Cultural Competency + Community Interaction

• Students demonstrate a basic understanding of issues important to members of another culture, community or marginalized group in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
• Students can utilize skills and techniques for self-repair when communication falters or if comprehension is challenged especially during cultural encounters, including assessing the impact of assumptions, judgments, and/or biases related to their own or other cultures.

Power + Privilege

• Students demonstrate an understanding of the socio-cultural dynamics of power, privilege, and inequality and can articulate perspectives on the historical roots of power, privilege, inequality and oppression on marginalized groups, including some of the ways the people have sought to resist and subvert oppression.

Critical Thinking

• Students can critically analyze and interpret multiple sources of information (relevant databases, reference works, primary and secondary sources, community knowledge, oral storytelling, etc.) in order to form clear, concise arguments about issues of power and privilege.
• Students participate in seminar-style discussions to investigate and thoughtfully respond to a variety of ideas, beliefs or values held by persons in situations other than their own.

Social Responsibility

• Students examine and analyze community issues in the context of systemic inequities through speech, writing, and/or appropriate assignments, including but not limited to live lectures, audio lectures, video lectures, films, podcasts, community events, demonstrations, teach-ins, and/or rallies related to the course.
• Students enter, participate in and exit a community in ways that do not reinforce systemic injustice by performing reciprocity and responsiveness to professors, classmates and community members.

Indigeneity

• Students demonstrate the ability to clearly and effectively write about the experiences of local and/or global Indigenous knowledge(s), culture(s), and people(s) with criticality as applicable to the course material.
• Students recognize and can explain through writing, speaking why these stereotypes of indigeneity exist in relation to the course material.
• Students demonstrate an understanding of the roles of art, culture, literature, and politics in the development of Indigeneity as they relate to the course material.

Cultural Competency + Community Interaction

• Students will demonstrate a critical understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
• Students demonstrate an understanding of another culture in relation to at least three of the following: power, oppression, resistance, ethnicity, race, gender, class, language, nation, and sexuality as applicable to the content offered in the seminar.
• Students utilize skills and techniques for self-repair when communication falters or if comprehension is challenged especially for cultural encounters, including the ability to assess the impact of assumptions, judgments, and/or biases related to one’s own or other cultures.

Power + Privilege

• Students demonstrate through self-reflection and critical analysis, perspectives on the historical roots of power, privilege, inequality, and lasting effects of oppression on marginalized groups the ways the people have sought to resist and subvert oppression.
• Students understand the manifestations of racism from historical, contemporary, local, global, institutional, and cultural perspectives, investigate and question the cultural and institutional privileges attached to constructions of whiteness in the local and global society.

Critical Thinking

• Students critically analyze and select multiple sources of information and/or the cultural production of global silenced peoples from global Indigenous and western contexts and apply the applicable cultural variance using relevant databases, reference works, primary and secondary sources, community knowledge and research, oral storytelling, etc.) in order to form clear, concise arguments, interpret arguments and properly cite evidence about issues from a variety of points of view.
• Students select valid and appropriate sources, theories, and methodologies as applicable, including intersectionality, transnational, and decoloniality to understand the underlying assumptions, motivations, and values that inform their research practices.
• Students mobilize evidence to support or refute contested factual claims, participate in and contribute to seminar-style conversations, discussions, debates, and critiques with an appropriate amount of respect in synergy with community agreements as an informed interlocutor.

Cultural Appropriation + Appreciation

• Students explore how language and inflection span race, socioeconomic class, and how intentions of certain words, phrases, vocal patterns, and false accents can impact community cohesiveness.
• Students can understand culture as an influence and perpetrator of the misconceptions many see around cultural identity and where cultural appropriation is modeled and taught to society.

Social Responsibility

• Through speech, writing, and/or appropriate assignments, students will demonstrate an understanding of live lectures, audio lectures, video lectures, films, podcasts, community events, demonstrations, rituals teach-ins, and/or rallies related to art and other academic subjects.
• Students integrate knowledge from their own study/field/discipline through civic responsibility and community engagement and one’s own civic participation and tailor communication strategies to effectively express, listen, and adapt to others to establish relationships to further civic action and based on others perspectives.

Cultural Literacy

• Through the process and production of studio works that utilize formal properties and a high degree of accuracy, students can link visual production to historical, political, and/or cultural and aesthetic experiences of one or more US and/or global ethnic/racial marginalized groups as applicable for the course.

Critical Thinking

• Students can analyze their own and other’s assumptions regarding culture and carefully evaluate the relevance of contexts when presenting their creative works and can articulate insights to their own cultural rules and biases, demonstrating shifts in self-perception.

Visual Communication

• Students can produce studio work, with appropriate research-based relationships between form, content, and context when visually communicating information and/or ideas while centering historical contexts of the historically marginalized and global ethnic/racial groups as applicable for the course.

Social Responsibility

• Students demonstrate evidence by reflective insights or analysis mutually beneficial community engagement and clearly articulate what was learned through the engagement experience (activity, sufficient learning, and community benefit) with global or local historically marginalized communities.

Information Literacy

• Students can articulate an understanding of the importance of critical research and thinking in studio practice, and the implications of research towards marginalized and racialized communities.

Critical Race Theory

• Students demonstrate an understanding of historical and contemporary issues within their discipline as it relates to historically and currently marginalized communities.

Sustainability

• Students can articulate the long term implications of the work they are making, including how to be responsible thinking about the end use of what they create.

Power + Privilege

• Students will be able to articulate the understandings and behavioral competencies necessary for effective interpersonal and inter-ethnic group interactions such as the following, including recognizing the dynamics of racial hierarchies and power relations and the diversity of attitudes and values which are projected in verbal and nonverbal.

Cultural Literacy

• Students’ creative work demonstrates visual problem solving through an understanding of the elements and principles of visual organization and visual production as relevant to historical, political, and/or cultural and aesthetic experiences of two or more US and/or global ethnic/racial marginalized groups as applicable for the course.

Critical Thinking

• Students will communicate the impacts of cultural appropriation and the erasure of Indigenous knowledge and practices, the capitalization, and commercialization of it and create works that articulate the legacies of contact, conquest, and resistance to oppression and imperialism in the United States and transnational contexts.

Visual Communication

• Students will produce advanced studio work, with refined ideas, techniques, and concepts in alignment with appropriate critical frameworks, including decolonizing methodology, intersectionality and cultural analysis to demonstrate conceptual and contextual understanding of non-Eurocentric and colonized models of making.

Social Responsibility

• Students apply a sophisticated awareness of the complexity of elements important to another culture in relation to its history, values, politics, economy, or beliefs and practices and tailor communication strategies to effectively navigate intersectionality and cultural differences in verbal and nonverbal communications as evidence of mutually beneficial community engagement.

Information Literacy

• Students can articulate how colonial legacies are the dominant voice in studio production in regards to race, gender, class, ableism and Indigeneity.

Sustainability

• Students can identify long term implications of the materials and processes of the work that is produced and articulate how we responsibly think about the end use of what we create, including how capitalist culture contributes to ecological destruction.

Power + Privilege

• Students demonstrate behavioral competencies necessary for effective interpersonal and inter-ethnic group interactions including recognizing the dynamics of interpersonal interactions and the problems of gender, ethnic and racial marginalized stereotypes.