All required reading assignments are in Jenn’s xeroxed anthology.
[G = optional pages in Bump, Gerard Manley Hopkins PR 4803 H44 Z597, PCL and UGL]
Jan 14. INTRODUCTION to the course,
ü Questionnaires to be distributed and collected.
ü IF computer account number required to logon to class intranet. (New users may claim an IF account at the Student Microcomputer Facility in the Flawn UGL by completing an IF account request form and presenting it and a government-issued photo ID at the front desk.)
Introductory Course Materials.
1-2 Course Description
3-7 Reading Schedule
8 PC vs. Mac
9-11 Group Participation Guidelines
12-14 Guidelines for Listening
15 Racial Harrassment Policy
16-17 Sexual Harrassment Policy
--Writing Instructions--
[18 number not used]
19A-19K Effective Visual Design
20 Web Projects
25-6 General Grades Definition (see also course description)
27 Teaching Philosophy
ü
ü Journal entry [2 copies] on your experience or lack of it of Discovery Learning, p. 18 and the Bump essay:
web Bump, " Left vs. Right Side of the Brain: Hypermedia and the New Puritanism" [connect your browser to
www.cwrl.utexas.edu/currents/fall99/bump.html]
¸ see ACITS short courses and HTML class schedules:
¸ http://www.utexas.edu/computer/classes/
¸ see self paced tutorials: http://www.utexas.edu/cc/training/handouts/tutorials.html#internet
¸ Review 31-4 HTML Quick Reference.
¸ If you are interested in possibly making a web site, check out Netscape Composer or Dream Weaver or ….
Review and be ready to ask and answer questions about:
1-2 Course Description
3-7 Reading Schedule
8 PC vs. Mac
9-11 Group Participation Guidelines
12-14 Guidelines for Listening
15 Racial Harrassment Policy
16-17 Sexual Harrassment Policy
18 Discovery Learning
19A-19K Effective Visual Design
20 Web Projects
25-6 General Grades Definition (see also course description)
27 Teaching Philosophy
31- 4 HTML Quick Reference
35-6 Learning Record Instructions
ü
ü Journal entry [2 copies] on your sense of place, pp. 37-50, 54-58,
[Silverman pp. 149-150 on keeping a journal]
37-50, 54-58 Crowe, Sense of Place
Jan. 23. ROAD MAP OF YOUR PLACES.
Assignment Due: Bring to class a visual representation of the various “places” you have experienced over the course of your life. Can be in the form of a graph or a mandala or a map or computer program or …… For electronic examples, see web site. This will become part of your portfolio.
77-80 Road Map of Your Journey
note that your interview will be due Jan. 30: see 35-6 Learning Record Instructions.
Jan. 28 The Roles of Time and the City
59-76 Crowe, Nature and the Idea of a Man-Made World
¸ Bring your calendars so that we can decide in class when we meet at St. Mary’s and at the Japanese Garden in Zilker park, and when we have our class party at my little ranch and set date for Garden and St. Mary’s discussion board entry completions. The Japanese Garden was built by Isamu Taniguchi, father of a dean of the school of architecture and author of "The spirit of the garden": “one unified beauty... the embodiment of the peaceful coexistence of all the elements of nature.’
¸ Read about the Oriental garden, the Prehistoric Garden, and the sculptures in Zilker Park.
¸ Locate Pied Beauty ranch.
¸ Check out pictures of these places on our web site.
¸
81-2 Map and Directions to "Pied Beauty" Ranch
83 Taniguchi Oriental Garden form
84 "The Spirit of the Garden"
85-6 Taniguchi biography
87-88 maps to Zilker Park and Oriental Garden
89-90 Umlauf sculpture garden
102-106 Philosopher's Rock sculpture
310 Hartman Prehistoric Garden
note that your interview will be due Jan. 30: see 35-6 Learning Record Instructions.
Jan. 30.Drawing and Architecture
MEET AT the oldest building on campus: LITTLEFIELD HOUSE . 24th and Whitis [in case of rain meet on porch]. Contrast the Littlefield House with the Communications buildings
BRING LR parts A1. A2. due. Initial interview etc. see 35-6 Learning Record Instructions
¸
¸ We will spend about half our time drawing and half our time writing in our journals. One of our themes will be the contrast between the Victorian architecture of the building and the tree. Another will be the contrast with the CMA complex. See web site for examples from previous classes.
¸
Journal entry to be uploaded to the Littlefield Discussion Board, along with scan of drawing as an attachment by by Feb. 13. Include at least two citations with page nos.
91-98 Drawing on the Right Side of the Brain
107-108 Littlefield House
109-135 "Manual Photography: Hopkins, Ruskin, and Victorian Drawing" [G14-21, [136-139 introductions: Hopkins, Ruskin]
Feb 4.Gothic Architecture
149-176 Ruskin, “The Nature of Gothic”
290 Hopkins, “Duns Scotus’s Oxford”
Review Crowe
Upload answers to these questions concerning the Littlefield house to the Littlefield Discussion Board by Feb. 13. Can the influence of John Ruskin’s essay, “On the Nature of Gothic,” be detected in this building? If so, what sentences are illustrated by what features? What sentences are contradicted by what features? Is this building “True to Nature” in Ruskin’s sense? Is this building “True to Nature” in any sense, especially in comparison to other buildings nearby?
Feb. 6. Medievalism: Austin to Amiens
Go the famous Amiens internet site
http://www.learn.columbia.edu/Mcahweb/index-frame.html
and while looking at the “porches” at the front read
177-205 Ruskin, “The Bible of Amiens”
51-3 Crowe on saints in niches and body-related perception
Review the rest of Crowe
We will leave the classroom and take a tour of some of the buildings on campus. Look for a building on which you might want to do a project and/or presentation.
222-230 Ellison and Jones, “Walking the Forty Acres”
Review Crowe
Feb. 13 Adams: Mt. St. Michel and Chartres
Journal entry comparing Adams and Ruskin as writers about architecture: how are they similar and how are they different?
245-246 Sympathetic Imagination
206-221 Adams, Mont-Saint-Michel and Chartres
Review Crowe
Feb. 18 . Story of Texas walk
LR Statement of YOUR course goals and Monthly Self Observation Due. Include pictures.
We will go to the Story of Texas museum, walking from the classroom, noting different architectural styles along the way.
Upload a journal entry on what you learned here about Texas as your “place” or your responses to various kinds of architecture in exhibits to the Story of Texas Discussion Board by February 18. Cite specific exhibits.
30 Map of campus
78 Map of Story of Texas
Review Crowe
Feb. 20 Texas Gothic architecture
Journal Entries [2 copies] on Survey of Texas Architectural Styles. See web site for pictures:
http://www.cwrl.utexas.edu/~bump/E379S2/VicArch.html
140-148 My Home: A Survey of Texas Architectural Styles
233 Old Main, University of Texas
234-5 Victorian homes, Houston
236-242 Victorian buildings, Galveston
243-245 Selected Victorian Eclectic “Gothic” Architecture in Texas
Review
149-176 Ruskin, “The Nature of Gothic”
107-108 The Littlefield Home
Are these buildings “True to Nature”?
Are they “True to Nature” in Ruskin’s sense of the words?
Can the influence of Ruskin’s essay be detected in these buildings?
Can you find his six features of Gothic in them?
What sentences are illustrated by what features?
What sentences are contradicted by what features?
Feb. 25 Western art:
Meet at Dobie's house, 702 E. Dean Keeton St. (now the Michener Center for Writers). Opposite chilling station no. 4 and the law school.
¸ Check out pictures of the journeys of previous classes to these landmarks on our web site and check out quote from the chancellor about Dobie in our course description.
¸ For statue of Dobie see Philospher’s Rock
¸ http://www.cwrl.utexas.edu/%7Ebump/E309K/rock.html
¸ At Dobie’s house we will see the Texana.
¸ Then we will go on to the statue of the mustangs in front of the Texas Memorial Museum, cited by Dobie.
¸ Then to the Blanton Art museum to see the C. R . Smith Collection of Art of the American West (more than 100 landscapes and Western genre scenes by prominent American artists.)
¸ Then to the statues in front of the Alumni Center.
¸ Then to the Western paintings and sculpture in the Alumni Center
¸ Finally, at the Center you will make journal entries about what you have seen,
¸ At the end of the hour show instructor what you have written before you leave.
Upload a journal entry to the Dobie discussion board by March 25
247-249 The Mustangs
250 The Longhorn
Feb. 27. Writing as an Art.
91-98 Drawing on the Right Side of the Brain; "
99 Writing the Natural Way
100-101 Wild Mind
Silverman, pp. 55-58;64-66;69-84; 151-2; 156-166
¸ Review
Silverman, pp. 2-54
Our anthology:
1-2 Course Description
Project Instructions
19L Why spell checkers are not enough
19M Polished Writing Instructions
19A-19K Effective Visual Design
20 Web Projects
25-6 Grades Definition
31- 4 HTML Quick Reference
252-253 Putting Pages on the Web Using Webspace
254-257 Appositives
258-259 Hyphens
260-263 Verb Tense Consistency
264 Coherence
ü
ü Special instructions:
ü Remember that, given a focus on place, architecture, art, and music, you have a lot of options, including a web site. In any case, either this project or the next must also become a presentation to the class at the end of the semester. Therefore, also think about a project’s potential as a presentation.
Ø We will not have a class devoted to music, but, following our criterion of Truth to Nature, I have included in our anthology “Musical responses to nature” (305) and, as an example of poetry imitating the music of a bird Hopkins’s “The Woodlark” (291-2). Hopkins wanted his poetry to be performed like music. Hence, for example, the instruction “Rallentando” on the poem “Spring” ( 286), as you will see in the Humanities Research Center.
Ø If you do an essay, it is to be at least 4-6 pages. However, you are to understand that on the projects you are graded on quality, not quantity.
Ø To get an A you will need to show that you are good at communicating details, at making your subject come alive for the reader. (If you do a web page, of course, you can communicate these details often by pictures.)
Ø Thirdly, as suggested in most definitions of the grade of A, such as that on p. 26 of your anthology, you will need to go beyond the ordinary, in the quality of your prose, and/or in the quality of your insights.
¸ *You must include pictures in this assignment. . Paper projects must include two media. This requirement is usually met by inserting electronic files of pictures or photographs into your text and printing the result on good paper with a color printer. [Electronic projects include print-out of the HTML code as well as text ]
Ø The purpose of the pictures is for you to become acquainted with the integration of verbal and visual rhetoric that has become common these days of the internet and electronic media and to gain some practical experience in preparing a brochure or web site. Pay special attention to 19A-19K:”Effective Visual Design”
Ø Unless your pictures were taken with a digital camera, you will need to digitize them (make them into a computer file) with a scanner. If you are going to use them in a paper essay, set the resolution to at least 300 dpi. If you are going to use them on the web 72 dpi is sufficient. Scanners are available in the SmurF and in Par 6, 102, 104, Fac 9, Fac 10.
Ø Make sure to identify or title all pictures and make them big enough (3X5?) by using “Image Size” in Adobe Photoshop or some equivalent program to enlarge them, if need be, before you insert them in your text. Remember to set to at least 300 dpi for a paper essay.
¸ Upload First Project to Project 1 discussion board as an Attachment [saved in Microsoft Word format], or as an HTML link to your URL, and polished hard copy in a pocket folder with your name on the outside following instructions in the anthology
¸ Mar. 4 FIRST PROJECT DUE*
on Discussion Board AND on paper
¸ Begin commenting on the stories of others. You must respond to at least half the class in detail, showing them how to rewrite at least one sentence each, suggesting what they might add to make their story longer or their web site better, what other changes to make, etc. You get extra credit for every three people over the basic ten to whom you respond. This extra credit can be used to improve your class participation grade. Finish commenting on essays of others outside of class.
¸ *How to Respond to Other Students’ Projects.
¸ [1] You must quote a whole sentence of the student’s essay that has not been quoted by a prevous respondent and specify where the sentence needs improvement and then rewrite the sentence to improve it. For the subject line of your reply, paste in the sentence you are going to rewrite so that it will be easier for others to see what sentences are left for revision.
¸ [2] In addition, you must make suggestions on how to add a page or more of new material.
¸ Grading: Remember that responding properly to