Syllabus
REINVENTING AGE
PPS 179Ss/Doc/Stud 179S) Spring Semester 2004, Duke University
Instructor: Alex Harris, Center for Documentary Studies,
aharris@duke.edu; 660-3659
OVERVIEW:
A documentary photographic seminar about lives of older Americans,
focusing on those working to benefit the larger society. The number
of individuals over sixty-five is growing at a rapid pace, creating
what amounts to an American demographic revolution. There are few
societal structures to accommodate those now experiencing this new
third stage of life, a stage close to the middle years in duration.
Each student will complete a semester long photographic study about
the pioneers of this third stage, individuals who are reinventing
themselves into new careers or directions to benefit others and
themselves. The class will also review and discuss a selection of
documentary, demographic, and literary studies related to the course
theme.
Class meeting Times: M 3:55 PM-6:25 PM (Lyndhurst
Room 001), 1317 West Pettigrew Street
Office hours: By appointment, Room 100 Lyndhurst
House. Students are encouraged to meet with me outside of class
to review your documentary projects, work on editing and sequencing.
Feel free to make appointments with me for meetings. Best way to
contact me is by e-mail: aharris@duke.edu
Assignments: The semester long project is to get
to know, to photograph, (and to create a narrative about) the life
of one or more individuals who represent the class theme. Students
are expected to begin as soon as possible working on your long-term
project. This means doing research, making contacts, beginning to
spend time, and making photographs. A separate sheet will detail
some contact information and ideas to get started locating individuals
or organizations to work with.
Final Projects: For your final project students
will produce an edited and sequenced series of photographs to be
turned in and to be presented to the public in an audio/visual presentation
on the last day of class. Included in this project will be an edited,
brief narrative about or from the subject of your documentary study.
During the course of the semester we will discuss and work on producing
this narrative.
For Second Class: Bring in one paragraph description
of your proposed project to turn in. Be prepared to talk about in
class ways in which you have researched and begun to work on your
project.
Evaluation: Class attendance and participation
are non-negotiable and critical to a positive evaluation. Please
come to class on time. There will be a scheduled mid-term individual
meeting with each student to discuss your projects. The long-term
project will be due in the last class of the semester and the final
grade will be determined by: the strength of your final project
60%; by your level of class participation 20%; by your effort in
getting to know your subject; and by your individual development
as a documentary practitioner during the course of the semester
20%.
Class: Class time each week will be divided into
two parts. Usually, the first part of class will be devoted to discussion
of weekly readings and to student documentary work. During the second
part of class I will show photographs as indicated on the syllabus
related to the course theme. Student work shown in class must always
be edited and sequenced. Learning how to select the best photographs
and to put them in an effective sequence is an important part of
the process of learning how to communicate with visual material.
When showing work to class, I suggest that each student begin by
trying to limit their selection to five to ten slides. I will be
glad to work with you individually on editing and sequencing. We
will also discuss this a great deal in class.
Film: Color 400 ASA Ektachrome slide film is recommended.
Can be pushed to 800/1600 for lower light conditions. Students may
also work with negative film using the CDS darkroom or in digital
format by permission.
Camera: Each student must have access to a 35mm
camera or a digital camera. Important for the camera to have manual
features as well as some automatic features like “shutter
priority.” Ideal to have a camera that allows student to set
ASA, focus, set shutter speed, and set aperture. If you do not have
a camera or intend to purchase one, please let me know after the
first class so that we can make arrangements to loan you a camera.
Slide film and processing: Slide processing needs
to be done locally so you can see what you are doing in a timely
fashion. Most local stores turn around film processing of Ektachrome
in a day.
Local Retail Stores and slide processing:
CCI Photographic: on 9th Street 286-4686
Duke Hospital: Medical Photography on the fourth floor
of Duke South. This is my recommendation of best place to get your
film processed 684-6159
Camera Works is the best local store for new and used camera
purchase and repair, and film. Address: 2611 W. Carver Street. You
will need a car to get there (Guess road exit on I-85 go north a
mile to Carver street go right) 477-1189
Viewing and Sequencing Slides: a good light box
and magnifying loop are available at the Center for Documentary
Studies on the second floor of the new building.
CLASS SCHEDULE:
(All Readings in the Course Pack except six Civic Ventures
Innovations publications on reserve in CDS library)
Wednesday January 7th
In class: Overview of course and discussion of approaches
for beginning documentary fieldwork in this class. Photographs in
class: The notion of the cumulative portrait: Alex Harris photographs
from Old and On Their Own
Assignment: Read Excerpts from : A Fresh Map Of Life:
The Emergence of the Third Age by Peter Laslett, , and begin to
research and make connections for your documentary project. write
one page description of the documentary project you intend to take
on, and describe your progress so far in beginning your project.
Be prepared to discuss in class.
Students needing technical help with your cameras, be sure to bring
your cameras to class on Monday January 12th
Monday January 12
In class: discussion of Laslett and student documentary
project proposals. Photographs in class: An overview of previous
Duke student documentary photographs with an emphasis on photographs
of aging. Also a technical session on cameras for students needing
help (may take place right after class)
Assignment: Read: The Death of Ivan Illytich, by Leo Tolstoy.
Read The Nature and Aim of Fiction by Flannery O’Connor. Begin
your photographic projects during this two-week period. Ideally,
Students should be prepared to show preliminary photographs in class
Monday January 26th.
MONDAY JANUARY 19TH (NO CLASS – MLK DAY)
Monday January 26th
In class: discussion of : The Death of Ivan Illytich.
Discussion of The Nature and Aim of Fiction. Photographs in class:
first student photographs from documentary projects; the notion
of the decisive moment in portraiture -- Cartier Bresson and Koudelka,
Assignment: Read Excerpts from River of Traps: A Village
Life by William deBuys and Alex Harris, Read Introduction to: Red
White Blue and God Bless You by Alex Harris
Monday February 2
In class: discussion of River of Traps and Red White Blue
and God Bless You. Photographs in class: student photographs from
documentary projects; documenting a life and a culture -- photographs
by Alex Harris from these two books.
Assignment: Excerpts from Prime Time: How Baby Boomers
Will Revolutionize Retirement and Transform America, by Marc Freedman.
Monday February 9
In class: Discussion of Prime Time. Photographs in class:
student photographs from documentary projects; photography and the
historical moment -- Walker Evans, Dorothea Lange, Eudora Welty,
Margaret Bourke-White document the Great Depression.
Assignment: Lessons for Life: Experience Corps, Innovations
publication # 2, Fall 2001, photographs by Alex Harris, Text by
Rob Gurwitt (on reserve at CDS library), do web research on crisis
in inner-city public education and teacher shortages
Monday February 16
In class: discussion of Lessons for Life: Experience Corps:
discussion of web research on crisis in inner city public education
and teacher shortages. Photographs in class student photographs
from documentary projects; photos from Lessons for Life: Experience
Corps and more recent photographs from Experience Corps Sites around
the USA.
Assignment: Read Excerpts from Taking Retirement: A beginners
Diary by Carl H. Klaus. Read Civic Ventures sponsored survey: The
New Face of Retirement: an Ongoing Survey of American Attitudes
on Aging. 3-page summary by Marc Freedman and 8-page survey results
from Peter Hart
Over the next week: required individual midterm conferences
with Alex Harris. Appointment sheet will be passed out in class.
One topic of discussion will be creating the narrative for your
project.
Monday February 23
In class: Discussion of Taking Retirement by Klauss and
The New Face of Retirement survey results by Peter Hart. Photographs
in class: student photographs from documentary projects; the way
we experience and render the world -- photographs by Diane Arbus
and Abraham Menasch.
Assignment: Read: Raising a Neighborhood: Hope Meadows.
Innovations publication # 3, Fall 2001 photographs by Alex Harris,
Text by Rob Gurwitt (on reserve in CDS library) Also read Excerpts
from Hope Meadows by Wes Smith. Do web research on foster care in
America. Be prepared to discuss extent of problem and current situation.
Monday March 1
In class: discussion of Raising a Neighborhood: Hope Meadows,
and Hope Meadows by Wes Smith, and discussion of contemporary foster
care situation. Photographs in class: student photographs from documentary
projects; photographs from Hope Meadows
Assignment Read: The Dancer, by Robert Coles from “Old
and On Their Own. W.W. Norton 1997 by Robert Coles; and read: The
Art of Medicine: Samaritan House Free Clinic. Innovations publication
#1, Fall 2001, photographs by Alex Harris, Text by Rob Gurwitt,
Do web research on Americans without adequate health care.
March 5 Friday. 7:00 p.m. Spring recess begins
March 15 Monday. 8:00 a.m. Classes resume
Monday March 15
In class: discussion of The Dancer by Robert Coles, discussion
of The Art of Medicine and discussion of web research about health
care crisis in America. photographs in class: student photographs
from documentary projects; photographs from The Art of Medicine
Assignment: Read Finding God in All Things: Ignatian Lay
Volunteer Corps, Innovations #6, summer 2003, photographs by Alex
Harris, text by Rob Gurwitt. Read Subject of my Heart: Rainbow Intergenerational
Child Care Center, Innovations #5, spring 2003, text by Rob Gurwitt,
photographs by Alex Harris (on reserve in CDS library). Do web research
on childcare crisis in America. Be prepared to discuss extent of
problem and current situation. Do web research on “faith-based”
initiatives to solving societal problems and be prepared to discuss.
Monday March 22
In class: Discussion of Subject of my Heart and discussion
of web research on contemporary child care situation. Photographs
in class: student photographs from documentary projects, photographs
from Subject of my Heart
Assignment Giving Shelter: RV-Care-A-Vanners. Innovations
publication # 4 , Spring 2002, photographs by Alex Harris, Text
by Rob Gurwitt (on reserve in CDS library), Do web research on substandard
housing in USA, home ownership for low income Americans
Monday March 29
In class: Discussion of Giving Shelter: RV-Care-A-Vanners.
Discussion of web research on housing crisis, Photographs in class
student photographs and photos from RV Care-A-Vanners
Assignment Read Introduction to Gertrude Blom: Bearing
Witness.
Monday April 5
In class: Discussion of Gertrude Blom Bearing Witness.
Photographs in class: student photographs from documentary projects,
photographers and social change -- photographs by Gertrude Blom.
Assignment: prepare for final presentations
Monday April 12
In class: discussion of final presentations. Student work
in class
Assignment: Prepare for final presentations
Monday April 19 Final Class Presentations
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