Faculty: Sabine Seymour, Office hours by

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1 Syllabus Parsons The New School for Design ADHT Skin as Metaphor, Theory of Fashionable Technology PGTE 5525A; CRN: credits, Academic Elective Fall 2012 Time: Wednesday, 3:50 5:30, Room: 66 5 th Ave, 603 ft.parsons.edu/skin Faculty: Sabine Seymour, seymours@newschool.edu, Office hours by Course Description The Skin as Metaphor provides an extended theoretical framework for fashionable technology. The class uses the body as the centerpiece to discuss the psychology of interactivity on the body, the historical background, the intertwining of technology, science, and fashion, and precedents in art and fashion. The essential intersection of aesthetics and functionality is providing the shell for the discourse. The class is divided into main areas of research that examine the history, current research and development, and raise questions for future investigation. These extend to The Epidermis as Metaphor, Hertzian Waves, Amplification of Energy, Scientific Couture, and Materials Explorations. The culmination of the class is a research paper (and in some cases applied research) that examines a specific subject matter chosen by the student. The ongoing research assignments during the semester are posted to the blog. Guest speakers will conduct lectures in their area of expertise. Objective: 1. Gain an understanding of fashionable technology 2. Gain the ability to present, lead, and discuss ideas in class and in written work 3. Create a research paper and / or an applied research project Course Outline Session 1 8/29 Session 2 9/5 Research paper vs. applied research The Skin as Metaphor Introduction Presentation of one pager by student History of Soft Computation & The Body 1. 1 page written brief about yourself, skills and intentions. 2. Read the Theoretical Discourse in Seymour, S: Fashionable Technology and Theoretical Discussion in Seymour, S: Functional Aesthetics. (due Session 2) 1. Research technology in fashion. Be prepared to write an article (due Session 3) 2. Interview: what is the perception of technology in fashion? Create a list of key terms to use in such

2 Session 3 9/12 Session 4 9/19 Session 5 10/3 The Epidermis as Metaphor: The skin and its functionalities Hertzian Waves: Electronics and fashion Scientific Couture: Science and fashion Session 6 10/10 Art in/and Fashion Session 7 10/17 Body Sculpture Session 8 Session 9 Session 10 Session 11 Session 12 Session 13 Material Explorations Computational Textiles Amplification of Energy: Creation of energy through the body Students present the research focus for the final paper / applied research project (with an accompanying paper). The presentation shall be in the form of a video and accompanied by a paper (and physical prototype when applied research). Transparency, Identity, Longevity: Can technology change behavior Psychology of Interactivity in Fashion an interview. Write an article about it. Create a video of the interview (due Session 4) Define your focus of research for the 2 nd part of the semester and your final (due Session 11) Continue to finalize the topic of your final research paper Final research paper / applied research Final research paper / applied research Final research paper / applied research Session 14 Discussion Final research paper / applied research Session 15 Final presentation of paper and/or applied research project Some Class Policies: Please show respect to your fellow classmates and me by silencing your phones in class. Cell phones should be put away during class time and not on the classroom table. Laptop use in this class is a privilege there will be no tolerance towards the checking of , facebook, IMing, or surfing the web during classroom time. In these cases, your laptop use will be revoked. Course Requirements & Assessable Tasks:

3 Students will be evaluated for the course based on the following: 1. In Class Participation & Preparedness: (15%) The principal requirement for this class is respectful, reflective attention to the ideas offered by the texts and by your fellow colleagues. Your presence, thoughtful preparation, and active participation in class are essential to your success. You are required to attend all class meetings including discussions, field trips, guest speakers, and films. For each class meeting please complete the readings listed on the syllabus for that date and prepare for our class discussion by bringing your readings and notes with you to class. You are required to arrive on time for class, be prepared to discuss the readings, and meaningfully contribute to discussions. Preparation for class discussion also includes asking and responding to questions and building on comments already made. For those of you on the shy side, this class will require you to make an effort to speak. For those who are more comfortable with talking, this class will require you to make an effort to listen to your fellow classmates and colleagues. Please Note: Parsons Attendance Policy as listed in your student handbook. Absences are only excused in case of an emergency (medical with doctor s note) and affect this portion of your grade. Three absences will result in the automatic failure of the course. Please contact me in case of an emergency or well in advance if an absence is anticipated. 2. Reading Response: (30%) COURSE BLOG: Our course blog is: ft.parsons.edu/skin. You will be signed in at the first session. POSTS: You will be required to post three 400-word reading responses as a.pdf document to the Blog. You must post by10:00am on the Wednesday we are to discuss the reading. COMMENTS: You will also be required to post three 200-word comments to your classmates' posts on which you yourself have not posted a response. These comments must be timely, occurring within one week of the original post, and will only count for credit once per post. Both posts and comments will be graded in terms of quality, clarity, and critical insight. No late assignments will be accepted. You are encouraged to read and to respond to each other s posts both before and after the week s meeting. 3. Final Paper (15-20 pages) or applied research project (and an accompanying paper of 5 pages) (55%) In addition to engaging with texts and different kinds of authors & scholars in class, you will be responsible for a final research paper and/or applied research project. Whether text, image, film, interviews, observation, working experience, etc. one s approach to the subject as well as the kinds of questions asked, will ultimately shape and inform the kind of analysis, narrative, history, representation, and perspective one begins to tell. Final papers are to be well-written, analytically rigorous term papers of no more than 20 pages. The paper can take important questions in the discipline towards further exploration, fill a gap in current knowledge or lead to a greater understanding of the topic, replicate a previous study by improving and refining the research, clarify or dissect a conceptual dilemma, confront and contrast theories, extend or challenge analyses on a

4 given terrain with new materials, so forth and so on. Papers connected to possible thesis topic or research is strongly encouraged. The applied research project is a tangible project / garment that is accompanied by a wellwritten and researched 5 page paper. Final Grade Calculation: Class Participation and Preparedness: 15% Reading responses: 30% Final Paper / applied research project & paper: 55% Total: 100% Evaluation and Grading Rubric: A These are exceptionally good papers that go above and beyond the expectations and requirements set forth in the assignment. They demonstrate substantial effort and achievement in the areas of critical thinking, reflection, and scholarship. They also demonstrate considerable interpretive connections between concrete ideas, a high level of analysis, and a clear and well-formed argument. The argument or point of view that is offered is consistent throughout the paper, and governs the use and interpretation of all examples, and primary and/or secondary source material. A papers are highly creative and original in the ideas they put forth, offer unique insights into the topic at hand, ask critical questions which challenge the field, and reflect on the broader impact and significance of research questions and findings on the discipline(s). A papers are very well organized and structured, are free of grammatical and editorial errors, and use clear and engaging writing. A papers, at the graduate level, are works-in-progress toward publication. A-/B+ These are very good papers. The A-/B+ paper does everything a B/B- paper does, but offers a sustained and meaningful structure to a critical endeavor that is more complex than a paper at the B/B- level. What also distinguishes an A-/B+ paper is the author s ability to offer unique insights and to ask questions of primary or secondary source material. The author s point of view is clear and an argument is sustained fairly consistently throughout the paper. A-/B+ papers are logically organized, and also respond to the assignment in thoughtful and distinctive ways. A-/B+ papers offer thoughtful and critical reflection, are well organized and structured, and free of grammatical and editorial errors. A-/B+ papers however, are not as creative or original as A papers, nor do they explicitly and forcefully demonstrate the broader significance of research findings, as A papers do. B/B- These are average papers. These papers follow direction and demonstrate some success in engaging with issues learned from assigned readings or material. The paper will show that the student can identify and work with learned concepts and apply them to research ideas. Additionally, the paper will demonstrate effort in the areas of analysis and critical thinking by posing an interesting problem or question. Typical of a B/B- paper, however, is that the original problem or question, once asked, does not move the paper forward. Often, there is no real solution given, or there is a variety of possible solutions put forward without a clear sense of where the author s commitment lies. B/B- papers may also have significant organizational, grammatical and/or editorial errors in evidence. These errors may periodically impede the reader s ability to understand the author s point, or may lead to a paper that seems repetitive or circular.

5 F Failing grades are given for required work that is not submitted, for incomplete final projects or for examinations that are not taken (without prior notification and approval). Make-up work or completion of missed examinations may be permitted only with the approval of the instructor and the major department Chair. I Incomplete grades are given only with the written approval of the instructor and the Chair. The Request for an Incomplete Grade Form must be filled out by the student and instructor prior to the end of the semester. If a grade of incomplete is approved, outstanding work must be submitted within a period of four weeks after the last day of class. A grade of I will automatically convert to a permanent unofficial withdrawal (WF) after a period of four weeks. Reading and Resources: All readings will be posted on the class Blog site. If you have any questions, please contact your instructors. Divisional, Department, and Class Policies: For detailed information, please refer to the Parson s Student Handbook and also Attendance: Regular, on-time class attendance is required. Attendance will be taken at the start of class. Students with repeated absences and/or lateness for any reason risk a substantial negative impact to their grade including failure. Missing 10 minutes of class will count as half an absence. Missing 20 minutes of a class will count as a full absence. Three absences or more will result in the failure of the course. In the case of lateness, it is your responsibility to make sure that I record your attendance so that you are not listed as fully absent on that day. Academic Integrity and Honesty: The following is directly cited from the Parsons Catalog on Processes and Policies. Academic honesty, the duty of every member of an academic community to claim authorship of his or her own work and only for that work and to recognize the contributions of others accurately and completely, is fundamental to the integrity of intellectual debate and creative and academic pursuits. All members of the university community are expected to conduct themselves in accordance with the standards of academic honesty. Students are responsible for knowing and making use of proper procedures for writing papers, presenting and performing their work, taking examinations, and doing research. Instructors are equally responsible for informing students of their policies with respect to the limits within which students may collaborate with or seek help from others on specific assignments. Instructors are expected to educate students about the legal and ethical restrictions placed upon creative work and about the consequences of dishonesty in the professional world. At Parsons, all students are required to sign an Academic Integrity Statement declaring that they understand and agree to comply with this policy. (From the University Policies Governing Student Conduct) Academic honesty includes accurate use of quotations, as well as appropriate and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research findings or any aspect of the work of

6 others (including that of instructors and other students). The standards of academic honesty and citation of sources apply to all forms of academic work (examinations, essay theses, dissertations, computer work, art and design work, oral presentations and other projects). The standards also include responsibility for meeting the requirements of particular courses of study. The New School recognizes that the different nature of work across the divisions of the University may entail different procedures for citing sources and referring to the work of others. Particular academic procedures, however, are based in universal principles valid in all divisions of The New School and institutions of higher education in general. Academic dishonesty includes but is not limited to cheating on examinations, either by copying another student s work or by utilizing unauthorized materials any act of plagiarism, that is, the fraudulent presentation of the written, oral, or visual work of others as original theft of another student s work purchase of another student s work submitting the same work for more than one course destruction or defacement of the work of others aiding or abetting any act of dishonesty any attempt to gain academic advantage by presenting misleading information, making deceptive statements or falsifying documents Plagiarism Plagiarism is the use of another person s words or ideas in any academic work using books, journals, Internet postings, or other student papers without proper acknowledgment. For further information on proper acknowledgment and plagiarism, including expectations for paraphrasing source material and proper forms of citation in research and writing, students should consult the MLA Style Manual and Guide to Scholarly Publishing (second edition), chapter 6, on documentation or other texts as recommended by their school. The New School Writing Center also provides useful online resources to help students understand and avoid plagiarism. Go to and navigate to Virtual Handout Drawer. Students must receive prior permission from instructors to submit the same or substantially overlapping material for two assignments. Submission of the same work for two different assignments without the prior permission of instructors is plagiarism.