City University of Hong Kong

Course Syllabus

offered by School of Creative Media

with effect from Semester A 2019 /20

Part I Course Overview

Course Title: Visual Ethnography and Creative Intervention

Course Code: SM4134

Course Duration: One semester

Credit Units: 3

Level: B4
Arts and Humanities
Study of Societies, Social and Business Organisations
Proposed Area:
(for GE courses only) Science and Technology

Medium of
Instruction: English

Medium of
Assessment: English

Prerequisites:
(Course Code and Title) SM3721 Theories of Photography & Imaging

Precursors:
(Course Code and Title) Nil

Equivalent Courses:
(Course Code and Title) Nil

Exclusive Courses:
(Course Code and Title) Nil

Course Syllabus 1
Jun 2017
Part II Course Details

1. Abstract
(A 150-word description about the course)

This course unfolds the many issues involved in studying everyday urban culture via
ethnographic research methods. As a participant or observer, what kinds of information do we
collect from the field? How does the medium employed to collect data and make field notes
impact on what we learn and what know? Are the different creative media only tools? What can
we learn from history and current practices the variety, diversity and complexity of ways. When
we present our findings via visual narratives, such as a documentary, what are the implications?
How have documentary makers so far tackled these issues?
Ethnography can be summarized as ‘being there, observing, collecting and recording’, whereas
Cultural Studies open up this research method (from anthropology) into ‘ethno-methodologies’,
allowing flexible, reasoned combination of other research methods such as interview, textual and
discourse analysis, and participatory research. Ethno-methodologies are important because they
pay attention to specific live moments of specific subjects, the opposite of turning people into
types and numbers.
Visual ethnography has become an important aspect of the study of culture, and has found ways
into the research-creation process of many contemporary artists. Visual ethnography has the
following FOUR aspects:

(1) Deploying photography, sketching, mapping, video-making and other visual methods to
record data and conduct fieldwork
(2) Collecting and studying visual/audio artifacts to gain insight into cultural practices and
everyday life as these objects are highly organized visual representations with embedded
meanings, e.g. family photos, video games, stamps, posters, advertisements, movies, front
pages of personal blogs, maps etc.
(3) Representing (analyzed/interpreted) fieldwork – i.e. representing ethnographic knowledge
– via visual media, e.g. a photo album, a hyper-textual archive,
documentary/anthropological videos, an artist’s book etc.
(4) Moving beyond pure recording and visual representation to a series of participatory,
performative and interventionist activities, often also practiced by contemporary artists
who want their art-making to be find ways into everyday life.

The course will conclude with the examination of two latest trends:

A. There is no pure visual/audio objects: new ethnography has paid more attention to It is also
about investigating the varied ‘lives’ of objects based on actual usage, and human activities
that involve self-made visual logic and aesthetics, such as decorating one’s living room,
arrangement of the kitchen space, the actual use of a physical desk in one’s room, the
display of family photos and so on.

Course Syllabus 2
Jun 2017
 B. There is a recent trend in the growing use of ethnographic research in the commercial sector
as new ways to probe consumers’ views and to give evidence to consumers’ needs in the
context of marketing research. This requires some attention with assessment.

2. Course Intended Learning Outcomes (CILOs)

(CILOs state what the student is expected to be able to do at the end of the course according to a given standard of
performance.)

No. CILOs# Weighting* Discovery-enriched

(if curriculum related
applicable) learning outcomes
(please tick where
appropriate)
A1 A2 A3
1. Explain and defend the use of ethno-methodologies in  
the study of urban, everyday culture
2. Give an accessible account of the idea of visual  
ethnography and its varieties;
3. Conceive a research of everyday life based on informed 
views in cultural studies that deploys visual
ethnography;
4. Design, conduct and manage ethnography 
independently;
5.^ Turn the findings of ethnography, the work of collecting, 
classification and archiving into creative/artistic projects;
6.^ Deploy audio-visual tools effectively in research and be  
aware of the difference they make
* If weighting is assigned to CILOs, they should add up to 100%. 100%
#
Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes
(PILOs) in Section A of Annex.

^ Negotiated Learning Outcome (NLO) explicitly articulating the elements of Discovery oriented
learning.

A1: Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong
sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together
with teachers.
A2: Ability
Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing
critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines
or applying academic knowledge to self-life problems.
A3: Accomplishments
Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing
creative works/new artefacts, effective solutions to real-life problems or new processes.

Course Syllabus 3
Jun 2017
3. Teaching and Learning Activities (TLAs)
(TLAs designed to facilitate students’ achievement of the CILOs.)

TLA Brief Description CILO No. Hours/week

1 2 3 4 5 6 (if applicable)
Lecture Critical reading, class ✓ ✓ ✓
discussion, and issue- and
sample-work-based small group
presentation
Class case-studies (group), individual ✓ ✓
presentation
assignments, assigned readings
Field studies Field studies – short exercises ✓ ✓
to polish field work
techniques and familiarize
students of the sub-tasks of
the research process, e.g.
preserving documents, filing,
classification, coding,
interviews, frame analysis etc.
Log book Log book (journal) to record ✓ ✓ ✓
(assignment)
all individual field exercises
with critical review, and case
studies
Project Self-designed research- ✓ ✓ ✓ ✓ ✓
(assignment)
creation projects; proposal-
writing; class presentation and
final report (critical essay)

Course Syllabus 4
Jun 2017
4. Assessment Tasks/Activities (ATs)
(ATs are designed to assess how well the students achieve the CILOs.)

Assessment Tasks/Activities CILO No. Weighting* Remarks

1 2 3 4 5 6
Continuous Assessment: 100%
Small group presentation: ✓ ✓ 20%
case studies and/or assigned
readings
Log book (journal) to record ✓ ✓ ✓ ✓ 15%
all individual field exercises
critical review, and case
studies
3 small-scale research ✓ ✓ 30%
exercises on show to set up a
research, fieldwork,
collecting and analysis +
report: representation of
findings plus one-page review
Semester-end research- ✓ ✓ ✓ ✓ ✓ 35%
creation (with exhibition
option): creative work
(creative representation of
research findings) plus
critical review
Examination: 0% (duration: , if applicable)
* The weightings should add up to 100%. 100%

Course Syllabus 5
Jun 2017
5. Assessment Rubrics
(Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
1. Class Participation This assessment task  Active in-class  Active in-class  Attentive in in-  Unmotivated to  Unwilling to
reviews students’ participation, participation, class participate in class participate in class
participation and positive listening, positive participation, discussion or discussion and
performance in
strong ability to listening, ability listening with comment on other comment on other
discussions, debates
stimulate class to initiate class comprehension, people’s views points, even when
and peer critique
discussion and discussion and but only  Little pre-class requested by the
during the tutorial
comment on other comment on infrequently preparation and teacher
sessions. The evidence
points other points contributing familiarity with peer  No pre-class
of ‘negotiation’, the
 In-depth pre-class  Adequate pre-  Adequate pre- reports and other preparation and
sign of discovery, lies
preparation and class class preparation materials familiarity with peer
in students’ pre-class
familiarity with preparation and but little  Poor ability in reports and other
preparation and
peer reports and familiarity with familiarity with interpreting materials
interpersonal
sensitivity to his/her other materials peer reports and peer reports and opinions  Minimal ability in

peer members.  Interpret others’ other materials other materials interpreting

views with an open  Interpret  Fair ability in opinions
mind and ready to opinions interpreting
negotiate effectively opinions
 Readiness to share
personal insight
via analysis and
synthesis with
informed views

Course Syllabus 6
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
 Constructively
critical, thus
facilitating the
discovery of new
issues
2. Group This assessment will  Rich, informative  Adequate  Adequate content  Weak content, loose  Inadequate content,
Presentation grade on content and content, excellent content with with grasp of the general fail to identify the
fluency of presentation. grasp of the firm grasp of the comprehensive ideas with some general ideas with
Students should show
material with in- material that grasp of the knowledge of the knowledge of the
their co-operation to
depth and informs the material subject matter subject matter
conduct a well-
extensive audience on a demonstrating  Poor organization,  No organization,
organized presentation
knowledge of the subject matter basic knowledge structure and structure or/and
with their own
subject matter  Reasonable of the subject composition composition
argument and evidence
 Rigorous organization, matter  Poor presentation  Poor presentation
from readings and
organization, balanced  Fair organization, skills: marginal skills: marginal
notes. The threshold of
coherent structure, structure and weak structure pronunciation, pronunciation,
‘discovery’ lied in a
and systematic composition and composition expression and expression and
student’s self
exposition with a  Good verbal  Fair presentation diction, poor time- diction, minimal
initiatives to conduct
strong sense of communication: skills: acceptable management time-management
additional research and
narrative comprehensible pronunciation,
to personalize theories
for her/his personal  Superior pronunciation, expression and

daily experience. presentation skills: fluent diction, fair time-

distinct expression and management
pronunciation, diction, fair
fluent expression time-
and appropriate management
Course Syllabus 7
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
diction, exact time-
management
 Critical analysis
with insightful
comments opening
up new issues, or
suggesting the
ability to theorize
3. Critical review This assessment will  Excellent grasp of  Firm grasp of  Comprehensive  Loose grasp of  Poor grasp of
grade on rationality, research material, materials, able grasp of materials, cannot materials
clarity and fluency of able to explain key to explain key materials, able to explain key  No organization and
argument and
concepts, concepts and explain key concepts structure,
comment. The
assumptions and assumptions concepts  Poor organization inadequate content,
threshold of
debates  Reasonable  Fair organization, and structure, weak no/ irrelevant use of
‘discovery’ lies in a
 Rigorous organization, weak structure, content, limited use resources
student’s ability to
organization, balanced adequate content, of resources  Irrelevant points to
negotiate a position
coherent structure, structure, fair ability to  Relevant points to the subject matter,
that is informed,
distinct thesis, adequate integrate various the subject matter, minimal ability to
defendable, and
properly argued content, resources based marginal ability to interpret opinions
standing on personal
with strong sufficient ability on demand interpret opinions  Irrelevant
insight.
narrative to integrate  Relevant points to  Insufficient and/or bibliography
 Insightful various the subject unorganized
interpretation of resources based matter, fair ability bibliography
the subject matter on demand to interpret
with distinct  Clear ideas opinions
themes and thesis which keep to
Course Syllabus 8
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
 Critical analysis the point, clear-  Unorganized
with insightful cut subject, bibliography
comments opening ability to which can be
up new issues, or interpret utilized in
suggesting the opinions accordance with
ability to theorize independently the topic
 Ability to approach  Organized
a text or a theme bibliography
using a variety of which can be
theories and utilized in
analytical tools accordance with
 Strong the topic
bibliography
suggesting breadth
and depth of
coverage and
informed insights
4. Self-directed Students should  Work has strong  Strong  Basic  Marginal  No appreciation of
Research-creation demonstrate ability to affective quality appreciation, appreciation appreciation of the the aesthetics and
Project/ Group utilize primary and and the articulation exploration and/or application aesthetic and expressive qualities
Exhibition secondary sources,
of personal styles and/or of the aesthetic expressive qualities of the medium
execute creative ideas
and signature application of and expressive of the medium  Fail to create
and projects. The
 Excellent the aesthetic and qualities of the  Marginal ability to project/ work that
threshold of
appreciation, expressive medium create project/ work demonstrate the
‘discovery’ lies in a
exploration and/or qualities of the  Limited ability to that demonstrate the processes of
student’s proactively
application of the medium create project/ processes of
Course Syllabus 9
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
turning theory into aesthetic and  Ability to create work that thinking and thinking and
praxis, to transform expressive project/ work demonstrate the creative exploration creative exploration
course material into qualities of the that demonstrate processes of  Limited adjustment  Minimal adjustment
self-owned authorship.
medium the processes of thinking and of plans and of plans and
 Work raises thinking and creative strategies in strategies in
questions and creative exploration response to response to
instill insights exploration  Adjustment of resources (time, resources (time,
about the process  Proper plans and space, equipment, space, equipment,
of conception, adjustment of strategies in etc) available etc) available
creative plans and response to
strategization and strategies in resources (time,
production response to space, equipment,
 Innovative resources (time, etc) available
exploration by space,
combining equipment, etc)
knowledge from available and
different constructive
disciplines (e.g. feedback/
mathematics, suggestions
psychology,
physics,
anthropology, etc.)
to create an inter-
disciplinary project
 Efficient
adjustment of
Course Syllabus 10
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
plans and
strategies in
response to
resources (time,
space, equipment,
etc) available with
constructive
adjustment
5. Log Book This assessment will  Organization  Reasonable  Reasonable  Less than 50% of  No submission;
grade on rationality, bears conceptual organization; organization; required coverage OR
clarity and fluency of insight Informative Adequate  Inadequate  Minimal coverage
argument and
 Content carries content with content organization and of what is
comment. The
illumining details  Adequate content required
evidence of ‘discovery’
details and  Identifies the coverage  Include little notes  Marginal ability
lies in the students’
reflects self- subject, strong  Some evidence of research done in documentation
demonstrated ability to
directed search ability to of ideation and to formulate  No evidence of
address and approach
beyond required address the brainstorming; solutions or ideation and
problems in multiple
coverage conditions and  Sufficient documentation brainstorming;
perspectives, and the
 Communication limitations documentation  Inadequate
readiness to turn the
of distinct related of research evidence of
logbook into a space
for self-directed free authorship and  Include process and/or ideation and

discovery beyond personality adequate presentation of brainstorming;

required entries.  Exceptional notes and solution  Inadequate

ability to address possible ideas presentation of the
in details the of research solution
conditions and done to
Course Syllabus 11
Jun 2017
 Assessment Task Criterion Excellent Good Fair Marginal Failure
(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
limitations in the formulate
journal process solutions
 Self-reflexive  Evidence of
about the process ideation and
and methodology brainstorming;
of research and Notes,
the impact of drawing,
circumstantial developmental
factors sketches are
 Evidence of included
wide-range  Account of
ideation and how the
brainstorming; solution is
notes, drawing, built,
developmental demonstrate
sketches are ability to
included analysis and
critique

Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning.

Course Syllabus 12
Jun 2017
Part III Other Information (more details can be provided separately in the teaching plan)

1. Keyword Syllabus
(An indication of the key topics of the course.)

Social anthropology (purposes, politics, problems); anthropology and cultural studies;

dialectical materialism; ethno-methodologies; objects and things; the open-ended quality of
research, ethnography and history, visual ethnography and art-making, archive; collecting;
Michel Foucault’s notions of archaeology and genealogy; Irving Goffman’s notions of
presentation of the self in everyday life and frame analysis

Representing Others in Film; functions of visual ethnography; visuals in ethnography;

interdisciplinary approach to the visuals in ethnography; distinctions between ethnographic film
and anthropological film; historical development in visual anthropology; limitations and
benefits of using photography and video in anthropological research; visual ethnography as
cultural intervention; visual anthropology: the case of Maya Deren; Direct Cinema; visual
ethnography and avant-garde cinema; creating subjective voices; ethics in ethnographic film

2. Reading List
2.1 Compulsory Readings
(Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of
e-books, e-journals available from the CityU Library.)

Anderson, Kevin Taylor. 2003. Toward an anarchy of imagery: questioning the categorization of
films as ‘ethnographic’. Journal of Film and Video 55.2-3: 73-87.

Banks, Marcus. 2001. Visual methods in social research. London: Sage.

Bennet, Tony, L. Grossberg, M. Morris. 2005. The New Keywords. London: Blackwell.

Dennison Jean. 2015. Situating graphic anthropology. Visual Anthropology 28(1): 88-108.

Dick B, Soyinka B and Coffey A. 2006. Multimodal ethnography. Qualitative Research 6(1): 77-96.

Emmison, Michael and Philip Smith. 2000. Researching the visual: images, objects, contexts and
interactions in social and cultural inquiry. London: Sage.

Grimshaw, Anna & Amanda Ravetz. 2009. Rethinking observational cinema. Journal of Royal
Anthropological Institute, 15, 538-556.

Knowles, Caroline & Paul Sweetman. 2004. Eds. Picturing the social landscape: visual methods and
the sociological imagination. London: Routledge.

Course Syllabus 13
Jun 2017
MacDougall, David. 2005. The Corporeal Image: Film, Ethnography, and the Senses. Princeton, NJ:
Princeton University Press.

Miller, Daniel. 2010. Theories of things. Stuff. Cambridge: Polity

Pink, Sarah. 2006. Doing Visual Anthropology. Sage Publications.

Saukko, Pauline. 2003. Doing Research in Cultural studies: An Introduction to New Methodological
Approaches. London: Sage.

Russell, C. 1999. Experimental Ethnography: The Work of Film in the Age of Video. Durham: Duke
University Press.

Schneider, Arnd. 2008. Three Modes of Experimentation with Art and Ethnography. In Journal of the
Royal Anthropological Institute 14:171-194.

2.2 Additional Readings

(Additional references for students to learn to expand their knowledge about the subject.)

1. Aldridge, Michael 1995: “Scholarly Practice – Ethnographic Film and Anthropology;

Beyond Ethnographic Film: Hypermedia and Scholarship,” in Visual Anthropology
vol. 7 (3). 233-5.
2. Emerson, R.M.; R.I. Fretz and L.L. Shaw, 2001: “Participant Observation and
Fieldnotes,” in Paul Atkinson (eds. et al), Handbook of Ethnography. Sage, London.
Pink, Sarah. Visual Ethnography.
3. Roberts, John 2006: Philosophizing the Everyday: revolutionary praxis and the fate of
cultural theory. Pluto Press, Ann Arbor.
4. Visual Anthropology Review (a journal of the Society for Visual Anthropology; an excellent
resource showing how anthropologists use videography and photography as a research
method).
5. Web resources for Visual Anthropology: a UR list:
http://www.usc.edu/dept/elab/urlist/index.html
UR-list 7: audio visual collections: http://www.usc.edu/dept/elab/urlist/ur07.htm
UR-list 5: visual ethnographies: http://www.usc.edu/dept/elab/urlist/ur05.htm
6. Library of Congress: early motion pictures on the web, 1897-1916:
http://memory.loc.gov/ammem/browse/ListSome.php?format=Motion+Picture
[Ethnographic research: methodologies]
7. Ethnographic Coding:
http://changingminds.org/explanations/research/analysis/ethnographic_coding.htm
8. Robert M. Emerson: "Writing Ethnographic Fieldnotes" (1995)
Course Syllabus 14
Jun 2017
 9. Nicholas H. Wolfinger: "On writing fieldnotes: collection strategies and background
expectancies" (2002)
10. Mario Cardano: "Ethnography and Reflexivity"
11. [on netnography and ubiquitous digital research]
http://skilfulminds.com/2010/02/04/ethnography-and-ubiquitous-digital-research/
12. Barbara Schneider:"The Role of Field Notes In The Construction of Ethnographic
Knowledge" (2000)
[Examples of ethnographic research: notes, reports]

13. Guatemala project: "Creative Arts and Photography in Participatory Action Research in
Guatemala" by M. Brinton Lykes in Handbook of action research: participative inquiry and
practice, edited by Peter Reason and Hilary Bradbury; Sage 2001; pp. 363-71)
14. Yunnan project [Visual Voices, 100 photographs of village China by the women of Yunnan
Province 中國雲南農村婦女自我寫真集]
[Examples of ethnographic research: notes, reports]

15. Guatemala project: "Creative Arts and Photography in Participatory Action Research in
Guatemala" by M. Brinton Lykes in Handbook of action research: participative inquiry and
practice, edited by Peter Reason and Hilary Bradbury; Sage 2001; pp. 363-71)
16. Yunnan project [Visual Voices, 100 photographs of village China by the women of Yunnan
Province 中國雲南農村婦女自我寫真集]
17. [Video ethnography]
18 Some samples: http://www.manchesresearch.co.uk/archive.html
19 Joseph Tobin and Yeh Hsueh, “The Poetics and Pleasures of Video Ethnography of
Education.” In R. Goldman (Ed). Video Research in the Learning Sciences. NY: Lawrence
Erlbaum Associates. 2007.
20 Two example of video ethnography used in market research: [kitchen]
http://www.youtube.com/watch?v=uI_dwCLv4eU [consumer's behavior]
http://vimeo.com/2935704
[basic reference on visual ethnography and visual anthropology]

Biella, Peter 1994: Codifications of Ethnography: Linear and Non-linear. University of

21
Southern California.
Collier, John 1986: Visual Anthropology: photography as a research method, in John
22 Collier, Jr., and Malcolm Collier (ed.) Revised and expanded edition. University of New
Mexico Press, Albuquerque.??? Essay or book?????
Crawford, Peter Ian and David Turton (eds.) 1992: Film as Ethnography. Manchester
23
University Press, New York.

Course Syllabus 15
Jun 2017
 Jarvie, I.C. (1983). “Problem of Ethnographic Real.” Current Anthropology 24: 313-25.
24 MacDougall, David. (1992). “Photo Hierarchicus: Signs and Mirrors in Indian
Photography.” Visual Anthropology, vol. 5, pp. 103-129.
Marshall, John. (1992). “At the Other End of the Camera.” Visual Anthropology, Vol. 5, pp.
25
167-173.
Martin, R. (1997). “Looking and reflecting: Returning the gaze, re-enacting memories and
26 imagining the future through phototherapy.” In S. Hogan (ed.), Feminist approaches to art
therapy. London, Routledge.
Rose, Gillian 2001: Visual Methodologies: an introduction to the interpretation of visual
27
materials. Sage publications, London, Thousand Oaks, New Delhi.
West, W. Gordon 1996: “Photo-documentary and Visual Ethnography in a Postmodern
Digital World: From Positivist Empiricist Pomposity towards a Critique of Photoelectric
28
Representation” (November 30), available on-line at
http://webhome.idirect.com/~gordwest/minweb/gwtexts/thdcph5.htm
[Expanded modes of ethnomethodologies and case examples]

Adrian, Bonnie 2003: Framing the Bride: globalizing beauty and romance in Taiwan’s
29
bridal industry. University of California Press, Berkeley, Los Angeles, London.
Bach, Hedy 1998: A Visual Narrative Concerning Curriculum, Girls, Photography, Etc.
30
(Dissertation)
Ofield, Simon 2005: “Cruising the Archive,” in Journal of Visual Culture vol. 4(3). 351-64.
31
On-line version available at: http://vcu.sagepub.com/cgi/content/abstract/4/3/351
Spina, S.U. 1995: “Worlds together…Words apart: bridging cognition and communication
32 for second-language learners through authentic arts-based curriculum,” in Language,
Culture, and Curriculum 8(3). 231-47.
Walker, Ian ????: City Gorged with Dreams: surrealism and documentary photography in
33
inter-war Paris…
[Documentary films, ethnographic films and extended forms]
Barsam, Richard M. 1986: “American Direct Cinema: the Re-presentation of Reality,” in
34
Persistence of Vision 3/4. 132-56.
Bruzzi, Stella 2000: New Documentary: a Critical Introduction. Routledge, London and
35
New York.
Corner, John 2002: “Performing the Real: Documentary Diversions,” in Television &
36 New Media 3. 255-68. On-line version available at:
http://tvn.sagepub.com/cgi/content/abstract/3/3/255
Deren, Maya 1960: “Cinematography: the Creative Use of Reality,” in Daedalus winter.
37
150-67.
Morin, Richard P. 1994: Anthropologist’s Award-winning Film Chronicles Indian Village
38
Life.

Course Syllabus 16
Jun 2017
 [On objects, things, and new perspectives in critical theory]

Collins, Douglas 2002-3: “The Great Effects of Small Things: Insignificance with
39 Immanence in Critical Theory,” in Anthropoetics 8, no. 2 (fall 2002 / winter 2003) at
http://www.anthropoetics.ucla.edu/ap0802/collins.htm (read August 3, 2007).
Cummings, Neil (ed.) 1993: Reading Things (Sight Works, volume 3). Chance Books,
London.
40
__________ and Marysia Lewandowska 2000: The Value of Things. Birkhauser,
Switzerland; August Media, London.
Latour, Bruno 2011: From Real Politics to Politics of Things; at: http://www.bruno-
41
latour.fr/node/208
Macdonald, Cynthia 2005: Varieties of Things: foundations of contemporary metaphysics.
42
Blackwell Publishing, Malden, Oxford, Carlton.
Plantinga, Carl (1987). “Defining Documentary: Fiction, Non-fiction, and Projected
43
Worlds.” Persistence of Vision 5: 44-54.
Renov, Michael, ed. (1993). Theorizing Documentar. New York, London: Routledge.
44 Sapir, J. David. (1994). On Fixing Ethnographic Shadows. American Ethnologist, Vol. 21,
no. 4, pp. 867-884.
Schwartz, Dona. Visual ethnography: Using photography in qualitative research. Qualitative
45
Sociology, 12(2), Summer 1989.
[theoretical thinking on everyday landscape]

Fenton, Laura 2005: “Citizenship in Private Space,” in Space and Culture 8. 180-92. Online
46
version available at: http://sac.sagepub.com/cgi/content/abstract/8/2/180
Edensor, Tim 2003: “Defamiliarizing the Mundane Roadscape,” in Space and Culture 6.
47
151-68. On-line version available at: http://sac.sagepub.com/cgi/content/abstract/6/2/151
Goffman, Erving. "Self Presentation" (chapter 2) and "Social Life as Drama" (chapter 9),
48 Charles Lemert and Ann Branaman (eds.), The Goffman Reader (Oxford: Blackwell, 1997),
pp. 21-25; 95-107.
[on ethnography & art-making]

Aliaga, Juan Vicente; Maria de Corral; and Jose Miguel G. Cortes (eds.) 2003:
Micropoliticas: arte y cotidianidad 2001-1968 [Art and everyday life 2001-1968]; a book
49 that accompanies the exhibition “Micropolitics, Art and Everyday Life (2001-1968),”
organized by the Espai d’Art Contemporani de Castello, held from 31st January to 21st
September 2003, Spain.

Course Syllabus 17
Jun 2017
 Le Feuvre, Lisa; and Akram Zaatari (eds.) 2004: Hashem El Madani: Studio Practices;
published to coincide with the exhibition “Hashem El Madani,” at the Photographers’
50
Gallery, October 14 to November 28, 2004. Arab Image Foundation, Beirut; Mind the Gap,
Beirut; and the Photographers’ Gallery, London.
Ngan, Irene; and Eliza Lai (eds.) 2004: Mapping Identities: the art and curating of Oscar
Ho; a catalogue to accompany the exhibition “Mapping Identities: the Art and Curating of
51
Oscar Ho,” the 4th of the “Hong Kong Artists in the 1980s” series, exhibited at and
organized for the Para/Site Art Space, November 5 to December 5, 2004, Hong Kong
Case Studies (examples only):

(History of documentary) Maya Deren, Jean Rouch, Chris Marker, Fredrick

52
Wiseman, Trinh Minh-ha, Yvonne Rainer etc.
53 Wendy Ewald, Jo Spence, Zoe Leonard
54 Vito Hannibal Acconci, Sophie Calle, Tracey Emin
55 Abigail Child(?) / found footage work
56 Guatemala project + Yunnan project
57 “Atlas Group” and Walid Raad (Beirut)
58 Hashen El Madani Studio Practices
59 Norman Klein: Bleeding Through (history of Los Angeles)

Course Syllabus 18
Jun 2017