syllabus | calendar | links | info
syllabus available as PDF
Latour & Weibel Iconoclash MIT Press ISBN 026262172X
Martin Picasso’s War Plume ISBN 0452284155
Tufte Envisioning Information Graphics Press ISBN 0961392118
Gibson Pattern Recognition Berkley ISBN 0425192938
Choose one or more
Additional readings are linked from Calendar.
|Course Description||This course focuses on articulating rhetorical opportunities present
in the visual turn; the role of perceptual processes, time, movement, and
memory in the act of seeing; the interanimation of the verbal and the visual
in representation; the circumstances of visual culture and art; visual
communication in print and on the Web; and identification as a visual/rhetorical
process. Is there potential to create critical verbo-visual literacy? The
course explores what such definitions of literacy mean for communication,
argumentation, persuasion and narration.
Throughout this course students will be asked to both analyze and design images and to think about ways in which visual representations are part of their field of study. Readings are drawn from various fields including literary theory, information design, fine arts, art history, advertising and cultural studies, and students are asked to think about and represent the relationship(s) between and among these fields and their work and develop ways to teach visual rhetorical analysis and design. We will be thinking not only about ways of seeing and appreciating rhetorical-visual texts but designing and creating images and texts with attention to the visual, verbo-visual, and visually rhetorical design of those texts.
What does it mean to be visually literate? What does it mean to compose visually? How do these definitions differ from print literacy and electracy – is the visual a component of or does it contain literacy? Is it possible to make a visual argument? Can a visual have persuasive power? What role do visuals play in design? What role does design play in rhetoric? Has the relationship between text and the visual shifted? How visual is print? Can these changes interrupt the teaching of literacy? How does the teaching of writing change in a visual age?
Each of these questions represents a trajectory of inquiry for the class, and the class will explore the relationship between the verbal and visual in a variety of paper and screen-based texts. Students are required to participate both online and during class meetings. For the first half of the semester, students will read a variety of texts and complete short weekly assignments. Then attention will shift to creating a longer complex document. Final projects in new digital media forms are encouraged.
|Assignments||Found Image 1, 2, 3
Find an existing image in the world. Write a short (1-2page) description and analysis of the image, its context, its purpose and its effectiveness using one or more of the major theorists we are reading. One should be a still image. Two should be a moving image from film, video, or digital source. Three should be a map of some sort. Look for unusual, intriguing, or inspiring images that will encourage discussion, exploration or debate in class.
Theory Statement: Visual Rhetoric Is (Not)
Mapping Fields 1, 2
Visual Articulation: Visualizing an Idea
You are expected to be in class every Wednesday evening and to participate in email and online discussion throughout each week. Each missed class is significant: communicate with the instructor regarding any missed class time. After two absences, student grades will be significantly impacted. Please discuss multiple absences with the instructor.
Online Discussion and Classroom Participation
Due Dates and Grading
The Writing Lab
The Digital Learning Collaboratory (DLC)
syllabus | calendar | links | info