course introduction & description
Senior Seminar Project & Thesis Exhibition is the second half in a sequence of two courses in a student’s senior year. Students in the Studio Art or Photo programs will design, create, research, write and defend a significant body of creative work along with their Capstone research paper written in the previous Fall term.
Senior Seminar Project & Thesis Exhibition emphasizes the completion and presentation of both components completed at the culmination of the spring term in the Art Gallery in Reisman Hall.
As a year-long course project, this activity gives each student the opportunity to look backward and forward simultaneously; back over his or her academic and professional experiences at the college, and forward to future careers in a particular field they envision themselves in or further academic training on the graduate level.
Each part of the Senior Seminar Project & Thesis Exhibition in the fall and spring semesters provides the foundations for future professional endeavors.
In its final state, the senior project is made up of both written and visual components. The presentation of these two parts are delivered to the student’s selected Thesis Committee members; comprising of at least two college faculty members, the faculty advisor for Senior Research Project and one outside professional contact person, guests and campus community members, by invitation of each BFA candidate.
course objectives
Each student must meet the following criteria to end the term successfully:
1. The creative work must be made up of 3 parts, including
1. A rigorous and completed creative project
2. Continual evidence of your creative process & further insightful research gained and noted in a personal sketchbook. Evidence of on-going development including text and sketches submitted weekly to Faculty Advisor each Friday by 2 PM (see checklist)
3. An appropriate professional visual presentation including:
> an artist’s statement
> a student biography
> promotional materials >postcardrd, brochures, business card, et al.
> exhibition catalogue self published
> professional exhibition resume
> personal website constructed and launched
2. Research paper subject, the majority, if not all, completed in the previous fall term is a minimum of 20 pages. The research paper should be on a topic of interest to the student and related thematically or conceptually to their studio work.
3. An ADDENDUM or AFTERWORD completed following the student’s BFA Thesis Exhibition, will accompany the Capstone research paper. This written text will note the impact of the student’s scholarly activity on their creative work. The Addendum will appear at the end of the Capstone paper and will be included in the Table of Contents. Length of the paper is a minimum of two pages.
4. The Oral defense is the venue in which the student orally defends and visually presents their project and written research to their Thesis Committee members. This is the final forum of the student’s academic work at the college and it is when the student is evaluated on both exhibition creative work and multi media presentation. This is usually open to the campus community and may be video taped.
seminar project Committee Members
During the previous fall term, each student has had the advantage of organizing and working closely with a selected Thesis Committee. The Committee members will follow the student through their yearlong project.
Thesis Committee members include:
- Faculty Advisor for Senior Seminar Project & Thesis Exhibition
2 & 3. A minimum of two college faculty members
4. One Professional Contact individual closely related to their creative work
Similar to the fall term, each student will meet with each Committee member (independently or together) at least once for a 1:1 discussion of their on-going work and practice. The student will schedule critiques with each member well in advance and will work continually towards these goals. Each member will help focus the student and critique presented work rigorously. Students need to take FULL advantage of the invaluable discussions in providing enough work, come to the critique with more questions then answers, additional research, preliminary sketches and ideas to spring off from.
Oral Thesis Defense is a pre-scheduled one-hour public event where each Committee Member is present, guests, peers and members of the college community. It is the formal and final presentation of each student’s undergraduate college career. It is delivered within the context of their Thesis exhibition in the Art Gallery in Reisman Hall, including a digital presentation and oral defense that speak to their research and the impact of the student’s creative and scholarly work.
by the completion of the Spring semester
Each student should have completed the following:
FINAL CAPSTONE RESEARCH PAPER drafted at least five times and including:
- a completed survey and an analysis of pertinent literature and visual works in the field
- an annotated works cited bibliography of at least 8 items (may include three internet sources)
- a well-reasoned thesis (which should start as a good question)
- a detailed outline of your research paper
- FIVE earlier drafts of your research paper--20 pages or more (print and electronic versions)
- final 20 page+ research paper (MLA format) SIGNED off by CLT writing tutors
- meetings with each Thesis Committee Members (6) minimum
- one meeting with Faculty Advisor (1) minimum
- a signed agreement from their committee members, noting that they have read the students capstone in its entirety, made valuable comments and suggestions of how to improve upon it
- Two in-class informed critiques with peers
- 2 page written synopsis of what each student brought to individual critique in terms of work, research and the activities and impact of what was discussed during the independent critiques. The synopsis is submitted one week following each meeting
- a 150 word artist’s statement
- a professional exhibition resume
- designed and printed business card
- designed and printed postcard announcing the thesis exhibition
- an exhibition catalogue created by www.blurb.com - other self publishing sites
- an informational website illustrating the student’s creative work, artist statement, resume, etc.
- an ADDENDUM / AFTERWORD written stating the impact of the scholarly research on the student’s creative work 2 pages +
- a CD ROM including professional images of the visual work completed for THESIS exhibition and all artist support materials handed in at the conclusion of the semester.
- attend Th3 events – Syracuse Gallery & Museum opening receptions
- rigorous and on going creative work and scholarly activity
- a professionally mounted Thesis Exhibition delivered publically to the campus community and guests
- an oral defense presentation delivered publically
- keep an active sketch book with all working ideas, class notes, critiques, research, material sources, visual resource tank, et al. Bring to class each day. Students will submit this at the end of the semester as evidence of their thorough and thoughtful engagement as studio practitioners.
methods of instruction + studio procedures
Rather than a lecture course due to the nature of the independent work each student will be engaged in, this course will function as a seminar in where information is exchanged primarily through discussion between students and faculty advisor. Class time will be spent in critique, workshops dealing with research skills and resources, student presentations and independent work. During the term, each student will meet independently and in small groups with the professor to discuss the evolution of their project.
student responsibilities + expectations
Engaged communication commitments with your professor, Committee Members and students within the class context is a must. Responsibility and time management is a must. This is what each student has worked so hard towards during throughout their college career. It is expected that all students are motivated, use class time effectively and to participate in all readings, discussions and critiques in a positive and thoughtful manner. Rigorous engagement and motivation should carry through to the work each student carries on out outside of class time on a regular basis.
Professional participation in meetings with the student’s Thesis Committee Members is a valuable time and crucial to the student’s evolution. It is important for each student to take thorough notes regarding what is said. ALWAYS be prepared with work, research materials, preliminary sketches, questions, etc. before each critique. Present your work as professionally as possible at all times!
Students are expected to attend the scheduled Th3 citywide Syracuse art events noted in our calendar. This is an excellent opportunity for each student to insert themselves into a thriving art community in Syracuse. During Th3 events the class will move as a group to selected venues to attend exhibition openings and professional lectures. If a student is absent, it is their responsibility to attend the galleries/museum and complete a written formal analysis of the exhibition. Students are expected to attend all classes and to stay for the duration of each class. Should a student know that they will be late or absent, they must email the faculty advisor regarding the reason.
evaluation
The quality of the semester is what students bring to it. It is expected that one’s participation is committed and remains active and serious. Senior Project Seminar and Thesis Exhibition require full engagement in all facets of the semester’s preparations: readings, discussion, initiated participation, research, study, thoughtfulness in critical thinking and planning.
Students should set high standards for their own work. It is important that the student be prepared to initiate a discussion regarding current readings and come to class with thorough notes. Intellectual understanding and exploration of the visual works, readings, writing assignments, and individual drive are significant factors in grading a student’s level of participation. Hard work and improvement are recognized and therefore, will positively impact a student’s grade. Lack of preparation, disengagement from coursework, poor note taking, test scores, poor paper construction, avoidance of assignments and general lack of participation in discussion, incomplete and not prepared work will result in a lower grade.
Students who are absent from a class are expected to be prepared with ALL assignments and readings due at the next class meeting.
All assignments are to be completed in a thoughtful and timely manner.
Attendance is graded according to the following scale: Absences—0=A, 1=B, 2=C, 3=D, 4=F
A= Outstanding performance B= Good performance C=Adequate performance
Note: The grade of “C” indicates an adequate level of overall work to gain credit for the course; a “B” means a student has achieved a more than adequate level of work. To excel, as indicated by an “A” requires a superior level of skill, concept, quantity, professionalism, risk, and a surpassing depth of SA 499 seriousness. Moving beyond a “C” in this course will require your very best efforts in all areas of your artistic development and academic inquiry.
60% Creative Work, Critiques & Written Addendum > professionally presented
The professor will fail any work she has not seen in progress throughout the term
Engagement in all class discussions & critiques
Staying on track and organized with assignments and time management
20% Evolution of the professional supportive materials including Exhibitions’ Catalogue, et al.
Website construction; post card / business card / take away design, excellent follow through to completion
20% BFA Thesis Exhibition & Oral Defense :: its preparation, exhibition installation, visual presentation, de-installation, full outcome
Undergraduate grade numerical conversions
Grades calculated in grade point average (GPAs) as follows:
A = 4.0 A- = 3.67
B+ = 3.33 B = 3.00 B- = 2.67
C+ = 2.33 C =2.00 C- = 1.67
D+ = 1.33 D = 1.00 F = 0.00
Standards for Grading
A: The typical "A" student will consistently follow all of the steps in the creative process, resulting in work that is beyond the students’ previous technical, conceptual and expressive capabilities. Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently good work equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability. The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout, while completing stellar work.
B: Attend all classes and complete all assignments on time; follow all instructions, demonstrate above average skills and creativity in completing assignments, turn in consistently good work though some further development of knowledge and skills is possible; frequently contribute to discussions and critiques and complete good work overall.
C: Have less than perfect attendance; complete all assignments with average skills, attitude and creativity demonstrating a limited commitment to the learning process, average use of materials, and ideas that need further development. Occasionally contribute to class discussions and critiques.
D: Have poor attendance; seldom meet deadlines, have an unconcerned attitude; work below average; contribute very little to class discussions and critiques.
F: Have poor attendance; seldom meet deadlines; turn in poor work; have a bad attitude, and/or impervious to the learning process.
The Center for Teaching & Learning (CTL)
A description from the Cazenovia College catalogue states ::
Students are expected to succeed within a challenging intellectual environment.
It is not unusual for students to need assistance in maximizing their educational growth in a variety of areas during their four years at the college. The Center for Teaching & Learning assists students in these efforts. Make an appointment well in advance (1.5 weeks) at the Center to assist you in the writing process. The Center should be used throughout your career at the college to help you in the refinement and organization of your writing examples. 315.655.7296
I am here to help you with your research and paper development as well. Each student must take their final Capstone research paper to the CTL to be read, corrections made, and signed by one of the Center’s tutors.
I am here to help you with your research and paper development as well. Each student must take their final Capstone research paper to the CTL to be read, corrections made, and signed by one of the Center’s tutors.
course policy
The atmosphere in the studio should be one of mutual respect; courteous with colleagues, faculty, guests and with your own work at hand. We are cultivating a relationship between you and your work, you and your critic, you and your colleagues. Your work ethic will show in your projects. Issues will emerge during the course that will prompt a general discussion required by all students.
special needs students
Notify the instructor if you are a student who requires accommodations in classroom studio or outside work due to special needs. Appropriate accommodations will be made in cooperation with the Office of Special Services @ 315-655-7170
academic honesty policy
Plagiarism will not be tolerated. Any student who turns in plagiarized work will fail the course and be possibly dismissed from the college. A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu
