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An Introduction to the Beat Poetry Movement
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An Introduction to the Beat Poetry Movement
Beat Poet Webquest Pdf
Beat Poet Webquest Pdf
khulings
Webquest Project
Webquest Project
daveymc
Handout to accompany AEJMC panel presentation
AEJMC Literary Journalism Handout 2016 Assignments
AEJMC Literary Journalism Handout 2016 Assignments
Mitzi Lewis
AEJMC panel presentation
AEJMC Literary Journalism Presentation 2016
AEJMC Literary Journalism Presentation 2016
Mitzi Lewis
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jlhowe
Webquest Powerpoint 2003
Webquest Powerpoint 2003
jlhowe
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guest25d330
Presentation: The State of the Art: Analysis of Survey Responses from Literary Journalism Educators Panel: Story Talk, Story Craft: Classroom Challenges of Literary Journalism May 2015 Conference: “Literary Journalism: Media, Meaning, Memory” The Tenth International Conference for Literary Journalism Studies (IALJS-10)
The State of the Art: Analysis of Survey Responses from Literary Journalism E...
The State of the Art: Analysis of Survey Responses from Literary Journalism E...
Mitzi Lewis
Recommandé
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Beat Poet Webquest Pdf
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Handout to accompany AEJMC panel presentation
AEJMC Literary Journalism Handout 2016 Assignments
AEJMC Literary Journalism Handout 2016 Assignments
Mitzi Lewis
AEJMC panel presentation
AEJMC Literary Journalism Presentation 2016
AEJMC Literary Journalism Presentation 2016
Mitzi Lewis
Webquest Powerpoint 2003
Webquest Powerpoint 2003
jlhowe
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Music Rocks The Ages
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guest25d330
Presentation: The State of the Art: Analysis of Survey Responses from Literary Journalism Educators Panel: Story Talk, Story Craft: Classroom Challenges of Literary Journalism May 2015 Conference: “Literary Journalism: Media, Meaning, Memory” The Tenth International Conference for Literary Journalism Studies (IALJS-10)
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Mitzi Lewis
Poetry WebQuest
Poetry WebQuest
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This is a WebQuest for Poetry created in my Education Technology and Assessment class at Colorado State University.
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Poetry WebQuest
trhl1525
Technology Implementation Presentation
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Walt Whitman WebQuest
secksmpls
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You Thinkin.docx
Reflective Writing and the Revision Process What Were You Thinkin.docx
sodhi3
Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
Reflective Writing and the Revision Process What Were You T.docx
Reflective Writing and the Revision Process What Were You T.docx
sodhi3
Prepare: · Read Chapters 1, 2, and 3 of your textbook. · Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them. · Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below: · African Americans · Native Americans/American Indians · Women · Immigrants Reflect: · Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. · Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. · Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period? · How did your chosen group impact the history of this period? · Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response. Write: Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following: · What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? · Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion. · Explain the changes that members of your chosen group made possible during this period. Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site.. You may use additional scholarly sources to support your points if you choose. As this course uses the “Post First” feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post. Art Analysis Project: Non-Western Art ARTS 1301 ~ Dr. Foltz This semester, you and your group will complete a four-stage project about the art of one non-Western culture (chosen in class). This project fulfills the SOCIAL RESPONSIBILITY and TEAMWORK core objectives set by the THECB and El Centro College. This project is completed in stages: 1. Formal Analysis (museum visit) 2. Research Paper 3. Group Culture Wiki Entry 4. Final Paper (combination of previous steps + group analysis) Due dates for all work are found in eCampus. STAGE 1: FORMA.
Prepare · Read Chapters 1, 2, and 3 of your textbook.· Explor.docx
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An exploration of Abstract Expressionism designed for advanced high school art students.
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Hum 201 WW [Semester] [Instructor] [Email] 1Chicago Public Art ProjectPoint Value: 50 pts possible 50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4 (your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts) PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.] Step 1: Ponder and Plan Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art? · Who are these public artists? · Where is their art? · How do these works reflect or “live” in a neighborhood? · How do communities assign value to them…or not? · Do the styles, content, media, or messages differ across Chicago’s map? · Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city? · Can you imagine these spaces without the art? Do you imagine replacing them with different one? This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.” You are assigned to visit or re-visit FOUR public art works in person. · TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.). · The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.) Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES. Step 3: Share and Enlighten Us! After you have visited all four public art locations, write a TOUR GUIDE to share with us! You should have four entries (one for each piece) in your tour guide. Each entry should include: 1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece 2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
Hum 201 WW[Semester][Instructor][Email] 1Chicago Public Ar
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Amy Vailwebquest Template0
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Understanding Accommodations and Modifications
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Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886
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Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
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Prepare: · Read Chapters 1, 2, and 3 of your textbook. · Explore the Alien Menace (Links to an external site.)Links to an external site. article thoroughly, viewing all of the links. You are not required to answer the questions on the website, only to consider them. · Choose the group that you plan to focus on during this course and in your Final Project. You must choose from the groups listed below: · African Americans · Native Americans/American Indians · Women · Immigrants Reflect: · Reflect on the restrictions and beliefs based on race, gender, ethnicity, and national origin that were common in American society during the last half of the 1800s. · Think about the changes (both positive and negative) that came about as a result of the industrial revolution and westward expansion. · Think about how discrimination shaped the experiences of each group. What particular challenges and opportunities did each group confront during this period? · How did your chosen group impact the history of this period? · Consult The Anatomy of a Discussion Board (Links to an external site.)Links to an external site. as well as Critical Thinking: A Guide to Skillful Reasoning (Links to an external site.)Links to an external site. as you formulate your response. Write: Include your chosen group in your discussion title. Based on the chapters in your textbook and the required exhibit, answer the following: · What are some of the ways that restrictions and beliefs based on race, ethnicity, gender, and national origin shaped American society in the latter half of the 1800s? · Assess how these restrictions shaped your chosen group’s experience of the industrial revolution and/or westward expansion. · Explain the changes that members of your chosen group made possible during this period. Your initial post should be at least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center (Links to an external site.)Links to an external site.. You may use additional scholarly sources to support your points if you choose. As this course uses the “Post First” feature, you will not be able to see other posts in a forum until you have posted there as well. If you need a modeled example for a discussion post check out the Sample Discussion Post. Art Analysis Project: Non-Western Art ARTS 1301 ~ Dr. Foltz This semester, you and your group will complete a four-stage project about the art of one non-Western culture (chosen in class). This project fulfills the SOCIAL RESPONSIBILITY and TEAMWORK core objectives set by the THECB and El Centro College. This project is completed in stages: 1. Formal Analysis (museum visit) 2. Research Paper 3. Group Culture Wiki Entry 4. Final Paper (combination of previous steps + group analysis) Due dates for all work are found in eCampus. STAGE 1: FORMA.
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Hum 201 WW [Semester] [Instructor] [Email] 1Chicago Public Art ProjectPoint Value: 50 pts possible 50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4 (your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts) PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.] Step 1: Ponder and Plan Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art? · Who are these public artists? · Where is their art? · How do these works reflect or “live” in a neighborhood? · How do communities assign value to them…or not? · Do the styles, content, media, or messages differ across Chicago’s map? · Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city? · Can you imagine these spaces without the art? Do you imagine replacing them with different one? This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.” You are assigned to visit or re-visit FOUR public art works in person. · TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.). · The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.) Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES. Step 3: Share and Enlighten Us! After you have visited all four public art locations, write a TOUR GUIDE to share with us! You should have four entries (one for each piece) in your tour guide. Each entry should include: 1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece 2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
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