Implementation – sample syllabus

The content includes

– introduction to VICKi and online resources for media

– introduction to constructivist methods, as the student interests will drive the course content

– multimedia composition

– real-time interaction.

Students will work in small groups either on the floor moving or with the media to increase their understanding of the connection between the media and movement.

– in-class experiments, discussions, and self-assigned projects

– Students will gain tools to help them in constructing and implementing their own in-class experiments

Learning will be centered on experimentation and discovery, with no “correct” model to abide by.

Students develop their understanding of how movement and media connect, skills for real-time interaction in mediated environments, obtained free resources for future use, and developed creative ways to design a mediated class for themselves.


SYLLABUS:

Julie Cruse
Email: cruse.26@osu.edu
Office Hours: by appointment

INTERACTIVE TECHNIQUE 2.0

Range:  The coinciding of concepts including but not limited to: Authorship, Origin, Source, Reference, Organization, Information, Cognitive Kinetics, Kinesics, Body, Mind, Soul

“Kinesics is the interpretation of body language such as facial expressions and gestures — or, more formally, non-verbal behavior related to movement, either of any part of the body or the body as a whole.” – wikipedia

Course Description:  We will use VICKi (Virtual Interactive Choreographic / Kinetic instructor) to weave together each student’s contributed materials. Students will design and conduct experimental labs that connect moving perspectives, moving information, and moving impulse. These experiments will draw from students own interests. The students will learn to investigate and translate his or her own interests into a series of values (rules, scores, games) for creative exploration. This will bridge the product (of performance) with the process of each students creative inquiries.

The consequences of our actions, their desirability, and the uncertainty with which we assert these is a constant plane for navigation.  Learning to navigate this space and self-direct one’s learning is the “outcome” of the class.

Objectives:  Students will…

– develop awareness of connection moving perspectives, moving information, and moving impulse

– experimentally self direct from an any creative place, with no model of correctness to follow

– learn to self direct experimentation to discover one’s own technique

– observe and direct oneself in a dynamic environment

– acquire the skills to identify and impact patterns in diverse, changing situations

– develop performance, improvisation, and compositional skills from an integrated place rather than an isolated place

– expand the options for skills to work on and ways of working

– acquire an understanding of individual impulse as a source of navigating technique

– following spontaneous curiosity mindfully, so as to be receptive to the truth it reveals about familiar and unfamiliar capacities for growth

Method:  we will begin with a mixture of open and guided improvisation, to tune our attention to our own individual bodies, and then integrate this attention within the community, and the environment.  Then the class will work together to set up VICKi – any of the following: sound, video, text, interaction set list.  Much observation and discussion will occur to generate this sharing environment in multiple modes of learning.

**This syllabus can be changed by consensus among the students and teacher.**

Requirements:
SHOW UP
Pay attention
Tell the truth
Don’t get attached

Journals:  Students will journal each week, in an online forum, about their thoughts, concerns, and process (as opposed to progress).

Experiment:  Students will work in small groups to set up an experimental session for the last 3rd of the term.  Ideas can range from extending something discovered earlier in the quarter, to spontaneous integration of student ideas that day.  The possibilities really are endless.  Student values will be, well, valued.  This is about the student’s response to the class experiences this quarter, and what he or she desires to do.  As the quarter progresses we will discuss ideas and come to an agreement about what each group would like to require of themselves.

Evaluation:
Your work will be evaluated in the following 3 broad categories:

Participation 40%:
Attentiveness, concentration, patience, a positive attitude and inquisitiveness

Integration 15%:
Continual renewal of the cyclical process of reflection and integration of course materials

Interaction 15%:

part call, part response, meaning that each student will have varying balances of these, but must work to develop a balance that allows for diverse sensibilities in dynamic communities and environments.

Contributions 30%:
Sharing your ideas and process with the community – discuss and respond and discuss again.

Absence from more than 10% of classes will affect the final grade by lowering it a half a grade for each additional absence.

A    93 and above
A-    90 to 92.99
B+    87 to 89.99
B    83 to 86.99
B-    80 to 82.99
C+    77 to 79.99
C    73 to 76.99
C-    70 to 72.99
D+    67 to 69.99
D    60 to 66.99
F    0 to 59.99

Academic Misconduct
Academic Misconduct is defined as “… any activity which tends to compromise the academic integrity of the institution, or subvert the educational process.”  Please refer to rule 3335-31-02 in the student code of conduct for examples of misconduct.

Disability
Please inform me of any physical concerns or special needs that may impact your performance in this class.  If you get injured over the course of the quarter, please seek consultation with a doctor to evaluate your condition.  To register a documented disability, please all the Office of Disability Services (located in 150 Pomerene Hall) at 292 – 3307 or 292 – 0901 TDD.

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