DPLS 721fa06 - Leadership and Arts-Based Understandings

DPLS 721 - Leadership and Arts-Based Understandings
Fall 2006                                                             3 Credits

There’s the work of ART,
then there’s
the WORK of art

DESCRIPTION: 
This course will explore how different forms generate different kinds of understandings.  Students will be introduced to qualitative research methods that are known as arts-based, arts-informed, or alternative methods.  The course will look at stories and narrative, dance and theater, music and poetry, film, and visual arts data.  Presenting data in an arts-based format will also be discussed.  The different understandings that come from different formats and the limitations of the different formats will be studied.

REQUIRED TEXTS:
Bagley, C. & Cancienne, M. B. (Eds.) (2002).  Dancing the data.  NY: Peter Lang Publishing, Inc.

Bochner, A. & Ellis, C. (Eds.) (2001). Ethnographically speaking. Walnut Creek, CA: AltaMira Press.

Davis, S. & McIntosh, D. (2005). The art of business. San Francisco: Berrett-Koehler.

Hatch, J. J., Kostera, M., Kozminski, A. K. (2005). The three faces of?leadership. Malden, MA: Blackwell Publishing.

 Hunt, L. L. (2005).  Bold spirit.  NY: Anchor.

Richards, D. (1995). Artful work. San Francisco: Berrett-Koehler.

Recommended, not required:  Sullivan, G. (2005). Art practice as research. Thousand Oaks, CA: Sage.

The above may be supplemented by additional readings

SUPPORT TEXTS  
Association, American Psychological (2001).  Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: APA.

Banks, S. P. & Banks, A. ( 1998). Fiction and social research. Walnut Creek, CA: AltaMira Press.

Brady, I. (2003). The time at darwin's reef. Walnut Creek, CA: AltaMira Press.

Clandinin, D. J. & Connelly, F. M. (1999). Narrative inquiry.  San Francisco: Jossey-Bass Publications.
      
Denzin, N. K. (2003).  Performance ethnography. Thousand Oaks, CA: Sage Publications.

Denzin, N. K. & Lincoln, Y. S. (Eds.) (2002).  The qualitative inquiry reader.  Thousand Oaks, CA: Sage Publications.

Denzin, N. K. & Lincoln, Y. S. (Eds.) (2003).  9/11 in American culture.  Walnut Creek, CA: AltaMira Press.
      
Ellis, C. & Bochner, A. (Eds.) (1996). Composing ethnography. Walnut Creek, CA: AltaMira Press.

Goodall, H. L. (2000). Writing the new ethnography. Walnut Creek, CA: AltaMira Press.

Gray, R. & Sinding, C. (2002). Standing ovation: Performing social science research about cancer. Walnut Creek, CA: AltaMira Press

Jipson, J. A. & N. Paley (Eds.) (1997).  Daredevil research. NY: Peter Lang Publishing.

Jones, S. H. (1998). Kaleidoscope notes. Walnut Creek, CA: AltaMira Press.

Pink, S. (2001). Doing visual ethnography.  Thousand Oaks, CA: Sage Publications.

Qualitative inquiry, Vol. 9, No. 2 (April 2003)  Special issue on arts-based research.  May be ordered from Sage Publications

METHODOLOGY:  
Small and Large Group Discussions, Fieldwork, Student Presentations.

INSTRUCTIONAL INTENTIONS:
As opposed to instructional objectives, instructional intentions are general statements about the overall direction of the course.  They indicate what you as a student can expect to take from the class.  By the end of this class, students should be able to:

1. Understand what arts-based, arts-informed, or alternative research methods are and how they differ from traditional qualitative research methods.
2. Be familiar with different types of arts-based data and ways to present research using an arts-based form such as autoethnography, ethnodrama, art installation, collage, photographs, portraiture, narrative inquiry, personal experience, narrative poetry, fictive narrative, etc.
3. Analyze research data and make decisions about relevant material to include in a specific project.
4. Transform data into an  arts-based form for presentation.
5. Be familiar with the basic notions of qualitative research and methodologies that are required to accomplish meaningful research.
6. Be able to write a mini-methodology paper in the form of a writing-story.
7. Articulate how different formats create different kinds of understandings
8. Articulate the relationship between artfulness and leadership through a credo of artful leadership.

LEARNING ACTIVITIES:
While the achievement of the above intentions is primarily the responsibility of the student, various learning activities are designed to facilitate this process.  Reading and reflecting upon what was read to be able to contribute to a class discussion should assist you in understanding the class concepts.  A variety of texts have been chosen to expose you to the wide range of arts-based research methods, approaches, and interpretations.  Written assignments and research activities are designed to provide opportunities to develop experience with different forms of understanding.

Evaluation and Grade Assignment

At this level of coursework, attendance and participation is essential.  This is not a spectator sport—you are expected to be involved; it is also up to you to make the course meaningful to you.  This makes assigning a grade highly subjective and subject to a value judgment on the part of the instructor as to the quality of your effort, thought, and participation put forth in completing course requirements.  This particular instructor values quality of input over quantity.  I will be looking for demonstrations of how you are making the course material your own and how you are creating (not simply acquiring) knowledge.  Your grade will be based on a combination of class attendance, meeting assignment deadlines, content (what you communicate in class and in assignments), written communication (quality of written assignments), and your work as it compares to that of your peers.

The criteria for the grade assignment in this course are:

15%: Class participation:  Intellectual and social interaction is a major part of the course. With only 8 meetings during the semester, you are expected to come to class and be prepared to discuss the class readings, bring your reflections, questions, wonderments, and conclusions to the table.  Part of class participation will include sharing what you believe to be an arts-based expression of leadership during class discussions.

30% Arts-Based Project (the work of ART):  Everyone will work on the same topic and address the question, “What is Leadership ?" Your job will be to examine “leadership” from the angle of your choice. You will present the discoveries you made in attempting to answer the question, “What is Leadership?” using an arts-based form and share an overview of the writing-story behind your presentation.  However, this does not have to be a formal, rehearsed presentation as you will be limited to approximately 15 minutes for your presentation.  You will present your project on November 9.

30%: Writing-Story (the WORK of art) DUE November 16:  Your project will include what Richardson refers to as a “writing-story.”  The writing-story will document how you went about doing this project, why you used the method you did, how you made decisions about your project as it unfolded, how you explored the question, “What is Leadership?”  It is the story behind your presentation.  It is essentially a methodology paper that outlines how you went about studying “leadership” and why; the art form you chose to use and why; the process of creating the presentation.

25%: Credo for Artful Leadership (DUE November 30):  After taking in the presentations on November 9, we will discuss what understandings emerged from the arts-based forms on November 16.  Then, as a wrap up to the class, you will create a personal credo of Artful Leadership, due November 30.  The credo will reflect what you learned about leadership, what you learned about arts-based understandings, the relationship between artfulness and leadership, your personal beliefs about artful leadership. See pages 118-119 in Richards for an example.  This document will be no more than one page long.  It should clarify what you believe, communicate those beliefs to others, and actions you intend to take pertaining to artful leadership.  Because the credo includes actions you intend to take, it is different from a philosophy statement.

Grading System
For this instructor, grading is much like judging figure skating.  First of all, it is difficult to quantify what is primarily subjective, artistic work through “grading” it.  However, since we must, just as in figure skating, I tend to look at both technical and artistic quality.  Technical quality has to do with how well written the work is (complete sentences and paragraphs, proper grammar, spelling, APA style, etc.).  Artistic quality has to do with the presentation (how well it flowed, evidence of original thought, creativity, depth and breadth).  Also taken into account is Gonzaga’s grading system.  Thus, your course grade is based on a combination of the results of assignments, class participation, and general evidence of regular and consistent application of the class concepts.  Weight is given to the degree of subject mastery demonstrated by the student as well as the ability to communicate orally and in written form.

A/A- The student demonstrates excellence in grasping key concepts by telling or showing how they can use the information in their specific setting; provides ample evidence for support of opinions by appropriately referencing readings using class materials and others; readily offers new interpretations of discussion material. Contributions to class discussion are relevant, opposing viewpoints are engaged constructively, there is no attempt to dominate the conversation.  Written work thoughtfully integrates course material in a clear and cogent manner; sentences are complex and grammatically correct on a regular basis; ideas are expressed clearly, concisely, logically; demonstrates a high level of vocabulary through word choice; rare misspellings; writing flows for ease of reading.  Citations and reference list are properly documented and formatted according to the APA 5th Edition.  All assignment deadlines are met.  Student attends class regularly.  Work is above average compared to that of other students in the class.  Work is “excellent.”

B+/B The student shows evidence of understanding most of the major concepts; is skilled in a basic level of support for opinions (references course materials); offers an occasional divergent viewpoint.  Contributions to class discussions are meaningful.  Written work is adequate with generally grammatically correct sentences; ideas readily understood but show signs of disorganization; some transitions between concepts are missing; occasional misspellings; reader has to fill in some gaps.  Citations and reference list are improperly documented or formatted according to the APA 5th Edition.  One or more assignment deadlines are missed.  Student misses two or more classes.  Work is average compared to that of other students in the class.  Work is “good.”

B- and below The student has a mostly shallow or no significant
understanding of the material; rarely takes a stand on issues; offers inadequate levels of support (no citations to support ideas). Contributions to class discussion are spotty and frequently irrelevant.  Written work is poor, garbled, or unintelligible; only an occasional idea surfaces clearly; language is disjointed; overuse of simple sentences and repetition of words; paragraphs are often unrelated to each other.  Citations and reference list are sloppy or missing, not formatted according to APA 5th Edition.  Two or more assignment deadlines are missed.  Student misses three or more classes.  Work is below average compared to that of other students in the class.  Overall, work is below that expected of a Graduate student.

Grading Criteria for Written Assignments

Written work is evaluated in three areas: quality of the content (what you say), quality of expression (how you say it) and technicalities (spelling, grammar, punctuation, APA style, etc.)

Breadth and Depth: You must show evidence you have thought about the topic in depth.  This will require you to do more than explain or describe the concepts you are learning.  Analyze the topic from differing views and show you have wrestled with it.  Course material is thoughtfully integrated in a clear and cogent manner.

Organization and Logical Development: You should have a purpose or theme that is introduced in the beginning of the paper/project, developed in the body and referred to in the conclusion.  Paragraphs should be linked to each other in a logical sequence using transitional sentences.  Use arguments, examples, facts, opinions and details to explain your point and lend credibility to what you are saying.  Ideas are expressed clearly, concisely, logically.

Clarity: Choose your words carefully and construct complex sentences purposefully so that each point you make is expressed as precisely and clearly as possible. A high level of vocabulary is demonstrated through word choice.

Grammar, Punctuation, Spelling: Use correct grammar, punctuation, and spelling on a regular basis.  Verbs should agree with their subjects, sentences should be complete, and paragraphs are more than one sentence long. 

Transitions, Summaries, and Conclusions:  Provide transitions between ideas and sections, summarize sections of the paper, and end with an overall conclusion to remind the reader of the main points.  Writing flows for ease of reading.

APA Style (5th Edition): Sources are cited properly within the text and a complete reference list is provided.  Perform your own reference audit: are all citations mentioned in the text on the reference list?  Is everything on the reference list a work cited in the text of the paper?  Headings are formatted and used appropriately.

Creativity: You are encouraged to be creative.  Make the class concepts your own.  You do not have to agree with the readings or the instructor, but you do have to be able to explain what you agree and disagree with and why.

Revise, revise, revise!  While you may have to write a shitty first draft to get something written, this is not the draft you hand in.  In Bird by Bird, Lamott suggests at least three drafts:  a terrible first one, a second draft that is fixed up, and the third one, which is where you edit in detail. This is the one you may begin to think about handing in as a class assignment.

The Doctoral Program Course Papers Rubric will be used to evaluate written assignments.

Professor’s Assumptions About This Class

1. Intellectual and social interaction is an essential part of this course.  Because this will not be a course where you come and take notes for a few hours, your absence in a class meeting will be noticed.  I understand there are conflicts that may prevent you from attending all class meetings for the full length of time.  If you do need to miss part or all of a class, it is your responsibility to notify me and contact another class member to find out what you missed.  Depending on what you miss, you may be asked to complete a “make-up” assignment, the nature of which will be negotiated by you and me.  Because I do believe people who are able to attend all class meetings should be recognized for that, if you miss class, your grade for the “Class Participation” portion of the course may be less than an “A.”

2. While I do believe class attendance is critical, I do not expect you to risk your life to get to class, which means if the weather is bad or you are sick, use your own judgment about the importance of getting to class vs. staying safe or getting well.

3. In order to end on time, we need to start on time.  I realize some of you may be late to class.  If and when this happens, you will have to take it upon yourself to get caught up with what is going on in class when you walk in.  We will not necessarily stop and recap what you missed.  Every effort will be made to end class on time, however, please recognize that a rousing class discussion may take us over “time;” an essential point may still need to be covered; or announcements related to the next class meeting may need to be made.  You can expect to be here the full scheduled class time and rarely get out of class early.  This is not due to a need on my part to fill time, but rather, my experience of racing against the clock to provide you with what I hope is a provocative, challenging, true graduate level experience that is worthy of the time and money you are investing furthering your education.  (Note: I have yet to see a student turn into a pumpkin when the clock hits the ending time…)

4. Part of my job is to bring material and perspectives to the class that are outside of the assigned reading.  Readings are chosen to provide you with a foundation in organizational theory and references for future use.  However, the assigned reading in this or any doctoral class is the tip of the iceberg.  Although it may seem like a lot of reading, we will barely skim the surface of this topic.  It is expected that you have completed the assigned reading for each class so that you come to class informed and ready to contribute to the discussion.  However, we may not always specifically talk about the reading.  Class time will generally be used to expand upon what you have read, engage in activities related to the topic, and discuss assignments.  Could you get away without doing the assigned reading?  Probably.  But at this level, I assume you are interested in personal and professional growth and being familiar with the literature in the field is essential to your growth as a scholar-practitioner.

5. Learning is a journey.  Courses are developed “tentatively.”  Things can happen during the summer that would cause changes to the syllabus, including changes to class meeting times and assignments.  Allowing for this flexibility means that we can adjust the course based on our responses to course assignments, readings, current events, etc.

6. Assignments are due on the date specified.  Exceptions will be considered on a case-by-case basis.  If all coursework is not completed by the end of the course, you will receive a grade of “I” (incomplete) with a provisional grade.  See page 9 of the current Graduate Catalogue for more information about the “I” grade.

7. Papers are to be word processed using 1-inch margins, standard fonts, double-spaced, following APA format for the citation of references and headlings. You may want to use the Doctoral “Paper Format” which can be found at www.gonzaga.edu/doctoral.  The link is at the bottom left hand corner.  While the quality of the content is more important than the quantity, it is expected you will thoroughly cover the subject you are writing about.  You are expected to cite sources (following APA style) and provide a reference list when appropriate.  Because it is assumed this is not the first time you have had to follow APA style for a written assignment, there will be very little mercy given towards APA errors.  Although you are not necessarily writing for publication purposes, it is expected that you will strive to write at a high standard.  (See the “Grading Criteria for Written Assignments.”)  Please keep in mind, this is a doctoral level class. 

8. When handing in papers, I prefer them to be simply stapled or paper-clipped.  The first page should be a title page with, at the very least, the course number and your name on it.  One of my professors would not accept a paper that was presented in a pretty plastic cover—now I know why.

9. If you receive a grade of lower than A- on an assignment (which means a grade of B+ or lower), and you feel a need to re-do it, that will be negotiated on a case by case basis.

10. Academic honesty:  It is expected that the work of each student will be their original work.  Academic dishonestly includes, but is not limited to: cheating, fabrication, plagiarism, and facilitating academic dishonesty.  Plagiarism is defined as but not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment.  Do not present the work of another (this includes ideas as well as words) as your own: give credit where credit is due.  Plagiarism will not be tolerated.  According to Gonzaga’s policy, andy student found guilty of academic dishonesty is subject to disciplinary action.

11. This is a doctoral level course.  This means you will do a lot of reading, writing, and discussing of theoretical, philosophical, and abstract concepts.  You will be writing a dissertation.  I view writing as a way of knowing, a method of discovery and inquiry.  Use the written assignments in this (and any other) class to sharpen your writing skills so that by the time you get to writing your dissertation, you know APA style and can write at a level acceptable for publication.  For purposes of this class, it is assumed that you have already written APA-style papers for previous classes and have received feedback on your writing.  Comments on written assignments will be made with this in mind.  While my comments may appear to be more Simon Cowell-like (harsh) than Paula Abdul-ish (encouraging), you need to be prepared to write a dissertation.  Feedback will be provided towards the goal of deepening your thinking and improving writing skills.

12. Depth and breadth: A doctoral level education is about developing depth and breadth in the field.  We provide breadth to an extent through the program curriculum.  Courses in the program are designed to relate to but not duplicate one another.  Thus, topics you may have thought should have been covered in a particular class may no have been because they are the curriculum for a different class.  By taking different classes in the program curriculum, you will get broad exposure to the field of leadership.  Developing depth is more up to you.  You have to decide what specifically you want to learn more about and use your classes as different lenses for studying that topic.  This may help you with assignments: you can take a paper or project for one class and re-develop it for another class.  While recycling the same paper or project with no changes except for the name of the class and professor would be “cheating,” using the same paper or project from one class as a foundation for an assignment in another is a way to develop depth.

13. It is my goal to create and facilitate a learning environment such that the intellectual, personal, social, and ethical development of all of us is stimulated.  Each person in the room will be integral to the creation of that environment by encouraging intellectual honesty and respectfully listening to the viewpoints of others.  It is expected that what each person brings in terms of experiential and academic knowledge will be shared.  The goal of such interaction is not to always reach consensus but to understand where each other is coming from.

14. The creation of such a learning environment is not solely my responsibility.  The classroom is “our” classroom.  While I am responsible for facilitating the learning experience when we meet, because my tolerance level for different things is different than yours, it is acceptable and may even be necessary for you to take responsibility for steering the class back on track or clarifying what the purpose of a discussion or activity is.

15. Communication about the class will happen via e-mail.  Announcements that didn’t get made during class, “after-thoughts,” clarifications, etc. may all come to you via e-mail. 

16. You may have to remind me of things—like you’ll have to miss a class or I didn’t respond to an e-mail you sent.  It’s OK to ask me again if you haven’t gotten a response in a reasonable amount of time.

17. It is OK to have FUN and LEARN at the same time!

TENTATIVE Course Schedule

TIME & PLACE:   Thursdays, 6-10 PM, RC 114
PROFESSOR:        Dr. Karen Norum, Assistant Professor of Leadership Studies
OFFICE HOURS:  by Appointment; Office # 248
PHONE:                 434-8989 (O1) 323-3630 (O2) 
EMAIL:                  norum@gonzaga.edu (This is the best way to contact me)
______________________________________________________________________________________

Tentative Schedule

Arts-Based Methods Websites

• Center for Arts-Informed Research: http://home.oise.utoronto.ca/~aresearch/airchome3.html
• Image-based research: http://www.iirc.mcgill.ca/