FASHION AND POWER / MCC-UE 1345
Spring 2013 / 4:55-6:10pm /
Prof. Laura Portwood-Stacer, PhD
Prof’s Email: email@example.com / Twitter: @lportwoodstacer
Office: 239 Greene St, 3rd Floor
Office Hours: Tuesday/Thursday 3:30-4:30pm, Wednesday by appointment
Course Website: fashionandpower2013.wordpress.com
Course Pinterest: pinterest.com/fashionandpower
Course Hashtag: #fp2013
In this course we will examine fashion as an important component of culture, and come to understand the role of fashion in constructing and perpetuating relations of power at the societal level. Our readings and discussions will span historical periods, geographic locations, subcultural groups, and identity categories such as gender, ethnicity, class, and sexuality. We will draw on the theories and methods of cultural studies, urban sociology, critical race theory, feminist theory, performance theory, queer theory, and political economic analysis. Throughout our study of fashion and power, we will trace eight keywords or central concepts: Representation, Identity, Control, Hierarchy, Transgression, Resistance, Appropriation, and Pleasure. Students will have the opportunity to trace these concepts through readings, discussions, written assignments, visual image curation, and in-class group activities.
Upon completion of the course, students will be able to:
-Define fashion as a component of culture and carrier of meaning
-Recognize the power relations embodied and expressed in fashion phenomena
-Identify various methodological approaches to the study of fashion, power, and culture
-Explain, through visual imagery and writing, the relationship between fashion and power
-Critically analyze fashion’s role in social power relationships
-Synthesize critical studies of fashion and identify key themes in fashion theory and critique
-Suggest new analytical lenses through which fashion and power might be understood
-Identify and cultivate personal and professional areas of interest in fashion
All required readings will be provided as PDFs during the first week of the term.
You are encouraged to obtain a personal copy of Dick Hebdige’s Subculture: The Meaning of Style, as we will be reading the whole thing in Week 6.
Course Grade Calculation
|Personal Pinterest Board||50 points||10% of final grade|
|Keyword Curation||Proposal: 25 points
Final post: 100 points
|25% of final grade|
|Outline: 25 points
Final submission: 75 points
|20% of final grade|
|Weekly Curation||50 points||10% of final grade|
|Curation Write-up||75 points||15% of final grade|
|In-class Activities||50 points||10% of final grade|
|Attendance/Participation||50 points||10% of final grade|
Final grades, based on total points earned, out of 500:
A = Excellent
This work demonstrates comprehensive and solid understanding of course material and presents thoughtful interpretations, well-focused and original insights, and well-reasoned analysis. It is thought-provoking and creative, and pushes the reader beyond predictable conclusions. It includes skillful use of source materials and illuminating examples and illustrations. It is submitted in polished form and manifests sincere effort to be thorough and professional.
B = Good
This work demonstrates a complete and accurate understanding of course material, presenting a reasonable degree of insight and broad level of analysis. Work reflects competence. Source material, along with examples and illustrations, are used appropriately. “B” work is reasonable, clear, appropriate and complete, but may not demonstrate unique or original insight. It may also be lacking in polish, effort, or professional presentation.
C = Adequate/Fair
This work demonstrates a basic understanding of course material but remains incomplete, superficial or expresses some important errors or weaknesses. Source material may be used inadequately or somewhat inappropriately. The work may lack concrete, specific examples and illustrations and may be hard to follow or vague. It belies a clear lack of effort and polish.
D = Unsatisfactory
This work demonstrates a serious lack of understanding and fails to demonstrate the most rudimentary elements of the course assignment. Sources may be used inappropriately or not at all. The work may be inarticulate or extremely difficult to read.
Participation: All students are expected to actively participate in class sessions. This means coming to class prepared by having done all the readings, bringing assigned readings to class, paying attention during all lectures and screenings, asking thoughtful questions, and sharing personal insights when appropriate. Your participation grade is assessed above and beyond your attendance; just showing up to class will not earn you any participation points. Spending class time on your laptop or cell phone engaged in non-class activities will negatively affect your participation grade. Regular tardiness will affect your participation grade, as it presents an obstacle to starting class discussions on time and thereby detracts from the other students’ learning experience.
A note about virtual participation alternatives: if you are not the kind of person who is comfortable volunteering in class, you can also participate by actively engaging with your classmates’ blog posts on a regular basis and by tweeting using the course hashtag. If you plan to pursue this option, please make me aware of your Twitter username. Note that participating in online formats will not excuse you from being attentive during class discussions.
Publication of work: Some of the work for this class will be posted publicly on the course WordPress and Pinterest sites. This has a dual purpose of cultivating conversation among and beyond the participants in the class, and of allowing you to practice presenting your ideas in a public forum (a professional and civic skill for which the Media, Communication, and Culture program is hopefully preparing you.) To protect your online privacy, you are welcome to create a pseudonymous WordPress account for use in the class – please let me know if you do so. You are free to delete your posts from the site once final grades have been submitted, if you wish. My professorial evaluations of your work will not be public – they will remain confidential between you and me.
Late work: Due dates are firm. Assignment grades will be automatically reduced by 10% for each day (or fraction of day) they are late. If you must submit work late, kindly notify me so that I know you are planning to turn it in. The final essay cannot be turned in late, as I must report final grades immediately after the essay due date.
Backing up your work: Online platforms like WordPress and Pinterest can be unstable. Always save your work for yourself offline so that if the web version goes awry you still have something to submit as a back-up. This is especially important in this course since we will be experimenting with Pinterest and there may be great opportunity for error.
Absences: You are allowed 3 unexcused absences, no questions asked. After that, any absences will result in a 10% reduction in your attendance grade, per absence. If you have extenuating personal circumstances, please arrange a meeting with me so that together we can be sure your attendance will not adversely impact your performance in the course.
Making up activities: I will post links to all in-class activities on the course webpage as the semester progresses. If you need to miss class for any reason, please check this space in advance and download the activity for the day you will miss. If you complete it and email it to me by the end of class time on the missed day, you can still receive credit for the activity. You may not make up activities after the fact – you must download and submit it no later than all the other students who are present in class. I reserve the right to give surprise activities/quizzes during class, in which case they may not be made up in advance or after the fact. You are of course welcome to download any past activities for your own reference.
Students with disabilities: Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation.
ACADEMIC INTEGRITY AND PLAGIARISM: I take academic integrity extremely seriously. When you turn in work that is not your own, you communicate to me that you are not serious about this course and I will adjust your grade to reflect that. If I suspect that you have submitted dishonest work, you will receive a zero for the assignment. You may also fail the course and the case may be forwarded to department and university administrators. If you have any doubts as to whether work you plan to submit violates the standards of academic integrity, please ask me in advance. It is better to have an honest question cleared up before the fact than to risk failure and disciplinary action.
All students must be familiar with the NYU Steinhardt School definition of plagiarism and the policy on academic integrity. The NYU Steinhardt Statement on Academic Integrity is available at: http://steinhardt.nyu.edu/policies/academic_integrity
The Steinhardt School defines plagiarism as follows:
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether
intended or not, is academic fraud. In a community of scholars, whose members are
teaching, learning and discovering knowledge, plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral
presentation, a musical score and/or other materials, which are not your original work.
You plagiarize when, without proper attribution, you do any of the following:
• Copy verbatim from a book, an article or other media;
• Download documents from the Internet;
• Purchase documents;
• Report from other’s oral work;
• Paraphrase or restate someone else’s facts, analysis and/or conclusions;
• Copy directly from a classmate or allow a classmate to copy from you.
Other Resources for Students
The Writing Center
411 Lafayette, 3rd Floor, New York, NY 10003
NYU Wellness Exchange
The Wellness Exchange is the constellation of the University’s expanded and enhanced programs and services designed to address the overall health and mental health needs of our students.