Memory is an action or process of commemorating, recollecting, or remembering a person, object, or event. How do these actions and processes shape identity and our understanding of the world? Language Supported Integrative Seminar 1 has two important goals. First, it will prepare students to read and write at the university level. Throughout the semester, we will work toward scholarly questions as we acquire the authority needed to write our way into existing intellectual conversations. Second, its relationship with Language Supported Integrative Studio 1 will result in critical dialogues between seminar and studio practice, or writing and making. This course shares a common theme with Integrative Studio 1 and at various times in the semester, the two classes share ideas, concepts, and assignments through bridge topics. In this way, it will bring together reading, writing, and making in a manner that is essential to the creative work of artists and designers in every discipline. The Parsons Learning Portfolio will be introduced and developed in the Integrative courses. This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

Memory is an action or process of commemorating, recollecting, or remembering a person, object, or event. How do these actions and processes shape identity and our understanding of the world? Language Supported Integrative Seminar 1 has two important goals. First, it will prepare students to read and write at the university level. Throughout the semester, we will work toward scholarly questions as we acquire the authority needed to write our way into existing intellectual conversations. Second, its relationship with Language Supported Integrative Studio 1 will result in critical dialogues between seminar and studio practice, or writing and making. This course shares a common theme with Integrative Studio 1 and at various times in the semester, the two classes share ideas, concepts, and assignments through bridge topics. In this way, it will bring together reading, writing, and making in a manner that is essential to the creative work of artists and designers in every discipline. The Parsons Learning Portfolio will be introduced and developed in the Integrative courses. This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “avatar.”
An avatar creates an identity that is distinct from the original and yet intensely connected to it at the same time. It can have a spiritual connotation, meaning the physical manifestation of a soul, or virtual one, when used to mean a representation of the self in the online world. How can we use the idea of an avatar to think critically about ideas of regeneration and embodiment? Self and other?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect. In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses. At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

Avatar
An avatar creates an identity that is distinct from the original and yet intensely connected to it at the same time. It can have a spiritual connotation, meaning the physical manifestation of a soul, or virtual one, when used to mean a representation of the self in the online world. How can we use the idea of an avatar to think critically about ideas of regeneration and embodiment? Self and other?

This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “memory.”
Memory is an act of imagination. It can be a process of recollecting or commemorating a person, an object, an event. It can be individual or collective. How does memory shape our identity and our understanding of the world? How can we use it as both a tool and a topic for our work?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “memory.”
Memory is an act of imagination. It can be a process of recollecting or commemorating a person, an object, an event. It can be individual or collective. How does memory shape our identity and our understanding of the world? How can we use it as both a tool and a topic for our work?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “memory.”
Memory is an act of imagination. It can be a process of recollecting or commemorating a person, an object, an event. It can be individual or collective. How does memory shape our identity and our understanding of the world? How can we use it as both a tool and a topic for our work?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “memory.”
Memory is an act of imagination. It can be a process of recollecting or commemorating a person, an object, an event. It can be individual or collective. How does memory shape our identity and our understanding of the world? How can we use it as both a tool and a topic for our work?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “fake.”
How do we define what is fake and what is real, and what are the various values we attribute to these categories? Through the lens of Fake, we explore the ways that ideas, images and objects can be used – positively and negatively – to produce alternative forms of knowledge and views of reality.

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “avatar.”
An avatar creates an identity that is distinct from the original and yet intensely connected to it at the same time. It can have a spiritual connotation, meaning the physical manifestation of a soul, or virtual one, when used to mean a representation of the self in the online world. How can we use the idea of an avatar to think critically about ideas of regeneration and embodiment? Self and other?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect. In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses. At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

Avatar
An avatar creates an identity that is distinct from the original and yet intensely connected to it at the same time. It can have a spiritual connotation, meaning the physical manifestation of a soul, or virtual one, when used to mean a representation of the self in the online world. How can we use the idea of an avatar to think critically about ideas of regeneration and embodiment? Self and other?

This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect. In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses. At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “fake.”
How do we define what is fake and what is real, and what are the various values we attribute to these categories? Through the lens of Fake, we explore the ways that ideas, images and objects can be used – positively and negatively – to produce alternative forms of knowledge and views of reality.

Co-requisite: PUFY 1010 Integrative Seminar 1

This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “fake.”
How do we define what is fake and what is real, and what are the various values we attribute to these categories? Through the lens of Fake, we explore the ways that ideas, images and objects can be used – positively and negatively – to produce alternative forms of knowledge and views of reality.

Co-requisite: PUFY 1010 Integrative Seminar 1

This Language Supported (LS) course is specially designed for students for whom English is a second language. LS courses have the same content as non-LS courses as well as extra attention to vocabulary, cultural references, and support for reading and writing. Students will engage with the materials in a supportive and dynamic learning environment as they become acclimated to American educational context, culture, and expectations. Parsons LS faculty possess training specific to both the content area and language support focus.

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “memory.”
Memory is an act of imagination. It can be a process of recollecting or commemorating a person, an object, an event. It can be individual or collective. How does memory shape our identity and our understanding of the world? How can we use it as both a tool and a topic for our work?

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “fake.”
How do we define what is fake and what is real, and what are the various values we attribute to these categories? Through the lens of Fake, we explore the ways that ideas, images and objects can be used – positively and negatively – to produce alternative forms of knowledge and views of reality.

Co-requisite: PUFY 1010 Integrative Seminar 1

In this course we explore the creative process. It’s not simply about what we make, or how we make it, but why? What do you do with an idea? Is there more than one way to approach an assignment? How can research become part of this process? You will engage in a series of cross-disciplinary projects that ask you to make up and define your own rules. You will actively: question, observe, visualize, play, fail, reframe, experiment, fabricate, and reflect.

In Integrative Studio 1, projects scale from the individual to the collective. You will start with the self, and then enter into a conversation with your peers, before moving into a collaborative group dynamic. Finally, you will use research conducted in Integrative Seminar to inspire a culminating project which utilizes skills built over the semester across courses.

At the heart of the integrative model is the connection to your Integrative Seminar class. Our goal is to make reading, writing and critical thinking essential components of the art, design and strategic thinking processes. The two courses are tied together conceptually through a shared theme (as defined by the keyword of your class) and through bridge projects. Bridge projects are shared assignments between studio and seminar. They ask you to explicitly and productively blur the boundaries between the two courses. What happens when making becomes a form of thinking and writing becomes a form of making?

This section will be framed through the keyword “shift.”
A shift is a subtle change which can have enormous consequences. It suggests movement from one place to another, or one idea to another. It can be personal or cultural. What are your stories of shifting? How did they come to pass? How can we talk about them through our work?
Co-requisite: PUFY 1010 Integrative Seminar 1


Co-requisite: PUFY 1010 Integrative Seminar 1