#AcademicAffairs

[iitroorkee]

The academic Affairs Office has organized “Dean’s Letter of Appreciation Award Ceremony” to recognize the students who secured the highest improvement in CGPA, relative to her/his last academic year’s CGPA. In todays event Hon’ble Director, Deputy Director, Dean of Academic Affair, All Associate Deans, HoDs, Professors, parents and officers were present. There were 32 students who received this Dean’s Letter of Appreciation Award today.

[lgbtqpresidents-blog]

AN OPEN STATEMENT TO LGBTQ PEOPLE IN THE ACADEMY AND OUR ALLIES

Dear LGBTQ Students, Staff, and Faculty,

Following a vitriolic and divisive presidential election, we have heard from many of you that you are, in different ways, struggling with very real concerns and feelings, while working at the same time to be successful as a student, staff, or faculty member.

We are writing to let you know that we hear, understand, and appreciate your thoughts and feelings.  At this time, LGBTQ people have reason for concern.  No matter your politics, it is clear that many appointees in the new administration have records that stand in opposition to the rights and full equality of LGBTQ people.  Indeed, there are conversations across the country and around the world about all manner of human rights that must be protected.  LGBTQ Presidents in Higher Education endorses the hard-fought gains for equality, and the necessity of continuing advances, for LGBTQ people in the United States – including those of our students, staff, and faculty.  

The mission of LGBTQ Presidents in Higher Education includes provision of “education and advocacy regarding LGBTQ issues within the global academy and for the public at large,” and this letter serves to communicate that we will remain steadfast in our mission.  Currently, we are in consultation with other national professional associations in higher education to ensure that they continue to advocate in collaboration with us.  We have created conversations within these organizations, increased programs we offer at national meetings, and are expanding our affiliation agreements to ensure presence and voice.  As we plan our third annual leadership institute, we are reaching out to more local, state, and national office holders to promote LGBTQ leadership.  

As we work to advance LGBTQ equality in higher education, you can support us in two ways:

Join LGBTQ Leaders in Higher Education as an individual member, while advocating for your college or university to join as an institutional member:      http://www.lgbtqpresidents.org/about-2/become-a-member

Attend our annual leadership institute for administrators and faculty:  http://www.lgbtqpresidents.org/events/2017-leadership-institute-seattle-wa

In Solidarity, The Co-Chairs of LGBTQ Presidents in Higher Education

Raymond E. Crossman, Ph.D.                        Karen M. Whitney, Ph.D. President                                                         President Adler University                                               Clarion University

[patriciafranjul-blog]

Los estudiantes de la #UASD son los protagonistas de la 8va Edición del Programa Líderes Visitantes #programalíderesvisitantes #uasd #8vaedición #academicaffairs #embassy #dominicanembassyindc (en The White House)

[pasonuevo]

¿Cómo puedes ayudar a nuestro planeta?

Thank you for listening to our podcast, here is a toolkit to help you navigate what you can do to save our planet.

Gracias por escuchar nuestro podcast, aquí tenemos varias herramientas que puedes usar para ayudar a nuestro planeta.

Links mentioned in the podcast

Study: Microplastics A Million Times More Abundant In Ocean Than Previously Thought | KPBS

https://www.kpbs.org/news/2019/dec/05/microplastics-million-times-more-abundant-ocean-p/

Investigación que el Dr. Mark Benfield de LSU está conduciendo sobre microplásticos en el Golfo de México y su esfuerzo para estudiar la distribución de desechos de material personal de protección (PPE por sus siglas en inglés) producidos durante la pandemia de COVID-19. En nuestra entrevista también se mencionó este trabajo y que el Dr. Benfield fue el asesor de el Dr. Briseño-Avena en sus estudios de maestría. Él fue el que le comentó también sobre los cestos públicos especiales para desechar los materiales PPE en China.

https://www.lsu.edu/academicaffairs/cxc/news/2018/lsuexperimental_5.php

https://www.lsu.edu/mediacenter/news/2020/05/05docs_benfield_wasteppe.php

Aclarando el nombre del maíz nativo que describió el Dr. Briseño- Avena, el maíz es Teosinte.

https://www.google.com/amp/s/amp.milenio.com/estados/zea-la-planta-misteriosa-que-dio-origen-a-la-reserva

Climate Change and Nasa

https://climate.nasa.gov

El Grupo Intergubernamental de Expertos sobre el Cambio Climático

https://www.ipcc.ch/languages-2/spanish/

Climate Reality Project founded by Former Vice President

Internships and other information available

https://www.climaterealityproject.org

Pronto tendremos más herramientas que podrán compartir en sus redes sociales. ¡Gracias por escucharnos, hasta la próxima!

[peraltacolleges]

At an Emergency Meeting on March 11, 2020, the Peralta Community College District Board of Trustees voted to approve the following changes to the academic calendar: Spring Break (originally scheduled as the week of April 13-18) has been moved to the week of March 16-21, 2020. Flex Day (a faculty training day originally scheduled March 19, 2020) will now be held on Monday, March 30, 2020. These changes, made with appreciated support of the Peralta Federation of Teachers (PFT), are a response to the novel coronavirus (COVID-19) intended to increase social distancing and better protect our community. Yesterday, on March 10, 2020, Chancellor Regina Stanback Stroud announced that face-to-Face classes at Berkeley City College, College of Alameda, Laney College and Merritt College are cancelled on Wednesday, March 11, Thursday, March 12, Friday, March 13, and Saturday, March 14, 2020. Cancelling classes March 11-14 allows instructional faculty to attend trainings offered at their respective college and evaluate optional resources for potentially transitioning their classes to remote forms of instruction as needed. College administration will communicate times and locations for trainings. The health and safety of members of the Peralta Community remains our top priority. PCCD will continue to follow the guidelines and best practices for institutions of higher education as recommended by the Alameda County Public Health Department, the California Department of Public Health, the California Community College Chancellor’s Office, and the federal Centers for Disease Control and Prevention (CDC). Faculty opting to use remote forms of instruction will begin doing so following Spring Break on Monday, March 23, 2020, and continue through Saturday, April 4, 2020 (faculty may continue to teach face-to-face, however, we strongly encourage faculty who can opt to use remote forms of instruction to do so). Resources for faculty regarding remote methods of instruction are available at: Emergency Remote Teaching Resources Academic Continuity and Academic Preparedness (see left panel) https://web.peralta.edu/academicaffairs/​ Click link in bio above for rest of the story. https://www.instagram.com/p/B9nblIzB6Vr/?igshid=d92j6o2sb81d

[earlrmerrill]

Director, School of Music

The College of Visual and Performing Arts (CVPA) at Northern Illinois University (NIU) announces a search for the position of Director of the School of Music. The School seeks a dynamic leader with a proven record of principled engagement with both traditional and experimental approaches to music instruction, research, and creative activity. The next Director will work with faculty and staff, building on the School’s accomplishments to discover new and sustaining possibilities for music’s role in 21st century arts, education, scholarship, and social engagement.

Chartered in 1895, NIU is a student-centered, regional public research institution with a diverse, international student body. The University is located approximately 65 miles from downtown Chicago and is a short drive from the vibrant western suburbs and Rockford metropolitan area. The vision of NIU is to be a premier student-centered, research-focused public university, contributing to the advancement of knowledge for the benefit of the people of the region, the state, the nation, and the world. With this vision, the mission of the University is to promote excellence and engagement in teaching and learning, research and scholarship, creativity and artistry, and outreach and service. NIU is classified by the Carnegie Foundation as an R2: Higher research activity institution as well as an institution of community engagement.

The School of Music (SoM) is one of three schools within the CVPA, alongside the School of Art and the School of Theatre and Dance. New incentives from the Dean’s Office have resulted in collaborative projects between students and faculty of all three schools. The addition of Marketing and Development staff to the Dean’s Office has reignited relationships with the College’s large base of alumni and patrons.

The SoM is a vibrant facet of the NIU campus which prides itself on strong support of first-generation undergraduate students in their studies, providing readily available resources for faculty-directed study and research opportunities. The next Director will begin with a collection of strong resources. The School’s distinguished faculty consists of Fulbright Scholars, Grammy Award Winners, Chamber Music America and MacArthur Foundation Grants recipients, residencies at Jazz at Lincoln Center and Carnegie Hall, guest conductors at Avery Fisher Hall, and commercial recording artists who perform regularly in significant international and national venues. Through their excellent teaching and research, the faculty collectively creates a dynamic, collaborative institution that yields a record of excellence in student solo and ensemble performances and scholarship in musical idioms and practices from around the globe. Some unique features include our nationally recognized world music program, the M.M. with an individualized specialization in Recording Arts, and our long tradition of excellence in jazz.

Alumni and student successes include the ASCAP Foundation Morton Gould Young Composer Award, first prize award at the Thelonious Monk International Jazz Trumpet competition, multiple appearances at national conventions, semi-finalist rankings for the Grammy Music Educator Award, and an EdTPA passing rate of 100% and successful teaching placements throughout the state by our Music Education majors.

Duties and Responsibilities

Reporting to the Dean of the College of Visual and Performing Arts, the successful candidate will:

Provide strong, collaborative, and visionary leadership for the School within the context of artistry and research

Recruit, support and retain a diverse body of excellent faculty and students

Expand student recruitment efforts, with special emphasis on under-served and first-generation students

Create and lead a mission/vision through a strategic planning process that aligns with the university

Guide curricular innovation and transformation in collaboration with faculty

Manage School finances, human resources, and facilities

Advance the reputation of the School of Music locally, regionally, nationally, and internationally

Foster and facilitate professional development initiatives and opportunities for the faculty in an entrepreneurial environment

Represent and advocate for the School at community and school events and in official business with University administration, students, and the public

Engage in donor relationships and funds development in collaboration with the College Dean and Director of Advancement

Collaborate with the Schools of the College of Visual and Performing Arts in developing interdisciplinary initiatives

For further responsibilities see NIU’s Academic Policies and Procedures Manual, Section II, item 20. https://www.niu.edu/academicaffairs/appm/II20.shtml

Required Qualifications

The successful candidate must have:

Credentials and qualifications for appointment as tenured associate or full professor in the School of Music, and evidence of recent artistry/scholarship

Three (3) years of progressive administrative experience and resource management in a university or not-for-profit environment

Evidence of strong, visionary leadership with excellent interpersonal and communication skills

Demonstrates strong, ethical organizational and financial skills

Preferred Qualifications

The successful candidate will demonstrate the ability and willingness to:

Advance innovative practices and pedagogy within the School of Music

Lead successful collaborations between School of Music and Schools within CVPA, and across the university

Engage and strengthen connections with community stakeholders, and regional, national, and international arts organizations

Required Applicant Documents 

Resume/Curriculum Vitae

Cover Letter – addressing the responsibilities and qualifications noted

Transcripts (unofficial with official required at hire)

List of three references

Statement of Teaching Philosophy

Please submit application and documents through NIU online employment system at http://employment.niu.edu/postings/38626. For additional information see https://www.vpa.niu.edu/cvpa/ . Review of completed applications will begin on 12/13/2018; however, applications will be accepted until the position is filled. For questions regarding this position, contact Jay Monteiro atjmonteiro@niu.edu. Application materials received by Wednesday, December 13, 2018 will receive priority; however, applications will be accepted until the position is filled.

EEO Statement and Visa Policy In accordance with applicable statutes and regulations, NIU is an equal opportunity employer and does not discriminate on the basis of race, color, national origin, ancestry, sex, religion, age, physical and mental disability, marital status, veteran status, sexual orientation, gender identity, gender expression, political affiliation, or any other factor unrelated to professional qualifications, and will comply with all applicable federal and state statutes, regulations and orders pertaining to nondiscrimination, equal opportunity and affirmative action.

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire.

Article source here:Arts Journal

[comm12onlineeducation-blog]

Limits to Accessing Online Education:

Although online education provides another alternative from a traditional classroom setting to young adults just beginning their college education or adults who didn’t finish their degrees, limits still exist. There are two major factors that cause people to be unable to use online universities:

·      The greatest limit to accessing online education is that it is not an option for those who are unable to afford a networked computer or laptop. Due to the lack of internet connectivity in rural areas or lower socioeconomic areas, this eliminates the opportunity to use online education resources as a whole. Along with this, while speaking on a technology level, there must be quality internet connection and computer functioning from both the online professor and student. Without both running smoothly, the method of online learning cannot take place.

·      Secondly, if you are a working person, there are only a limited number of classes that are available at certain times. Those who are maintaining a career while taking online courses, may struggle with finding times that work well with their work schedule.

Bibliography:

http://www.ion.uillinois.edu/resources/tutorials/overview/weaknesses.asp

https://www.rit.edu/academicaffairs/tls/course-design/online-courses/collaborative-online-learning

https://onlinelearninginsights.wordpress.com/2014/08/14/how-to-make-group-work-collaborative-in-online-courses-four-strategies/

[geneseoabroad]

China Experience: Savannah’18

China was one of the first countries I thought of studying abroad in, yet was the last study abroad destination before my last semester in college. I went through the US-China Rising Star Study tour, a two-week cross-cultural exchange program focused on art and design. Through the study tour, I got to visit all of the cities that I ironically considered studying abroad in: Beijing, Guangzhou, and Chengdu. In hindsight, I was really nervous from the time I received my acceptance letter into the program to checking in at JFK. If you ask any of my friends, they’d say I loved China studies, but when the opportunity would come, I’d be hesitant. I’ve been everywhere else in East Asia (Japan, Taiwan, and South Korea)  except for China. Applying for a visa, my poor Mandarin skills and current politics made me a little reluctant.

Yet I enjoyed my experience in China–enjoyed is an understatement. Granted, I was only there for two weeks, but throughout college, most of my studies revolved around China. In short, experiencing China was like finally meeting someone you’ve been in awe of for a long time.

Study Abroad as an Academic Experience

For the past four years, my interest in China has been what bridged my academic career: International Relations, Art History, and Asian Studies. At Geneseo, and in Taipei, I took courses in Chinese politics and East Asian Studies. Throughout the years my interest evolved. When I was a freshman, I was fascinated by  How are art reflects the changes in society and the government’s hand in this field. Now, I am more interested in the transnational ties between East and the West. From the Sanxingdui Museum and the Guangdong Museum, it was interesting for me to see how museums spaces are structured. Within the Guangdong Museum, lied various exhibits that were completely separated from each other. I was drawn to how this comprehensive museum adopted a layout similar to a mall.  In one space, you could learn about Chinese animation, and in another, natural history with replicas of dinosaurs. Sanxingdui Museum was both an indoor and outdoor museum. I was fascinated with how the masks were preserved and archived—something I would spend my entire semester focusing on at my internship at Livingston County Historical Museum in collections.

This was from the Chinese Animation exhibition at the Guangdong Museum. My favourite exhibit

Sangxingdui Museum

At the end of the Study tour, we spent a night in Beijing and had the chance to explore the city on our own.  Beijing’s 798 Art Zone seemed like a faint dream. It’s a former military district turned Art zone comparable to New York City’s Chelsea. It was also on my number one list of places to visit. I saw 798 as one of the initial reasons for why I pursued both International Relations and Art History initially. As one person put, 798 is best described as “where communism and commercialism collide.” I remember being fascinated by how the Chinese art world–a leading powerhouse–functioned under the restraints of their government. In retrospect, as a freshman, I wanted to explore this polarization. Walking around 798, it was interesting to see walls covered in graffiti and various international art houses.

I left China feeling that I had utilized my college career to achieve my goals and that there was also so much more to see.

Cultural Awareness/Reentry thoughts

It didn’t hit me, until I rode the nine-hour high-speed rail to Guangzhou, how vast China was. In the midst of the upcoming Lunar New Years Holiday, there were hoards of people with their suitcases waiting for the rail. Every hour was rush hour. As soon as we were given the green light, my group ran down the escalator and into the train, rushing to push our luggage into the cubbies. In nine hours, I saw towns covered in snow in the to luscious mountains in the south. My classmates and teachers came from many different parts of China.  It was the first time I heard many different Chinese dialects: Students from the south added long “a” sounds, whereas my guides from the north (near Beijing) added “er” sounds. I learned from one of my teachers that in Chengdu, people often speak in the fourth tone. And it varies even more! My friend taught me how to say hello in her town’s local language: Leu hoh.  China is as big as the United States.

As I bought my last milk tea from the vending machine at Beijing Capital International Airport, I thought “Western New York is going to be a real culture shock”, yet ironically throughout my trip and coming back to Geneseo, I felt the opposite. As my tour bus would pass by smaller towns and villages, I had this strange recurring thought: parts of rural China reminded me of Western New York. Isolated, and almost entirely ethnically homogenous. Most villagers have probably never seen a foreigner (and this is even common in cities)  and similarly, I have known classmates whose hometowns are vastly different demographically, even compared to Geneseo. Some have never ventured out of New York State, and as an intern in the Study Abroad Office, I have met students who don’t have passports. This has humbled me, realizing that I have had opportunities to travel as much as I have.

We are often told to have an open mind when travelling to a different country, but perhaps the same could be applied in one’s home country.  For the past four years coming from the Bronx to upstate New York, sometimes seems foreign in itself. It is frustrating at times when you expect people to have the same understandings as you (and more so, since it’s your home country). Although there were some differences that shocked me: Some bathrooms did not have soap and the one hotel we stayed at– that was considered four stars in its area–was more shabby. Granted, I had always wanted to go to China, but despite some setbacks, I was always more willing to be more open and understanding. Reflecting on reentry,  having an open mind in China made me realize that it was possible to apply the same patience and understanding in my own environment.

Cites

http://www.aascu.org/academicaffairs/InternationalPrograms/ChinaInitiatives/RisingStar/

https://www.arthistoryabroad.com/2014/08/where-communism-and-commercialism-collide-beijings-798-art-district-and-shanghais-m50-by-aha-alum-helena-roy/

[artistteachercef]

SFAI) 2017 Distinguished Artist-in-Residency: Tania Bruguera San Francisco Art Institute (SFAI) 800 Chestnut Street San Francisco, CA 94133 T (415) 749 4534 academicaffairs@sfai.edu

[growingdenver]

Call for submissions: Chase Faculty Community Service Award, humanities grants

Call for submissions: Chase Faculty Community Service Award, humanities grants

The CU Office of Academic Affairs solicits submissions for the Chase Faculty Community Service Award and President’s Fund for The Humanities mini-grants. Please direct inquiries to AcademicAffairs@cu.edu. CHASE FACULTY COMMUNITY SERVICE AWARD The Chase Faculty Community Service Award is made possible by an endowment from the Chase Corporation through the CU Foundation. The endowment provides…

[sarah-h-mcdermott-syllabi]

SCREENPRINTING 1: COURSE SYLLABUS

The University of North Florida Department of Art and Design Art 3433C, CRN: 81866 Location: Building 45, Room 1603

Fall 2016 Mondays and Wednesdays, 12:00pm-2:50

Instructor: Sarah McDermott Office Hours: Monday 6:30-8:30pm, Wednesday 6:30-8:30pm, Friday 2:00-3:00pm Office: Building 45, 2707 Email: s.mcdermott@unf.edu

Course Description: This course is an introduction to the medium of screenprint. The course will emphasize refining hand skills and craft technique involved in screen preparation, registration and printing, while exploring a variety of methods of creating photo-based stencils, both hand-drawn and computer generated. The course will discuss the history of screen printing as well as contemporary practitioners in the field.

Course Goals and Objectives:

Develop technical competency with the use of the studio and equipment. Learn a variety of methods for creating stencil-based matrices.

Develop an understanding of the history of screen print as an art medium, and a familiarity with current artists working in the medium.

Build skills and vocabulary in discussing visual art, give critical feedback to your peers, and engage critically with your own creative work.

Work toward developing your individual artistic voice and vision. Develop focus and self-motivated work habits. Work toward a level of independence. Try something new- create artwork that explores the limits and pushes the boundaries of techniques presented.  

Course Requirements:

In class: Each student is required to: attend class on time, stay for the duration of class, give full attention to demos, presentations, critiques and discussions in class, produce assignments demonstrating their grasp of technical concepts and ability to think creatively, participate in discussion and critiques, and have a respectful, positive, hard-working attitude throughout the semester.

Course attendance: Due to the complex technical nature of printmaking, attendance and participation are mandatory. Attendance will be taken at the beginning of each class. Each student is allowed two absences, excused or unexcused. For each absence beyond the initial two, students will be docked a letter grade. Punctuality is extremely important in this course. Each student is expected to be on time and with the materials needed to work. Three late arrivals or leaving early equals one absence. Students not accounted for during attendance will be marked absent, therefore, if late, it is your responsibility to let me know. Announcements and demos will not be repeated. If you miss class demos, it is your responsibility to request information from another student and/or attend office hours to go over what was missed. Project critiques are mandatory and your participation in the critique is part of both your Project Grade and your Class Participation Grade.

Readings: You will receive a number of technical handouts and a few short, informative readings, as hard copies. These readings and handouts will also most likely be posted on Canvas as PDFs. These readings are required, will be discussed in class, and may require a paragraph long reading response to be brought to class on the day of the discussion. Responses should include at least one quote from the text and your response, as well as any questions and comments you have about the reading.

Self-Evaluations: Upon completing a project, you will write a ~1 page self-evaluation accessing your process and your final product. Self-evaluations are due the class following the project due date and will not be accepted late.

Conferences: You are encouraged to meet with me at least once outside of class during the semester.  You can either come to my office hours or set up an appointment. In our one-on-one conference, we can talk more in depth about your creative process, your ideas for future projects, other courses you might take – whatever feels useful for you and your development as an artist.

Participation in class discussions and critiques: Students are required to participate in class discussions and critiques. One of the goals of this class is to build your skills and vocabulary in discussing visual art, in translating the visual into the verbal. This includes giving critical feedback to your peers as well as engaging critically with your own creative work. This is a learning process so participating and engaging respectfully with your classmates’ opinions is essential and helps support other students in improving their work.

Sketchbooks: You are required to keep a sketchbook for this class. Each assignment begins with initial sketches that you will discuss with the instructor. Your sketchbook is a place to brainstorm ideas, work out questions of composition, color and concept.

Student Handbook: The online Student Handbook provides all enrolled students with information regarding students’ rights and responsibilities as members of the University community.

It is the student’s responsibility to become familiar with and adhere to all academic and University policies, procedures, and deadlines that are included in the Student Handbook and other sources including, but not limited to, the University catalog.

UNF Academic Policies: Americans with Disabilities Act: https://www.unf.edu/president/policies_regulations/04-HumanResources/4_0070R.aspx

Academic Misconduct Policy: https://www.unf.edu/president/policies_regulations/02-AcademicAffairs/EnrollmentServices/2_0640P.aspx

Non-Discrimination, Equal Opportunity and Diversity Regulation https://www.unf.edu/president/policies_regulations/01-General/I_0040R.aspx

Assignments and Grading:

Project 1: One Color Print/Group Print (10%) Project 2: Intentional Use of Transparent and Opaque Inks (15%) Project 3: Rubylith Stencils (15%) Project 4: Digital Project (15%) Project 5: Printing Big and Repeats: Wallpaper (15%)

Class Participation and Studio Etiquette: (20%) Reading/Writing Assignments/Sketchbook: (10%)

Each assignment will be evaluated via a rubric, taking into account formal, conceptual, and technical components. This rubric can be made available to students upon request. The rubric will also include whether or not the student followed instructions for the assignment, as well as creativity and effort. Late work will be marked down one grade per class period late..

A Note on Collaboration: Printmaking is an inherently collaborative medium. Having your peers assist you as you pull a print through the press, getting their opinions on aesthetic choices (mixing colors, etc.) and/or getting technical advice is all acceptable collaboration. Unless you have proposed a collaborative project and received approval from the instructor, all projects in this class are individual student projects. This means each individual student pulls their own prints, draws their own sketches, makes their own matrices, etc.

Cell Phone/Internet Policy: Using cell phones and working on computers with the Internet can be a part of our professional practices. They may be used in the classroom in a courteous and non-disruptive manner. During class work time you may use your cell phone and the Internet to assist with your work. While I am speaking, during class demos, critiques and discussions – you may not use your cell phone. Exceptions will be made for those who use their cell phones for translation purposes.

Shop Safety and Cleanliness: You will be working in a shared studio. It is important that you respect the equipment and others working in the studio. Always allow enough time for thorough clean up. This includes: no ink anywhere, all tools put away, all trash/recycling disposed of (including any newsprint proofs), and your work safely in you drawer. Failure to clean up after yourself can result in a loss of shop privileges and/or lowering of your final grade. If you ever have a question about proper usage of studio equipment, do not hesitate to ask a monitor or instructor before using.

Class Structure:

This class will be divided into 4 units with 4 accompanying assignments, as well as a mini print and a group print project.

1- Techniques for hand drawn films, overlapping transparent colors, transparent vs. opaque inks 2- Rubylith- ways to build a print 3- Photo based films, CMYK color separations 4- Printing big and working with repeats: Wallpaper. Ink blending and monoprint techniques

Schedule (Subject to Change):

Week 1: 22 Aug: Welcome and Intro, History of Screenprint, Studio Tour, Go Over Syllabus, The Basics: making films, coating a screen, shooting a screen, washing out.

  24 Aug: Coat screens. Ink mixing, printing, reclaiming screens. One Color Mini                Print.  

Week 2: 29 Aug: Group layered print: hand-drawn film positives. Intro Project 1: Intentional Use of Transparent and Opaque Inks   31 Aug: Workday Project 1.

Week 3: 5 Sep   (NO CLASS- Labor Day)   7 Sep:   Workday Project 1

Week 4: 12 Sep: Critique Project 1. Rubylith demo: color separations. Project 2 introduced.    14 Sep: Rubylith demo continued. Workday.

Week 5: 19 Sep: Workday Project 2.    21 Sep: Workday Project 2.

Week 6: 26 Sep: Workday Project 2.    28 Sep: Critique Project 2.

Week 7: 3 Oct:    Visiting Artist: Mike Taylor: Late Era Clash.   5 Oct:     Demo: Intro Photo based films, Halftones, CMYK Color Separations

Week 8: 10 Oct:   Demo cont’d. Into Project 3.    12 Oct:   Project 3 Workday

Week 9: 17 Oct:   Project 3 Workday    19 Oct:   Project 3 Workday

Week 10: 24 Oct:  Project 3 Workday       26 Oct:   Project 3 Workday

Week 11: 31 Oct:  Project 3 Workday     2 Nov:   Critique Project 3

Week 12: 7 Nov:   Demo and Slideshow: Wallpaper     9 Nov:    Demo continued- registration

Week 13: 14 Nov:  Partners chosen, sketching/planning      16 Nov:  Workday

Week 14: 21 Nov:  Workday     23 Nov:   Workday

Week 15: 28 Nov:  Workday      30 Nov:  Workday

Week 16: 5 Dec:     Workday     7 Dec:  Critique Final Project and Print Exchange

Materials:

Your lab fees cover the general printmaking shop consumables that you will be using in the class (rags, solvents, cleaners) and the communal supplies that are specific to this course.

For all other materials, you will need to buy a screen print kit from Reddi-Arts.

Reddi-Arts address: 1037 Hendricks Avenue Jacksonville, Florida 32207

Ponta Vedra Art Supply is another good local art supply retailer. Online resources: Dick Blick, Utrecht, etc.

You will also be required to have: Sketchbook and Pencils or other drawing material Exacto Knife Recommended: Nitrile Gloves Paper Towels Apron Splash proof goggles

Reference Books:

If you would like further reference, a couple of books that I recommend are:
Pulled: A Catalog of Screenprinting- Mike Perry
, The Printmaking Bible: The Complete Guide to Materials and Techniques- Ann D'Arcy Hughes and Hebe Vernon-Morris, 
Water-based Screenprinting Today- Roni Henning

[patriciafranjul-blog]

Los estudiantes de la #UASD son los protagonistas de la 8va Edición del Programa Líderes Visitantes #programalíderesvisitantes #uasd #8vaedición #academicaffairs #embassy #dominicanembassyindc (en The White House)

[verychanelle]

Today was one of those days that I was immensely proud to be a @UofSC Gamecock! The UNIVERSITY ADVISING CENTER is here, and today was my first day meeting with students! I can't quiet put into words what this means to me as a USC alum, staff member, and Higher Ed professional, but I am so excited about the work will do and the students we will serve! We have a long road ahead of us, but all great things started out small! I am thankful for those who paved the way for the center to exist as well as for the amazing people I am beginning this journey with. Additionally, I'm forever thankful to all that I learned from Florida State University's undergraduate studies, Advising First, and Center for Exploratory Students! God has a way of directing our paths and teaching us what we need for the future far before it arrives! I'm sure I'll be pinching myself for a while! I'm so proud of the direction my university is moving! #advising #coaching #Nacada #advisingcenter #studentfocused #studentsfirst #frontlines #leadership #change #growth #studentaffairs #academicaffairs #highered #highereducation #sapro

[peraltacolleges]

Face-to-Face classes at @berkeleycitycollege @collegealameda @laneycollege & @merrittcollegeofficial cancelled on Wednesday, March 11, Thursday, March 12, Friday, March 13, and Saturday, March 14, 2020. Cancelling classes on the above stated dates will allow instructional faculty to attend trainings offered at their respective college and evaluate optional resources for potentially transitioning their classes to remote forms of instruction as needed. College administration will communicate times and locations for trainings. The health and safety of members of the Peralta Community College District (PCCD) continue to be our top priority. Information regarding COVID-19 is rapidly evolving. PCCD will continue to follow the guidelines and best practices for institutions of higher education as recommended by the Alameda County Public Health Department, the California Department of Public Health, the California Community College Chancellor’s Office, and the federal Centers for Disease Control and Prevention (CDC). The PCCD Board of Trustees has scheduled an Emergency Meeting on Wednesday, March 10, 2020 to consider recommended changes to the academic calendar. The Chancellor recommends: the scheduled Spring Break during the week of April 13-17 be moved to the week of March 16-20, 2020. the scheduled March 19, 2020 Flex Day be changed to Monday, March 30, 2020. Faculty opting to use remote forms of instruction will begin doing so on Monday, March 23, 2020, and continue through Saturday, April 4, 2020 (faculty may continue to teach face-to-face, however, we strongly encourage faculty who can opt to use remote forms of instruction to do so). Resources for faculty regarding remote methods of instruction are available at: Emergency Remote Teaching Resources Academic Continuity and Academic Preparedness (see left panel) https://web.peralta.edu/academicaffairs/​ Resources for students regarding preparation for online and hybrid classes are available at https://peralta.instructure.com/courses/442. NOTE:The Colleges and District Offices will remain open. Click link in bio above for more. https://www.instagram.com/p/B9mkdv5hJPh/?igshid=le6d2opo2r29

[alittlebutch]

Got all gussied up for my first Board of Trustees meeting! 😎👔👞 #studentaffairs #academicaffairs #gradstudentcouncil (at Joan B. Kroc Institute For Peace & Justice)

[nsuopenknowledge-blog]

My advice for other Reps…

My advice for other Reps…

Be persistent & never give up! If you don't get a good response in the first instance take it elsewhere. If all else fails contact the SU to help you run a campaign on it!

Want to learn more? Contact nicole.pegg@northumbria.ac.uk