A look at the indigenous art in Alaska

Syllabus

Hello, this is a sample syllabus for the class, the current syllabus can be found in BlackBoard

Alaska Native Art History

ART/ANS/ANTH F365 UX1/RX1

Credits: 3

Prerequisites: Sophomore standing or permission of instructor

Fulfills Alaska Native Themed (ant) requirement

Online Location: https://art365.community.uaf.edu/  and Blackboard (https://classes.alaska.edu/) and  #Slack 

Meeting time: Asynchronous Weekly on both Blackboard and the Website

 

COURSE DESCRIPTION

This course examines the material culture of Alaska Native people from pre-colonial times to the present. Students will explore the effects of colonialism on the art forms of the different Alaska Native cultural groups. Students will have an opportunity to contribute to the ongoing histories of Alaska Native art through group research projects.

 

COURSE GOALS

Students will be able to identify the distinct cultural artworks of the indigenous cultures within Alaska and be able to analyze and interpret their art forms. Within each region, students will be able to identify the pre-colonial art, postcolonial art, and contemporary art forms. Students will be able to articulate the effects of colonialism on the art form and how contemporary Alaska Native artists are responding in their work today.

 

STUDENT LEARNING OUTCOMES

Students will be able to identify, describe, and compare the unique material culture of each major indigenous group in Alaska. Through guided discussion, students will be able to describe and analyze the effects of colonialism on the material cultures studied.  Students will gain an understanding of group research through collaborative learning assignments and through the process be able to work in a team environment.

 

COURSE READINGS

Required Book: Alaska Native Art Tradition Innovation Continuity: Susan W. Fair

(can be found on Amazon at https://www.amazon.com/Alaska-Native-Art-Innovation-Continuity/dp/1889963828

Other readings will be available uploaded to Blackboard (https://classes.alaska.edu/) on a weekly basis. 

 

TECHNOLOGY REQUIREMENTS

As an online distance delivery course, you will need a high-speed internet connection and a computer or tablet to access the content. As an art history course, there will be a number of image-intensive video lectures that will require a fast internet connection, although there is an option built into Blackboard where you will be able to download the video to your local computer and watch later. You will need to have access to your @alaska.edu account to access the Google drive where the shared information for the research project will be held. 

 

INSTRUCTIONAL METHODS

This distance delivery online course will use a combination of lecture and class discussion that culminates in a group research project. Each week a new module will be released on Blackboard and our WordPress site. Readings will be assigned from the required text with supplemental readings handed out each week on Blackboard. Accompanying the readings are video lectures that are also available on Blackboard. Discussion on the week’s topics based on the readings and the lecture will occur on the class discussion board. We will be using a program called #Slack and directions on how to access it are on Blackboard. Quizzes based on the weeks’ readings and lectures will be available through Blackboard. The culmination in the course will be a group research project. Groups will be assigned just before midterms.

 

COURSE SCHEDULE: This is a tentative schedule and is subject to change.

 

  

Week 1:   

     

Make sure to order your book for the readings to come next week.

Introduction: we will be using #slack for our introduction and discussion board.

Week 2:  

   

“Tradition”:  Read  Alaska Native Art:  the Introduction (pp xxi-xxxi)  chapter, 1 “The Nature of Tradition”  pp 1-21 and chapter 4 “Genres, Boundaries and Ways of Making”  pp 127-164

Watch: Tradition video lecture on Blackboard

Post: Your comments in the #tradition channel of #slack-due midnight  Sunday 

Week 3:     Southeast Alaska: Read Crossroads of Continents pp 58-63, From the Land of Totem Poles pp 17-26, and  Alaska Native Art pp 107-125

Watch: video lectures on Blackboard

Post: Your comments in the #Southeast channel of #slack.

Quiz: Take the quiz on Blackboard- due midnight  Sunday  

Week 4:      

   

The Aleutian’s: Read Crossroads of Continents pp 52-57 and Alaska Native Art pp 73-87

Watch: video lecture

Post: Your comments in the #Aleutian channel of #slack.

Quiz: Take the quiz on Blackboard- due midnight  Sunday

Week 5: 

      

Western Alaska: Read Inua pp 39-46 and  Alaska Native Art pp 49-72

Watch: video lecture

Post: Your comments in the #Wester Alaska  channel of #slack

Quiz: Take the quiz on Blackboard- due midnight  Sunday

Week 6:   

       

Introduction of Group Project: The  Living Alaska Native art history site

Read: Collaborative Peer Evaluation: Best Practices for Group Member Assessments (on Blackboard)

Watch: The Creative Power of Collaboration 

Create: A list of 10 rules for group work, due midnight  Sunday

Week 7: Northern Alaska: Read  Alaska Native Art pp 25-49

Watch: video lecture

Post: Your comments in the #Northern Alaska  channel of #slack

Quiz: Take the quiz on Blackboard- due midnight  Sunday

Week 8:  

      

Interior Alaska: Read The Athapaskans: Stranger of the North pp 19-42; Crossroads of Continent pp 64-68; Alaska Native Art  pp 89-106

Watch: video lecture

Post: Your comments in the #Interior Alaska  channel of #slack

Quiz: Take the quiz on Blackboard- due midnight  Sunday

Week 9:  

        

Spring Break

Group project

Defining the interviewee and making first contact-due midnight  Sunday  

Week 10: Group project 

Research on your group’s artist, creating the Annotated Bibliography for your group.

Create: A bibliography based on the artist-due midnight  Sunday

Week 11:   

       

Group project: Defining the question for the interview

Read:  Alaska Native Art Chapter 6 The Importance of Place pp 201-224

Post: Your comments in the #Place  channel of #slack

Create: A list of questions based on your team’s research-due midnight  Sunday

Week 12:           Group project: Conduct an interview and gain permission to use artist images 

Read:  Alaska Native Art Chapter 7 Tradition as Process pp 227-256

Post: Your comments in the #Process  channel of #slack

Week 13:   

       

Group project: Edit and send back to the artist for review-due midnight  Sunday
Week 14: 

         

Group project: Build the post for the interview-due midnight  Sunday

Last artist review of the site before posting

Week 15: Finals week: Post project to the Living Alaska Native Art History site

 

COURSE POLICIES

  • Active participation in the discussion site is required. In a “face to face” class you are expected to come to class regularly and participate in the learning environment. With this online class, the discussion board is the space that the class will engage in. 
  • Keep up with reading and video lectures. It’s hard to participate without knowing what everyone is talking about.
  • Respect for fellow students. We encourage active dialogue and free-thinking within the class but will not put up with flaming or trolling on the discussion board.
  • Communications: generally I am only checking email and #slack from 9-5 Monday-Friday. I have social media accounts but do not use them as modes of communication please do not try and contact me by FB or other like sites.

 

EVALUATION POLICIES

Expectations for the course is ongoing engagement with your classmates, hard work, evidence of time spent with the material, and an ability to demonstrate an understanding of all concepts.  Students should expect to spend an average of 8 hours per week to achieve an understanding of the content. This class uses letter grades A-F with +/- for grading and is broken up into 3 categories outlined below.

 

33% – Participation

Every week it is expected that you will actively participate in the discussion topic, and interact with your fellow students. Discussion is evaluated on a 0-5 point scale each week defined below.  Total points for participation will be weighted at 33% of the total grade

  • 0=did not participate, no posts.
  • 1=minimal participation: one sentence on the weeks topic.
  • 3=average participation: at least one paragraph illustrating an understanding of the readings and lectures
  • 5=active participation: illustrates knowledge on both the readings and lectures,  shows an understanding of the material presented, engaged with other students on the board, and keeps the conversation going with other questions.

 

33% – Quizzes

Most weeks there will be video lectures on the bBlackboard site to complement the readings. There will be short quizzes based on both the readings and lectures due midnight Sunday after that week’s module is released. Each quiz is worth 10 points, and total point for the quizzes will be weighted at 33% of the total grade.

 

34% – Group project (Alaska Native Art Living History Project)

Active participation is required for the group project.  If you let everyone else do the work and sit on the sidelines it will be reflected in your grade.  The Alaska Native Art Living History Project will be broken up into sections with deadlines for each section defined in the calendar. Each section of the project will be graded individually and defined below and total points for the group project will be weighted at 34% of the final grade.

  • Each team will first define a method of collaborative peer evaluation (and pick a team name) (10 points)
    • Every team member will be required to submit at least 5 rules for the peer evaluation and actively participate in the final draft of your team’s evaluation. (not all the rules will make it into the finale evaluation but everyone must submit rules for debate by the team) The evaluation your team has agreed upon will be used to evaluate your teams’ members at the end of the semester. 
  • Collectively your team will identify an artist to research and interview (10 points)
    • Each member of the team should suggest at least one artist and be active in the decision of the final choices. Be ready to defend your choice. Why do you want to interview them? How does their work contribute to the history of Alaska Native Art? What do you want to learn about their artwork?
  • Your team will create an annotated bibliography of resources about the artist (20 points)
    • Each member of the team is expected to contribute at least 5 references about the artist’s work, there will probably be duplicates if everyone is using the same resources, but it is important to know how to research an artist. 
  • Based on the team’s research, questions will be developed specific to their artistic practice, worldview, medium, or other questions  that come up in the team’s research. (20 points)
    • Each member of the team is expected to contribute at least 5 questions that illustrate an understanding of the research materials gathered from the previous week’s assignment. 
  • An interview will be conducted and transcribed by the team (10 points)
    • This can be done by email, phone, video 
  • Editing will be done by the team and the artist will have an opportunity to review materials before publishing (10 points)
    • Each member of the team is expected to contribute to the editing process using comments section in the team’s Google Drive folder. 
  • The final interview will be published on the Alaska Native Art Living History Project site (10 points) https://art365.community.uaf.edu/category/alaska-native-art-living-history-project/ 
  • Final evaluation of team performance. (20 points)
    • Based on the teams’ peer evaluation, you will evaluate the team members performance and participation. 

 

A+ = 4.0 = 100-99% A = 4.0 = 98-94% A- = 3.7 =93- 90%
B+ = 3.3 = 89-87% B = 3.0 = 86-84% B- = 2.7 = 83-80%
C+ = 2.3 = 79-77% C = 2.0 = 76-74% C- = 1.7 = 73-70%
D+ = 1.3 = 69-67% D = 1.0 = 66-65% F = 0.7 =64- 0%

 

ACADEMIC INTEGRITY

 

As described by UAF, scholastic dishonesty constitutes a violation of the university rules and regulations and is punishable according to the procedures outlined by UAF. Scholastic dishonesty includes, but is not limited to, cheating on an exam, plagiarism, and collusion. Cheating includes providing answers to or taking answers from another student. Plagiarism includes the use of another author’s words or arguments without attribution. Collusion includes unauthorized collaboration with another person in preparing written work for the fulfillment of any course requirement. Scholastic dishonesty is punishable by removal from the course and a grade of “F.” For more information go to Student Code of Conduct. (http://uaf.edu/usa/student-resources/conduct)

 

ACADEMIC SUPPORT SERVICES FOR STUDENTS

 

The Office of Information Technology (OIT) (http://www.alaska.edu/oit/) is an invaluable resource. They can help you set up your alaska.edu e-mail account, or help you connect your computer to the UAF internet. They can help you reset your password if you forget it and there are even some free software that you can download as a student. OIT also supports several computer labs on campus that are free to use for all UAF students.

SSS Student Support Services (https://uaf.edu/sss/) provides additional support for UAF students who meet one of the following criteria

  • A financially limited student, according to federal criteria (see chart below)
  • A first-generation college student (neither parent/guardian has earned a baccalaureate degree)
  • A student with documented physical or learning disability

The Writing Center (http://www.uaf.edu/english/writing-center/) is a service of the English Department which is there to assist you in all phases of the writing process. View the website for information about the location and hours.

The Elmer E. Rasmuson Library (http://library.uaf.edu/) is the largest library in the State of Alaska and provides equipment such as cameras and computers for check out as well as books and DVDs.

The Math and Stats Lab (https://uaf.edu/dms/mathlab/) provides free tutoring.

 

STUDENT PROTECTIONS AND SERVICES STATEMENT

 

Student protections and services statement:  UAF embraces and grows a culture of respect, diversity, inclusion, and caring. Students at this university are protected against sexual harassment and discrimination (Title IX). Faculty members are designated as responsible employees which means they are required to report sexual misconduct. Graduate teaching assistants do not share the same reporting obligations. For more information on your rights as a student and the resources available to you to resolve problems, please go to the following site: https://catalog.uaf.edu/academics-regulations/students-rights-responsibilities/.

 

NONDISCRIMINATION

 

The University of Alaska is an affirmative action/equal opportunity employer and educational institution.  The University of Alaska does not discriminate on the basis of race, religion, color, national origin, citizenship, age, sex, physical or mental disability, status as a protected veteran, marital status, changes in marital status, pregnancy, childbirth or related medical conditions, parenthood, sexual orientation, gender identity, political affiliation or belief, genetic information, or other legally protected status. The University’s commitment to nondiscrimination, including against sex discrimination, applies to students, employees, and applicants for admission and employment. Contact information, applicable laws, and complaint procedures are included on UA’s statement of nondiscrimination available at www.alaska.edu/nondiscrimination.

 

DISABILITIES SERVICES

 

The Office of Disability Services implements the Americans with Disabilities Act (ADA), and ensures that UAF students have equal access to the campus and course materials. UAF is obligated to provide accommodation only to the known limitations of an otherwise qualified student who has a disability. Please identify yourself to UAF Disability Services by applying for accommodations. To be considered for UAF Disability Services accommodations, individuals must be enrolled for at least one credit as a UAF student. For more information contact Disability Services at uaf-disabilityservices@alaska.edu, 474-5655 or by TTY at 474-1827.

 

TITLE IX PROTECTION AND DISCLOSURE OPTIONS

 

University of Alaska Board of Regents have clearly stated in BOR Policy that discrimination, harassment, and violence will not be tolerated on any campus of the University of Alaska. If you believe you are experiencing discrimination or any form of harassment including sexual harassment/misconduct/assault, you are encouraged to report that behavior.  If you report to a faculty member or any university employee, they must notify the UAF Title IX Coordinator about the basic facts of the incident. Your choices for reporting include: 

  1. You may access confidential counseling by contacting the UAF Health & Counseling Center at 474-7043; 
  2. You may access support and file a Title IX report by contacting the UAF Title IX Coordinator at 474-6600; 
  3. You may file a criminal complaint by contacting the University Police Department at  474-7721.

For more information about disclosure options for victims of sexual violence please see https://www.alaska.edu/titleIXcompliance/disclosure-options/

 

COVID-19 

 

Students should keep up-to-date on the university’s policies, practices, and mandates related to

COVID-19 by regularly checking this website:

https://sites.google.com/alaska.edu/coronavirus/uaf/uaf-students?authuser=0

Further, students are expected to adhere to the university’s policies, practices, and mandates

and are subject to disciplinary actions if they do not comply.

 

COVID-19 Face Coverings Policy 

 

At all locations owned or operated by the University of Alaska Fairbanks, face coverings must be worn by all individuals except those medically exempted or under the age of 5:

Indoors in all cases except as specifically exempted in section 7 of this policy

Outdoors whenever a six-foot distance from between individuals cannot be continuously met

https://uaf.edu/chancellor/initiatives-and-policies/policy/02.09.003.php