Spring 2008 / Andy
Deck / E-mail
Introduction
Rather than simply looking at a series of "political artworks"
or "political artists", this course aims to encourage students to
reflect on their own role as culture producers within a
contemporary cultural condition increasingly defined and mapped by
new media technologies. The place and impact of the artist within
society will be examined. The course will ask how choices made by
individuals play a role in charting political and ethical vectors
within a complex system.
Grading
Course Schedule
Links to sessions: 1 , 2 ,
3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15
Class 1 (Thursday, January 17, 2008)
Introduction
In Class Project: Curriculum Olympics
Divide into three groups, distributing people identifying themselves as "competitive"
Design a week-by-week syllabus for this class in 14 parts (approximately 15 minutes)
Afterwards, each group will present its lesson plan (approximately 15 minutes)
Finally, a demonstration of instant runoff voting
Discussion
Class 2 (Thursday, January 24, 2008)
Oratory and Ethics
Readings:
Class 3 (Thursday, January 31, 2008)
Computers and Education
Readings:
Quotes:
Wendell Berry Recollected Essays
1965-1980 . p.34. North Point Press, San Francisco, 1981.
And, as I think of it now, school itself was a
distraction. Although I have become, among other things, a teacher,
I am skeptical of education. It seems to me a most doubtful
process, and I think the good of it is taken too much for granted.
It is a matter that is overtheorized and overvalued and always
approached with too much confidence. It is, as we skeptics are
always discovering to our delight, no substitute for experience or
life or virtue or devotion. As it is handed out by the schools, it
is only theoretically useful, like a randomly mixed handful of
seeds carried in one's pocket. When one carries them back to one's
own place in the world and plants them, some will prove unfit for
the climate or the ground, some are sterile, some are not seeds at
all but little clods and bits of gravel. Suprisingly few of them
come to anything. There is an incredible waste and clumsiness in
most efforts to prepare the young. For me, as a student and as a
teacher, there has always been a pressing anxiety between the
classroom and the world: how can you get from one to the other
except by a blind jump? School is not so pleasant or valuable an
experience as it is made out to be in the theorizing and
reminiscing of elders. In a sense, it is not an experience at all,
but a hiatus in experience.
Joseph Weizenbaum "Once More: The
Computer Revolution". p.445. From:
The Information Age .
Cambridge: MIT Press, 1979.
The use of large-scale computer-based information
systems induces an epistemology within which reigns an extremely
poverty-stricken notion of what constitues knowledge and what is to
count as fact. Unfortunately, this same notion — a kind of
pragmatic positivism bordering on scientism — dominates much
of the thinking of modern intellectuals and political leaders. It
has also, in my view, profoundly infected the thought of ordinary
people. It has no necessary relationship to the computer; it
existed, after all, long before there were computers. But the
computer is its starkest symbolic manifestation. It is the
instrument that, more than any other force, reifies
it.
Class 4 (Thursday, February 7, 2008)
Power Politics and the Media
Readings:
Screening of Why We Fight (2005)
A Film By Eugene Jarecki
About the anatomy of the American war machine, combining personal
stories with commentary by military and political insiders.
98 minutes
Topics include
Propaganda vs. information
Documentary
War
Militarism
Quote:
Carl von Clausewitz
[War is the] continuation of politics [Politik] by other means.
Class 5 (Thursday, February 14, 2008)
Technology
Readings:
Handout: "The Moral Significance of Material Culture" by Albert Borgmann
Handout: Introduction to Theory of Technology by Andrew Feenberg
Handout: "The Question Concerning Technology" by Martin Heidegger
Quotes:
Victor Margolin , "The Struggle for
Utopia," University of Chicago Press (1997)
The triumvirate of artist, scientist and industrialist
becomes the model for collaborative social action. The artist's
role is to envision the future of society and lead, as part of the
avant-garde.
Art is not separate, not isolated to the interior
artistic vision, but is linked to the real world and to the social
life. The artist exploration of inner meaning has new potency when
externalized as social action.
The role of the artist thus becomes a participant of
the social and political life, a significant player.
The utopian proposal as articulated by the artist
functions as a model for new ways of seeing and new social and
political structures.
Marshall McLuhan , "Understanding Media,"
MIT Press, Boston, MA (1964)
The artist is a barometer of the social condition. In
regards to technology, the artist provides "immunity" from the
impact of technology by nature of his sensitivity to the social
transformations brought about by the changing media.
The artist perceives himself as a significant player,
not locked up in the studio or the academy. The artist, perhaps
more than anyone, grasps the implication of his own time, through
the analysis and critique inherent in the artistic
process.
How does the artist enter into the mainstream of social
activity? By inventing new forms which place him in the dialogue,
raise the appropriate questions, and further stimulate the
dialogue.
Stewart Home , "The Assault on Culture,"
AK Press, Stirling, England (1991)
The integration of art and politics (and art and life)
has tended towards the utopian, by nature of its yearning for
extreme modification of existing conditions. This form also
has a tendency towards the totalization of art, the blurring of
boundaries of genre and media, tending towards the theatrical and
the transformative. This form often takes shape as the
gesamtkunstwerk (total artwork).
Utopianism is thus a striving for the unattainable, the
creation of impossible models to which mankind aspires in its
idealism.
Class 6 (Thursday, February 21, 2008)
Future Visions - Artificial Intelligence and Nanotechnology
NANOTECHNOLOGY could become the most influential force to take hold of the technology
industry since the rise of the Internet. Nanotechnology could increase the speed of memory
chips, remove pollution particles in water and air and find cancer cells quicker. Nanotechnology could
prove beyond our control, and spell the end of our very existence as human beings. Nanotechnology
could alleviate world hunger, clean the environment, cure cancer, guarantee biblical life spans or
concoct super-weapons of untold horror. Nanotechnology could be the new asbestos. Nanotechnology
could spur economic development through spin-offs of the research. Nanotechnology could harm the
opportunities of the poor in developing countries. Nanotechnology could make the molecules in ice
cream more uniform in size. Nanotechnology could enable a digital camera to work in the dark. Nano-
technology could clean up toxic waste on the atomic level. Nanotechnology could change the world from
the bottom up. Nanotechnology could become an instrument of terrorism. Nanotechnology could lead
to the next industrial revolution. Nanotechnology could transform the food industry. Nanotechnology
could repair the ozone layer. Nanotechnology could change everything.
(Source: http://unesdoc.unesco.org/images/0014/001459/145951e.pdf)
Class 6 (Thursday, February 28, 2008)
** ASSIGNMENT 1: PRESENTATIONS **
10-20 minutes per student, approximately.
Hand in scripts for presentations (2 pages).
Class 8 (Thursday, March 6, 2008)
Capital/Commodity/Corporation/Postmodernism
Readings:
Merchants of Cool
PBS Frontline documentary
Discussion material:
Class 9 (Thursday, March 13, 2008)
Counter Culture / Sustainable Living
Readings:
An Inconvenient Truth (2006)
Documentary film directed by David Guggenheim
** SPRING BREAK **
Class 10 (Thursday, March 27, 2008)
Open Source and Intellectual Property
Readings:
Screening of The Code (2001)
A film directed by Hannu Puttonen
Discussion material:
Class 11 (Thursday, April 3 2008)
Student teaching - Ricardo
Class 12 (Thursday, April 10, 2008)
Student teaching - Rita or Jaime?
The Nation-state, New Media, and Blogs: Democracy 2.0?
Readings:
Discussion material:
Class 13 (Thursday, April 17, 2008)
Political Art / Spectacular Politics?
The Society of the Spectacle
A Film By Guy Debord
Define Propaganda
Define Polemics
Discuss above in relation to Art.
Handout: Chapter from Weizenbaum and Flores Understanding Computers and Cognition
Handout: Paul Virilio, "Speed and Information: Cyberspace
Alarm!"
http://faculty.colostate-pueblo.edu/samuel.ebersole/mdic/
http://www.ctheory.net/articles.aspx?id=72
John Zerzan, Technology
* A short critique of technology and people's attitudes towards
it."
http://www.spunk.org/library/writers/zerzan/sp001184.txt
Kirkpatrick Sale, Lessons from the Luddites
http://www.io.com/~wazmo/luddite.html
Theory of Technology http://carbon.cudenver.edu/~mryder/itc/tech_theory.html
Discussion material:
In class video Metropolis , dir. Fritz Lang
(1927)
• Life-sharing http://www.walkerart.org/gallery9/lifesharing/
• Detritus.net http://detritus.net/
• Institute of Applied Autonomy http://www.appliedautonomy.com/
• Bureau of Inverse Technology http://www.bureauit.org/
Class 14 (Thursday, April 24, 2008)
Greenwashing
Class 15 (Thursday, May 1, 2008)
Contemporary Issues: Art, Publicity, Censorship, and
Copyright
Critical/theoretical texts
# EM Edward Said, "The Last Taboo in
American Discourse" Radical Philosophy Review 3:2,
2001
Linus Walleij, "The Cybernetic Society"
http://home.c2i.net/nirgendwo/cdne/ch15web.htm
Discussion material
• Critical Art Ensemble http://www.critical-art.net/
http://www.caedefensefund.org/
• Emily Jacir at Wichita State University
http://newsgrist.typepad.com/underbelly/2004/12/arts_intoleranc.html
http://newsgrist.typepad.com/underbelly/2004/12/_forwarded_mess.html
•
http://fromthefloor.blogspot.com/2004/12/emily-jacir-exhibition-to-proceed.html
• The File Room http://www.thefileroom.org/
Class 15. April 24, 2008
** PRESENTATION OF FINAL PROJECT **
Additional presentations if needed.
May 1, 3-6PM
** PRESENTATION OF FINAL PROJECT **
Online Resources
Art Magazine Sites
Newsgrist http://newsgrist.typepad.com/underbelly/
Frieze.com http://www.frieze.com/
Art and Culture
Ad Busters adbusters.org
Artists Against War http://www.aawnyc.org/
Rev. Billy & the Church of Stop Shopping revbilly.com
Critical Theory
Ctheory http://www.democracynow.org/
Rhizomes.net http://rhizomes.net/
Theory.Org http://www.theory.org.uk/index.htm
News
U.S. sources
◊ New York Times nytimes.com
◊ Washington Post washingtonpost.com
◊ Democaracy Now democracynow.org
◊ WBAI
wbai.org
British sources
◊ The Guardian guardian.co.uk
◊ The Independent independent.co.uk
• Good for environmental news
◊ BBC World Service bbc.co.uk/worldservice
Multi-national sources
◊ Common Dreams News Center commondreams.org
◊ IndyMedia indymedia.org
◊ AntiWar.com antiwar.com
Assignments
Assignment 1: Presentation
Present an analysis of the work of a particular artist or
thinker that raises political or ethical issues for you. You should
talk in detail about a selection of key artworks or ideas and
explain both how they relate to new media and how they relate to
certain ethical or political issues. Your presentation should be
about 10 mins and you must submit a presentation script for
grading. A question and answer period will follow each
presentation.
Possible Topics Include These Events and Exhibitions
Conference on Propaganda
Where the Truth Lies
Friday February 15th
Baisley Powell Elebash Recital Hall
Analyze a documentary. There have been a variety
of interesting documentary films made in recent years, including
"Fahrenheit 911", "Why We Fight", "Who Killed the Electric Car?",
"An Inconvenient Truth", "The Control Room", and "The
Corporation".
Assignment 2: Applied Research Creative Project
The second assignment asks you to explore an ethical or political
issue or idea through teaching it. You are expected to develop a
class presentation and choose a reading for the group. A discussion
will follow the presentation. Preliminary proposals for this project
are needed ASAP so that the classes preceding your presentation can
be planned accordingly.
Final project: Get collaborative!
The final assignment will be a group project that involves the
development of one of the following websites:
getGreener.org
getPeaceful.org
getInformed.us
The goal of this project is to brainstorm, to develop site
concepts, and to think practically about how to communicate a
political message using new media. Will you use images?
Interactivity? Slogans? Humor? Satire? Your contribution may
involve writing, photography, videography, appropriation,
programming, animation, or some combination of these. If your group
wants to address an issue not reflected in the domains listed
above, that is okay, too, but you should choose a domain name that
we can register and put online. The final project is intended to be
a "real world" activity that is not just an academic exercise.