this i believe
The information below will give you some sense of the reading, writing, and creative work you will be engaged with during this portion of the semester. There will be variations among each individual course section, so see your instructor for detailed daily schedule, activities, deadlines, etc.
learning goals :: activities
Manifestos. Self-reflection and self-knowledge. Transforming the personal into the social. Using your values as a compass to identify a subject. Engaging the world, and ideas that matter. Becoming a sophisticated media author: using everything you’ve learned about video to make a visual argument that is clear, compelling, and memorable. Becoming a sophisticated media consumer: reflecting on, and analyzing how, we read and digest media everyday.
“Crystalizing Public Opinion”, Edward Bernays
“Everything is an Argument”, Andrea Lunsdford
“On Photography”, Susan Sontag
“Social Documentary”, William Stott
“The Two Persuasions”, William Stott
Entries during this module will focus on self-reflection about personal beliefs and values. Students will engage in a series of directed writing prompts, including writing personal manifestos. This pre-production work will be utilized to conceptualize a topic for the video project.
Putting it all together; rehearsing all that’s been learned so far; making something with real polish.
this I believe
5 – 8 minutes
Values and beliefs, self-knowledge, personal expression and persuasion.
Section instructors will assign a series of directed writings that will encourage students to explore and articulate their personal beliefs and values. Video screenings and class discussions will support this process.
Students will create, present, and discuss personal manifestos.
Building on this groundwork, students will identify a social issue with strong ties to their values and manifestos. After identifying a subject, they will use all the methods previously learned and rehearsed — the creative inquiry model embodied in the four-stage video production process — to create their most ambitious and polished effort of the semester. The concepts of rehearsal and improvisation — rough cuts, multiple drafts, feedback on work-in-progress, successive and incremental refinement — will be encouraged and, in fact, required.
Finished projects will be shared and discussed. Students will receive specifics on due dates and other details from their section instructor.
assessment :: grading rubric
Here is the grading rubric template for this module. As usual, students should consult with their section instructor for specific details, and the assigned grade will reflect an assessment of all components of coursework: electronic journal, finished videos, and classroom participation (including personal skills).
reminder :: final grade assessment
In addition to refering to the completed grading rubrics for each of the three course modules, section instructors will also utilize the master rubric in determining final grades for each student.