Master of Fine Arts Courses

CAT 500

Seminars meet after the second the fourth, and during the eighth week of the first two Summer Terms. Attendance at Seminar is voluntary for third year students. Critiques involve student peers, MFA director(s) and faculty, and provide constructive criticism during the first two meetings. The Third meeting is reserved for evaluating the progress of the work done during the Summer Term. By participating in informal Salon discussions, students practice and develop into fluent and persuasive contributors during critiques. Attendance at the Lectures provides students with the opportunity to hear professionals explain their working methods and concept development to an audience.

CAT 502

Seminars meet after the second the fourth, and during the eighth week of the first two Summer Terms. Attendance at Seminar is voluntary for third year students. Critiques involve student peers, MFA director(s) and faculty, and provide constructive criticism during the first two meetings. The Third meeting is reserved for evaluating the progress of the work done during the Summer Term. By participating in informal Salon discussions, students practice and develop into fluent and persuasive contributors during critiques. Attendance at the Lectures provides students with the opportunity to hear professionals explain their working methods and concept development to an audience.

CAT 504

An intensive 2 week session in which students and faulty meet all day to discuss Independent Study readings, attend critiques, and have individual evaluation conferences.

CAT 506

An intensive 2 week session in which students and faulty meet all day to discuss Independent Study readings, attend critiques, and have individual evaluation conferences.

CAT 508

Students and an advisor meet remotely to decide what the student should accomplish during this 3 month term (September through November). Progress is discussed in weekly remote meetings by phone call or Skype, with new work posted on the e-Portfolio site.

CAT 510

Students and an advisor meet remotely to decide what the student should accomplish during this 3 month term (September through November). Progress is discussed in weekly remote meetings by phone call or Skype, with new work posted on the e-Portfolio site.

CAT 512

Students and an advisor meet remotely to decide what the student should accomplish during this 3 month term. Progress is discussed in weekly remote meeting by phone or Skype, with new work posted in the e-Portfolio site. This term is devoted to enriching the conceptual thinking of the student through reading and writing, an attending exhibits, screenings and performances. It is a time to experiment and explore one’s craft through work in the studio while still receiving feedback from an advisor in the program.

CAT 514

Students and an advisor meet remotely to decide what the student should accomplish during this 3 month term. Progress is discussed in weekly remote meeting by phone or Skype, with new work posted in the e-Portfolio site. This term is devoted to enriching the conceptual thinking of the student through reading and writing, an attending exhibits, screenings and performances. It is a time to experiment and explore one’s craft through work in the studio while still receiving feedback from an advisor in the program.

CAT 516

Groups meet every day and post their discussion topics on their blog. Group meeting times are staggered so that students and faculty from other groups are able to attend. This staggered schedule reinforces the benefit of being in an interdisciplinary program.

CAT 518

Groups meet every day and post their discussion topics on their blog. Group meeting times are staggered so that students and faculty from other groups are able to attend. This staggered schedule reinforces the benefit of being in an interdisciplinary program.

CAT 520

Groups meet every day and post their discussion topics on their blog. Group meeting times are staggered so that students and faculty from other groups are able to attend. This staggered schedule reinforces the benefit of being in an interdisciplinary program.

CAT 522

Conferences are individual discussions between one faculty member and one student. Conferences are where teaching takes place and represent the core or “heart” of the program, and are scheduled every day of the Summer terms. Conference topics include, but are not restricted to, technique, conceptualization of the student’s work, discussion of cultures and social issues and their relation to artistic practice, possible new or tangential directions, and theoretical perspectives.

CAT 524

Conferences are individual discussions between one faculty member and one student. Conferences are where teaching takes place and represent the core or “heart” of the program, and are scheduled every day of the Summer terms. Conference topics include, but are not restricted to, technique, conceptualization of the student’s work, discussion of cultures and social issues and their relation to artistic practice, possible new or tangential directions, and theoretical perspectives.

CAT 526

Conferences are individual discussions between one faculty member and one student. Conferences are where teaching takes place and represent the core or “heart” of the program, and are scheduled every day of the Summer terms. Conference topics include, but are not restricted to, technique, conceptualization of the student’s work, discussion of cultures and social issues and their relation to artistic practice, possible new or tangential directions, and theoretical perspectives.

CAT 600

The master’s project is a professional-level exhibition or performance of work created and produced during the latter part of the student’s experience in the program. The concept underpinning the project has been defended and pronounced foundationally sound and fully developed by the fault. The exhibition or performance of the master’s project demonstrates evidence of exemplary craft, execution and presentation of the concept. The written master’s thesis defends the aesthetic direction of the arts practice, and describes how research, skill acquisition and process were combined in the development of the concept supporting the master’s project.

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