Promoting Collaboration for the Real World
Listed below are selected learning outcomes in the area of critical thinking that Western Washington University is actively integrating into its curriculum.
Each learning outcome is listed with its definition, along with a description of
how Garth Amundson's teaching strategies meet each of these student learning outcome
Accurately identifies and interprets evidence.
One of the primary goals of the class is to address key themes, which are relevant
in the historic and contemporary application of photography as a practice: the relationship
between art and culture; concepts of audience; differing functions of media forms;
new information and communication technology; and issues of identity difference
and globalization as relevant to photography. In each project, the student is expected
to self-assess their own abilities and identify goals and objectives for each project.
Considers major alternative points of view.
Each level of photography introduces students to a broad range of critical thinking
in order to further develop their skills in verbal and textual analysis. Students
consider the relationship of their art to contemporary rhetoric. All courses are
designed with a strong emphasis on theoretical and philosophical consideration of
current art practices. Each course includes a general analysis of contemporary and
cultural studies, including post-colonialism, gender, and globalization, as relevant
to the state of emerging trends in contemporary art.
Draws warranted, judicious, non-fallacious conclusions.
Every classroom meeting, students address problems and concerns in the context of
their projects. Group discussion and group problem-solving is an essential part
of the courses. They consult with the instructor and one another in order to summarize
and analyze the relationship between visual modes of communication and text.
Justifies key results and procedures, and explains assumptions and reasons.
Photography is a visual language that shares some important characteristics with
verbal language. Both are communicative and structural. Initially, students do not
treat photography as a language and often see a photograph as truth. Throughout
all coursework, via critical dialogue, the students are asked to redefine and reinterpret
definitions of photography. It is essential to re-contextualize photographs as more
than simple records. Instead, the students are asked to define photography as subjective
and interpretive, and as in any language, they are both imbued with multiple meanings.