LANGUAGE AND ACCESSIBILITY.
REN BRITTON
Skin, Tooth, and Bone: The Basis of Movement is Our People Patty Berne and Sins Invalid.
In this book, there is an expansion of the knowledge of disability justice. There is a complete glossary and a series of topics in a very broad category. It has a series of social media, poetry, romance, books, poetry, literary analytical, and historical criticism analysis. It has places to find books and resources.
HUNGRY TRANSLATIONS Relearning the World through Radical Vulnerability.RICHA NAGAR in journeys with Sangtin Kisan Mazdoor Sangathan and Parakh Theatre/
The book tells about the class system, oppression, and activism in India. In the villages, she visited musicians, drummers, singers, and theatre performers.
In her book Hungry Translations, Dr. Richard Nagar takes a different view of studying societies, She doesn't use ethnographic strategies or academic, epistemological frameworks. She coined the term "Hungry Translations," She uses three mechanisms, the first one, construction of a movement, the second one, social-political theater, and the third one, technologies. Academic researchers propose that the poor often need intervention, but she poses a different approach to researching a culture. She uses a metamorphic method and a hunger for Justice. She has worked for 20 years across India and the United States.
CRITIQUING THE CRITIQUE
WITH JEAN MARIE CASBARIAN
WITH JEAN MARIE CASBARIAN
The Room of Silence
(students from Rhode Island School of Design)
https://vimeo.com/161259012
https://vimeo.com/161259012
The Room of Silence is a documentary film dealing with an analysis of race, identity, and marginalization at the Rhode School of Design. Several minority students were interviewed. within the art school student body. They express a feeling of alienation and isolation. Students interviewed were African American, Mexican Latin-American, and Asian. In their interviews, they described other students' reactions ignoring them when they presented artwork that dealt with gender, race or personal images of their culture. This artwork made by minorities was not understood and was not well taken by the general white student body. They chose not to react, not to discuss, and to ignore. Not being understood by white faculty on issues of race and gender the minority students had a feeling of sorrow, anxiety, and isolation.
by Judith Leehman (2004)
Julie Lehman writes a way of describing different teaching styles and strategies. She proposes to critique a student's work by peers and faculty. Is important to see which strategy you want to take.
1. The firing squad, is an inquiry and has an emotional effect on everyone. It's harsh. The student is supposed to be defensive to all the questions. And in the end, everybody fails.
2. Don't kill the baby, Janet Desaulniers, a professor of the writing program at SAIC used this method. Borrow the format of interactions between writer and editor in poor editing. They use discussion as a way to help the students create a response.
3. Creative Response. This model is after Matthew Goulish. In the Goat Island performance group. It is a creative response that involves creative thinking and amplifies responses that students will have. The responses have a constant way of inventing something different.
4. What? So what now. What? And it is simply discussing what is the student artwork about. What are they going to do with it? And now where does that take you? To listen to interesting ways of approaching it. Is important to have communication that is always double. Or at least it's successful in unfolding. Attention amplifiers are giving to attention to what it's working that has potential and allowing the student to continue thinking about it, that subject matter, or the content of the work to improve it.
6. Communication is always double. The content of what we say and there is how we say it. It’s the tone of how it's being said.
7. Attention Amplifies. Giving attention to what's working to what has potential allows students to continue thinking about that.
8. Nap time. it's better to pace yourself in the afternoons when people have already had lunch and are sleepy, to try to work with them slowly. Receiving feedback and adding to the enthusiasm of the group.
9. Group Norms. is important to build a new line of inquiry, and you can follow the attention from one place to the next. And so in essence find time material. Detects how you can go about different ways to critique different techniques and always try to pay attention to where is the most positive way for the student and for the group.
In Feldman’s model. art criticism from the 1950s. First, it’s a description, then its analysis, interpretation, and judgment. the first part in doing a discussion with students' work are what will be the visual qualities in the artwork,
What do you see in the war on the artwork? Where else do you see and ask questions about the representational? Images. That's the description.
Analysis, which is focused on formal aspects of principles of design
Composition. Diagonal lines,, perspective color, depth. And things like that
Interpretation, it involves something more intellectual.
Philosophical, what are the emotions, intentions, or feelings that are going into the work and
what is the meaning of it?
What are the strengths and why is it successful? The work I just a judgment.
Worksheet / In Preparation / from the book, Making and Being, by Susan Jahoda and Caroline Woolard
-No need to fill anything out. Please familiarize yourself with the questions as we’ll be looking towards these.
-No need to fill anything out. Please familiarize yourself with the questions as we’ll be looking towards these.
Susan Jahoda and Caroline Wollard wrote “Worksheet in preparation from the book, Making and being. It is like a list or a sort of outline. How to prepare and write something about the work beyond time as a group. The presenter will set up the critique, then looking at the work will take a few minutes to follow these steps.
Do a discussion describing the work will also be 5 minutes.
Analyzing the work will be issues, points of view in facilitation
Trying to let other people speak. While discussing the work and feedback, it will be compared with other work.
Are you at the reviewers too? To address the meaning behind the work. And then the feedback is creatively responsive after do more observing.
What do they do with their work?