after class and by appointment

...accommodate the need for physical movement and other needs during sustained attention:

Acceptable “Fidgets”

● Friendship bracelets	● Tiny models
● Embroidery	● Clay/slime
● Cross stitch	● Doodling
● Cat’s cradle (for one person)	● Coloring
● Knitting	● Jigsaw puzzle
● Crochet	● Bathroom breaks