ATCM 3301_Fall 19

Syllabus

This writing intensive course focuses on the genres of writing associated with arts, technology, and emerging communication. ATCM 3301 trains students in the process of writing about media (animation, design, games, and so forth) for a variety of audiences. Writing assignments and presentations prepare students for the types of writing that are common in the media and cultural industries. Assignments include formal analysis, interpretation, the personal or artist’s statement, and project proposals.

This semester is a rare opportunity to consider your body of work so far, and think about what you’ve done in the past and where you might want to head in the future. You’ll be asked to reflect on your work and plan out new projects. At its core, this is a writing class, so expect to write. Expect to rewrite. Expect to work closely with your classmates to refine and rethink your work.

Learning Outcomes

Improved writing skills
Demonstrated ability to write in various modes (reflective, descriptive, argumentative, generative)
Evaluating your creative work and that of others
Communicating to specialist and non-specialist audiences
Engage in constructive feedback and iteration

Here’s the full syllabus with policies, procedures and such.

Helpful Writing Tools

These are the writing and organization tools that I will mention during the semester. They all have a free option. I’ll add to this list as we go through the semester.

Class Links

Graded Assignments Overview

Attendance/Participation (20%): Participation is not just about being present, but coming to class on time and prepared and, having completed the assigned reading and writing in advance, ready to contribute to class discussions and in class activities. Participation includes attendance, reading quizzes, freewriting activities, participation in discussion, and think pieces.
Think pieces are short written responses [150-200 words) posted to your course participant page on the course workspace prior class. The responses will address a question or problem posed for that day’s assigned readings/topic.
Paper 1 – Diagnostic (5%):A short artist/work statement providing a general introduction to your creative work focusing on enhancing the way a viewer understands your work by providing some context. This statement will be revised for the student’s final portfolio submission. [300 words]
Paper 2 – Media Analysis (20%):A formal/technical analysis and interpretation of a media object from a list of suggested work. This assignment will be written in multiple drafts. [1,500 words]
Paper 3 – Analytical Reflection (15%): A formal/technical analysis and interpretation of one piece of the student’s own artwork. [800 – 1,00 words]
Paper 4 – Proposal (20%):A conceptual essay that proposes a future project for a specific audience (grant, competition, etc.). The proposal will discuss the background and overview of the piece, provide a description of the process and work itself, and argue for its significance. This assignment will be written in multiple drafts. [800 – 1,000 words]
Presentation (10%):A short presentation (5 minute) of your proposed project (Paper 4) for a non-specialist audience followed by a 2-minute Q&A session. Grading Criteria:
1. Presentation Topic was clear
2. Topic had a grant / contest
3. Slides were complete
4. Slides were effective
Final Portfolio Submission (10%):Revise and submit the Diagnostic statement and one other paper assignment to the eLearning portfolio system.

Schedule

8/20 (T): Introductions

Review Syllabus
Fill out this Google Form

8/22 (Th): No Class

8/27 (T): The Artist Statement

BEFORE CLASS: Read the Artist Statement Guidelines
IN CLASS: Brainstorming Activities & Paper 1: Diagnostic Overview; Form Interest Groups
Google Doc for Class

8/29 (Th): Workshop

BEFORE CLASS: Write Think Piece 1
IN CLASS: Artist Statement Activity
Writing Assessment Form

9/3 (T): Intro to Peer Editing

BEFORE CLASS: Bring First Version Paper 1: Diagnostic
IN CLASS: How to Peer Review & Peer Review
Peer Review Form

9/5 (Th): No Class

DUE FRIDAY 9/6: Paper 1: Diagnostic (to eLearning by 11:59 pm)

UNIT II: MEDIA ANALYSIS

9/10 (T): Form/Content

BEFORE CLASS: Read “Signs” and “Codes” from Chandler’s Semiotics for Beginners
IN CLASS Paper 2: Media Analysis Overview

9/12 (Th): Form/Content

BEFORE CLASS: Write Think Piece #2
IN CLASS: Workshop

9/17 (T): Interpretation

BEFORE CLASS: Read
- Sturken and Cartwright, “Images, Power, and Politics” (pp. 1-23) from Practices of Looking
- “Denotations, connotation, and Myth” from Semiotics for Beginners (Optional)
Bring: First Version of Paper 2: Media Analysis, Part 1: Form/Technic
IN CLASS: Peer Review Form

9/19 (Th): Interpretation

BEFORE CLASS: Read (Choose One)
- Design and Production: Hjelm, “Part One: Terminology” and “Part Two: Meaning” from Semiotics in Product Design
- Games: Galloway, “Gamic Action: Four Moments” from Gaming: Essays on Algorithmic Culture
- Animation: McCloud, “Chapter 2: The Vocabulary of Comics” in Understanding Comics: The Invisible Art
BEFORE CLASS: Write Think Piece #3
IN CLASS: Workshop

9/24 (T): Peer Review

BEFORE CLASS: Bring First VersionPaper 2: Media Analysis, Part 2: Interpretation
IN CLASS: Peer Review

9/26 (Th) Thesis Statements

BEFORE CLASS: Think Piece #4
IN CLASS: Workshop

DUE FRIDAY 9/27: Polished First VersionPaper 2: Media Analysis (to eLearning by 11:59 pm)

UNIT III: ANALYTICAL REFLECTION

10/1 (T): Reflection & Creativity

BEFORE CLASS: Read Catmull, “Part I: Getting Started” from Creativity, Inc.

10/3 (Th): Workshop

BEFORE CLASS Write Think Piece #5
IN CLASS: Workshop: Show and Tell

10/8 (T): Lab

IN CLASS: Open Lab + Paper 3: Analytical Reflection Overview

10/10 (TH): Reflection

BEFORE CLASS: Bring Paper 3: Analytical Reflection Outline or Notes
IN CLASS: Open Lab

10/15 (T): Basic Writing Rules

BEFORE CLASS: Read Garrett, “Common Problems in Undergraduate Writing”
IN CLASS: Lab for Paper #2

10/17 (Th): Peer Review

BEFORE CLASS: Bring First VersionPaper 3: Analytical Reflection
IN CLASS Peer Review: Feedback Form
Class Form

DUE FRIDAY 10/ 18: Final VersionPaper 2: Media Analysis (to eLearning by 11:59 pm)

UNIT IV: PROPOSAL

10/22 (T): Audience

BEFORE CLASS: Read Rees, “Effective Design Communication Skills” from Toptal
IN CLASS
- Audience and Voice Exercise
- Paper 4: Proposal and Presentation Overview

10/24 (Th): Audience

IN CLASS: Workshop for Paper #3

DUE Friday 10/25: Paper 3: Analytical Reflection (to eLearning by 11:59 pm)

10/29 (T): Presentation Prep

Introduction to Paper #4
BEFORE CLASS: Read Reynolds, “Introduction” and “Preparation” from Presentation Zen: Simple Ideas on Presentation Design and Delivery
IN CLASS: “So What?” And Elevator Pitch Activity [Presentation Zen, page 66]
IN CLASS: Write Think Piece #6

10/31 (Th): Class Cancelled

DUE FRIDAY 11/1: Polished First Version of Paper 4: Proposal (to eLearning by 11:59 pm)

11/5 (T): Presentation Prep

BEFORE CLASS: Read Reynolds, “Design” and “Delivery” from Presentation Zen: Simple Ideas on Presentation Design and Delivery
IN CLASS: “Preparing Analog” Activity [p. 45, Presentation Zen]

11/7 (Th): Presentation Signup & Lab