Romanticism to Modernism Art Project
REMEMBER THAT THIS IS NOW CONSIDERED TO BE WORTH 20 PTS AND REPLACES THE TWO SEPARATE ART PROJECTS THAT HAD BEEN LISTED ON THE SYLLABUS.
Due Wednesday Jan 14th, 2009
1. Create a work of “art” that must present/deal/question/struggle with the concept of Romanticism or Modernism or the transition between the two.
2. Use the medium of your choice. (Poems must be min. 150 words long)
3. Must clearly make use of either Romantic or Modern ideals/concepts as presented and discussed in class. (see below)
4. Must be accompanied with a short essay of 1-2 pages (typed, MLA formatting, etc.) in which you accurately describe how Romanticism and/or Modernism is dealt with and presented in your art AND which also clearly points out and explains which of the Romantic or Modern ideals/concepts are used and how they are conveyed. In addition the essay must explain the subject matter, symbolism, and a self-critique of how well or not the subject was conveyed.
5. Must be presented/explained by you to the entire class
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
The language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
Truth/Meaning comes from the thing itself and not through human interpretation/metaphor.
…For the purposes of this class Modernism = Anti-Romanticism
Monday, December 8, 2008
Thursday, October 30, 2008
Scarlet Letter Response Essay
Pick one of the below passages from the Scarlet Letter. Write a well crafted essay in which you reflect on the meaning of the quote.
It must be typed, double spaced, use MLA formatting, proper grammar, punctuation, and spelling. The length should be between 2 and 4 pages.
You may explain:
-how the passage connects to your own life/world view
-how it reflects themes and concepts from the novel
-how it expresses a Romantic ideal
-any combination of the above
a. Be true! Be True! Be True! Show freely the world, if not your worst, yet some trait whereby the worst may be inferred.
b. Love, whether newly born, or aroused from a deathlike slumber, must always create sunshine, filling the heart so full of radiance, that it overflows upon the outward world.
c. It is a curious subject of observation and inquiry, whether hatred and love be not the same thing at bottom. Each, in its utmost development, supposes a high degree of intimacy and heart-knowledge; each renders one individual dependent for the food of his affections and spiritual life upon another; each leaves the passionate lover, or the no less passionate hater, forlorn and desolate by the withdrawal of his object.
d. To the untrue man, the whole universe is false,- it is impalpable,- it shrinks to nothing within his grasp.
e. No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true.
f. In our nature, however, there is a provision, alike marvelous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it.
It must be typed, double spaced, use MLA formatting, proper grammar, punctuation, and spelling. The length should be between 2 and 4 pages.
You may explain:
-how the passage connects to your own life/world view
-how it reflects themes and concepts from the novel
-how it expresses a Romantic ideal
-any combination of the above
a. Be true! Be True! Be True! Show freely the world, if not your worst, yet some trait whereby the worst may be inferred.
b. Love, whether newly born, or aroused from a deathlike slumber, must always create sunshine, filling the heart so full of radiance, that it overflows upon the outward world.
c. It is a curious subject of observation and inquiry, whether hatred and love be not the same thing at bottom. Each, in its utmost development, supposes a high degree of intimacy and heart-knowledge; each renders one individual dependent for the food of his affections and spiritual life upon another; each leaves the passionate lover, or the no less passionate hater, forlorn and desolate by the withdrawal of his object.
d. To the untrue man, the whole universe is false,- it is impalpable,- it shrinks to nothing within his grasp.
e. No man for any considerable period can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true.
f. In our nature, however, there is a provision, alike marvelous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it.
Monday, October 6, 2008
The Scarlet Letter revised reading schedule:
Make sure to have read the chapters BY THE DATE INDICATED.
Oct. 6: Chap.3 and 4
Oct. 7: Chap. 5 and 6
Oct. 8: Chap 7 and 8
Oct: 13: Chap 9, 10, 11, 12
Oct 14: Chap 13 and 14
Oct 15: Chap 15 and 16
Oct 16: Chap 17 and 18
Oct 20: Chap 19, 20, 21, 22
Oct 21: Chap 23 and 24 THE END!
Oct. 6: Chap.3 and 4
Oct. 7: Chap. 5 and 6
Oct. 8: Chap 7 and 8
Oct: 13: Chap 9, 10, 11, 12
Oct 14: Chap 13 and 14
Oct 15: Chap 15 and 16
Oct 16: Chap 17 and 18
Oct 20: Chap 19, 20, 21, 22
Oct 21: Chap 23 and 24 THE END!
Tuesday, September 16, 2008
1st Paper Assignment
1st Paper Assignment
• 3-4 pages, typed, double spaced
• MLA formatting
• You Must have an introduction paragraph that clearly states your thesis and outlines the main points of each of your supporting paragraphs.
• You must have a concluding paragraph that accurately sums up the points you just made.
Topic List:
1. Select one poem from Songs of Innocence AND one from Songs of Experience that we did not discuss in class. Make sure as best you can that they are PAIRED. That is, each poem discusses/presents one “side” of a concept. Then:
Compare and contrast how the poems each present the similar topic. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
Explain how each poem exemplifies the traits of Romanticism that we have discussed in class. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
2. Select one poem from either Songs of Innocence OR Songs of Experience. Compare and contrast that to one of the Goethe poems we discussed in class. How are they similar and different? Discuss style, subject matter, philosophical issues. (SEE ABOVE FOR EXPECTATIONS). Then:
Explain how the Blake poem exemplifies the traits of Romanticism that we have discussed in class. (SEE ABOVE FOR EXPECTATIONS).
Explain how the Goethe poem exemplifies both traits of Romanticism and the The Age of Reason. (SEE ABOVE FOR EXPECTATIONS).
3. Your own topic covering any material we have discussed in class and/or read as home work. This can include any of the paintings we have viewed. This topic must be approved by the instructor in advance.
• 3-4 pages, typed, double spaced
• MLA formatting
• You Must have an introduction paragraph that clearly states your thesis and outlines the main points of each of your supporting paragraphs.
• You must have a concluding paragraph that accurately sums up the points you just made.
Topic List:
1. Select one poem from Songs of Innocence AND one from Songs of Experience that we did not discuss in class. Make sure as best you can that they are PAIRED. That is, each poem discusses/presents one “side” of a concept. Then:
Compare and contrast how the poems each present the similar topic. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
Explain how each poem exemplifies the traits of Romanticism that we have discussed in class. YOU MUST GIVE SPECIFIC EXAMPLES FROM THE POEMS BY QUOTING LINES AND EXPLAINING EXACTLY HOW YOUR EXAMPLES CORRESPOND TO THE POINT YOU ARE TRYING TO MAKE.
2. Select one poem from either Songs of Innocence OR Songs of Experience. Compare and contrast that to one of the Goethe poems we discussed in class. How are they similar and different? Discuss style, subject matter, philosophical issues. (SEE ABOVE FOR EXPECTATIONS). Then:
Explain how the Blake poem exemplifies the traits of Romanticism that we have discussed in class. (SEE ABOVE FOR EXPECTATIONS).
Explain how the Goethe poem exemplifies both traits of Romanticism and the The Age of Reason. (SEE ABOVE FOR EXPECTATIONS).
3. Your own topic covering any material we have discussed in class and/or read as home work. This can include any of the paintings we have viewed. This topic must be approved by the instructor in advance.
Wednesday, September 10, 2008
Age of Reason to Modernism Explained
Age of Reason c. 1700-1800
-Part of the “Enlightenment”
-Emphasis on finely crafted detail and order
-An ideal of the perfection of the individual and of society and vice-versa
-Materialistic instead of spiritual
natural laws govern human behavior
-Either it “is” or it “isn’t”
-American and French Revolutions
Age of Reason con’t.
Reason frees people from ignorance and superstition; thus they become enlightened, and enlightened people can perfect themselves as well as their community at large.
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
Therefore, the language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
…For the purposes of this class Modernism = Anti-Romanticism
-Part of the “Enlightenment”
-Emphasis on finely crafted detail and order
-An ideal of the perfection of the individual and of society and vice-versa
-Materialistic instead of spiritual
natural laws govern human behavior
-Either it “is” or it “isn’t”
-American and French Revolutions
Age of Reason con’t.
Reason frees people from ignorance and superstition; thus they become enlightened, and enlightened people can perfect themselves as well as their community at large.
Romanticism late 1700’s-1900
Artistic/Literary paradigm valuing:
feeling > reason
art > science
extremism > moderation
nature > man made world
“Christian” themes as allegory
Therefore, the language is often color centered, poetic, and emotional
Originally a reaction to the Enlightenment’s/Age of Reason’s emphasis on the rationalization of nature, in art and literature. It legitimized the individual imagination as a critical authority rather than State, Church, or Scientist.
Modernism: Early to mid 20th Cent.
Precise and concise
Topical references
Belief in science and technology
Breaking with traditions
Minimalist prose
…For the purposes of this class Modernism = Anti-Romanticism
Sunday, September 7, 2008
Romanticism to Modernism Syllabus
Romanticism To Modernism
Course Syllabus
Fall Semester 2008/2009
Daily 2 10:35-11:35
Instructor: Kurt Maier
Overview:
NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (writing intensive course) for the purposes of tracking on a transcript as AP or college preparatory.
The theme of this class deals with the paradigm shift from Romanticism to Modernism in the philosophical and artistic world of Western Europe and America. This shift in how individuals thought about/expressed themselves is still reverberating even today. We will focus most of our time and energy on literature produced during this period, but we will also examine how painters and composers expressed this change. Class members will be expected to interpret the texts and works we study through the lens of each movement as well as to tap into their own life experiences and ideas in order to synthesize and explain (through papers and projects) what they think/see/feel.
Reading List:
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
Emily Dickinson, selected poems
Nathaniel Hawthorne, The Scarlet Letter
Joseph Conrad, Heart of Darkness
F. Scott Fitzgerald, The Great Gatsby
selected Modernist poets, TBA
Grading Policy:
The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.
Participation = discussion and attendance 10 points
Paper 1 10
Paper 2 15
Paper 3 15
Romanticism Art Project 10
Modernism Art Project 10
Heart of Darkness Exam 10
Final Exam 20
Breakdown:
100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F
NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.
Final Exam:
A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas of Romanticism and/or Symbolism.
Papers:
Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (better!) grades if the work improves.
Art Projects:
Two different art projects will be assigned. In each one the student will create a piece of visual art (painting, collage, interpretive dance, etc.) that exemplifies the artistic paradigm in question. All Art Projects must include a short essay that interprets and explains how the work of art fulfills the given criteria.
COURSE CALENDAR
Please note that due to class interest, teacher illness, unforeseen events, etc. The assignments and due dates are subject to change. As you can clearly see the Syllabus becomes less specific towards the end of the semester. Those of you who know Trillium will understand that these unplanned weeks will further allow for more time to follow avenues of study as they arise as well as to catch up and complete what was already assigned. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.
Week 1 9/8-9/11
Introduction: From Reason to Romanticism to Modernism
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
Week 2 9/15- 9/18
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
1st paper assigned
Week 3 9/22-9/25 (US campouts)
Romantic Painters and Composers
Emily Dickinson, selected Poems
Week 4 9/29-10/2
Nathaniel Hawthorne, The Scarlet Letter
more Romantic Painters and Composers
1st paper due 10/2
2nd paper assigned
Week 5 10/6-10/19
The Scarlet Letter
Week 6 10/13-10/16
The Scarlet Letter
2nd paper due 10/16
Romanticism Art Project Assigned
Week 7 10/20-10/23
Joseph Conrad, Heart of Darkness
Week 8 10/27-10/30
Heart of Darkness
Week 9 11/3-11/6
Heart of Darkness
Romanticism Art Project due 11/6
Week 10 11/10- 11/13
Heart of Darkness
Modernist painters and composers
Heart of Darkness Exam
Week 11 11/17-11/20
F. Scott Fitzgerald, The Great Gatsby
more Modernist painters and composers
3rd paper assigned
Week 12 11/24-11/27 NO SCHOOL Thanksgiving Break
The Great Gatsby
Week 13 12/1-12/4
The Great Gatsby
Modernist Poets, TBA
Week 14 12/8-12/11
The Great Gatsby
Modernist Poets, TBA
Modernism Art Project Assigned
3rd paper due 12/8
Week 15 12/15-12/18 (Middle School Intensives)
Short Stories, TBA
more Modernist painters and composers
Week 16 NO SCHOOL Winter Break
Week 17 NO SCHOOL Winter Break
Week 18 1/5-1/8
Short Stories, TBA
In Class Short Story Essay Test
Week 19 1/12-1/15
TBA
Modernism Art Project Due 1/14
Week 20 1/19-1/22 (no school on 1/19)
A taste of Post Modernism
All late Projects/ Re-write Papers are Due by 1/21/09!!!
Week 21 1/26-1/29
review
Comprehensive Final Exam 1/28 and 1/29
Course Syllabus
Fall Semester 2008/2009
Daily 2 10:35-11:35
Instructor: Kurt Maier
Overview:
NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (writing intensive course) for the purposes of tracking on a transcript as AP or college preparatory.
The theme of this class deals with the paradigm shift from Romanticism to Modernism in the philosophical and artistic world of Western Europe and America. This shift in how individuals thought about/expressed themselves is still reverberating even today. We will focus most of our time and energy on literature produced during this period, but we will also examine how painters and composers expressed this change. Class members will be expected to interpret the texts and works we study through the lens of each movement as well as to tap into their own life experiences and ideas in order to synthesize and explain (through papers and projects) what they think/see/feel.
Reading List:
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
Emily Dickinson, selected poems
Nathaniel Hawthorne, The Scarlet Letter
Joseph Conrad, Heart of Darkness
F. Scott Fitzgerald, The Great Gatsby
selected Modernist poets, TBA
Grading Policy:
The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.
Participation = discussion and attendance 10 points
Paper 1 10
Paper 2 15
Paper 3 15
Romanticism Art Project 10
Modernism Art Project 10
Heart of Darkness Exam 10
Final Exam 20
Breakdown:
100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F
NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.
Final Exam:
A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas of Romanticism and/or Symbolism.
Papers:
Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (better!) grades if the work improves.
Art Projects:
Two different art projects will be assigned. In each one the student will create a piece of visual art (painting, collage, interpretive dance, etc.) that exemplifies the artistic paradigm in question. All Art Projects must include a short essay that interprets and explains how the work of art fulfills the given criteria.
COURSE CALENDAR
Please note that due to class interest, teacher illness, unforeseen events, etc. The assignments and due dates are subject to change. As you can clearly see the Syllabus becomes less specific towards the end of the semester. Those of you who know Trillium will understand that these unplanned weeks will further allow for more time to follow avenues of study as they arise as well as to catch up and complete what was already assigned. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.
Week 1 9/8-9/11
Introduction: From Reason to Romanticism to Modernism
Johann Wolfgang Goethe, selected poems
William Blake, Songs of Innocence and Experience
Week 2 9/15- 9/18
John Keats, Ode On A Grecian Urn
Edgar Allen Poe, The Tell-Tale Heart and Cask of the Amontillado
1st paper assigned
Week 3 9/22-9/25 (US campouts)
Romantic Painters and Composers
Emily Dickinson, selected Poems
Week 4 9/29-10/2
Nathaniel Hawthorne, The Scarlet Letter
more Romantic Painters and Composers
1st paper due 10/2
2nd paper assigned
Week 5 10/6-10/19
The Scarlet Letter
Week 6 10/13-10/16
The Scarlet Letter
2nd paper due 10/16
Romanticism Art Project Assigned
Week 7 10/20-10/23
Joseph Conrad, Heart of Darkness
Week 8 10/27-10/30
Heart of Darkness
Week 9 11/3-11/6
Heart of Darkness
Romanticism Art Project due 11/6
Week 10 11/10- 11/13
Heart of Darkness
Modernist painters and composers
Heart of Darkness Exam
Week 11 11/17-11/20
F. Scott Fitzgerald, The Great Gatsby
more Modernist painters and composers
3rd paper assigned
Week 12 11/24-11/27 NO SCHOOL Thanksgiving Break
The Great Gatsby
Week 13 12/1-12/4
The Great Gatsby
Modernist Poets, TBA
Week 14 12/8-12/11
The Great Gatsby
Modernist Poets, TBA
Modernism Art Project Assigned
3rd paper due 12/8
Week 15 12/15-12/18 (Middle School Intensives)
Short Stories, TBA
more Modernist painters and composers
Week 16 NO SCHOOL Winter Break
Week 17 NO SCHOOL Winter Break
Week 18 1/5-1/8
Short Stories, TBA
In Class Short Story Essay Test
Week 19 1/12-1/15
TBA
Modernism Art Project Due 1/14
Week 20 1/19-1/22 (no school on 1/19)
A taste of Post Modernism
All late Projects/ Re-write Papers are Due by 1/21/09!!!
Week 21 1/26-1/29
review
Comprehensive Final Exam 1/28 and 1/29
Thursday, May 1, 2008
Western Film class Essays due 5/15
1. Compare and contrast Ringo (Stagecoach) with Ethan (The Searchers) AND either Josey Wales or William Munny. Make sure to discuss their basic character traits, their motivations, and who and how they interact with others. Look for similarities and differences.
2. How are the films Unforgiven and The Outlaw Josey Wales both similar and different?
3. Examine and explain the differences and similarities in how Native Americans are portrayed in Stagecoach, The Searchers and The Outlaw Josey Wales.
4. Select your own topic. You must present me an idea for approval before you begin.
All papers should use direct examples from the films to support your arguments.
Plagiarized papers (or any portion) will result in ZERO grades with no chance for a re-write.
Rewrites will be assigned a new grade not withstanding any late penalties. If a re-write is required and it is not turned in by Thursday June 12th the paper will be counted as a ZERO. Please remember that no Incompletes will be given. All work must be turned in by 1:45pm on June 12th.
Late papers will be penalized 10% off for each school day they are late. Late penalties begin at 12:40pm.
Due: Thursday, May 15 AT THE START OF CLASS.
2. How are the films Unforgiven and The Outlaw Josey Wales both similar and different?
3. Examine and explain the differences and similarities in how Native Americans are portrayed in Stagecoach, The Searchers and The Outlaw Josey Wales.
4. Select your own topic. You must present me an idea for approval before you begin.
All papers should use direct examples from the films to support your arguments.
Plagiarized papers (or any portion) will result in ZERO grades with no chance for a re-write.
Rewrites will be assigned a new grade not withstanding any late penalties. If a re-write is required and it is not turned in by Thursday June 12th the paper will be counted as a ZERO. Please remember that no Incompletes will be given. All work must be turned in by 1:45pm on June 12th.
Late papers will be penalized 10% off for each school day they are late. Late penalties begin at 12:40pm.
Due: Thursday, May 15 AT THE START OF CLASS.
Tuesday, April 8, 2008
HS Independent Reading
Minimum Requirements
• Read at least two novels from the selected list.
• Complete at least two Book Reports (one for each novel)
• Create and present to class at least two Artistic Responses (A and B)
• Two timed writing sessions
• Write at least one 4-6 page essay on one of the novels you have read.
Book reports: Must be typed/double spaced and use standard margins and fonts.
*Make a judgment about the book. Be fair but don’t be afraid to give high praise or strong criticism. Be certain you make a clear judgment, as this will be the foundation of the review.
*In the introduction, use a hook to grab the reader’s attention, but make sure the hook fits the tone of your judgment (it will be a prelude to expressing your opinion). In the introduction, be sure to give the author’s name, the title of the book, and the genre it is. Finally, in the introduction, give your opinion/judgment of the novel.
*In the body paragraphs, include:
-a summary of the novel in a few short sentences, including the conflict/plot and setting. Make this summary clear and crisp.
-a discussion of the main characters: Are they believable? Likeable? Do you get to know the characters in depth or superficially?
-explain/defend your reasons for the judgment you’ve made: Why is this a well-written book? Or why not? Is it a challenging novel? Does it relate to your life? Can readers learn from it? Use details/quotes from the novel to support your claims. In this part, include as many paragraphs as you need.
*In the conclusion, make a recommendation to the reader. Wrap up in an interesting way.
Artistic Responses:
A. Student will prepare a creative presentation in which she/he creates a piece of art (painting, poem, song, etc.) that responds to/interprets one of the novels. In addition to the presentation there must be a written statement of Artistic Intent (1-2 pages). DETAILS TBA IN CLASS.
B. Student will prepare a creative presentation in which she/he compares some piece of art (painting, poem, song, etc.) to one of the novels.
Presentations will be graded on insight and depth, preparation, and public speaking skills including voice, posture, and eye contact.
Timed Writing: Two times this Quarter, you will have a timed, “on-demand” writing activity about your independent reading book. You will have a 30-minute period to write on an aspect of the book. You will not be told the aspect in advance. Timed writing will be graded on organization, completeness, accuracy, and insight. We will have a mini-lesson on how to succeed at timed writing before the first on-demand writing activity
Essay: Student will work with the teacher to develop a thesis that explores some aspect of the novel’s theme and symbolism. Due by end of period on the second to last day of class.
There will be NO INCOMPLETES GIVEN. All assigned work must be turned in by the end of the period on the last day that the class meets. All work not turned in by this time will not be graded and assignments that are missing will be graded as ZEROS.
• Read at least two novels from the selected list.
• Complete at least two Book Reports (one for each novel)
• Create and present to class at least two Artistic Responses (A and B)
• Two timed writing sessions
• Write at least one 4-6 page essay on one of the novels you have read.
Book reports: Must be typed/double spaced and use standard margins and fonts.
*Make a judgment about the book. Be fair but don’t be afraid to give high praise or strong criticism. Be certain you make a clear judgment, as this will be the foundation of the review.
*In the introduction, use a hook to grab the reader’s attention, but make sure the hook fits the tone of your judgment (it will be a prelude to expressing your opinion). In the introduction, be sure to give the author’s name, the title of the book, and the genre it is. Finally, in the introduction, give your opinion/judgment of the novel.
*In the body paragraphs, include:
-a summary of the novel in a few short sentences, including the conflict/plot and setting. Make this summary clear and crisp.
-a discussion of the main characters: Are they believable? Likeable? Do you get to know the characters in depth or superficially?
-explain/defend your reasons for the judgment you’ve made: Why is this a well-written book? Or why not? Is it a challenging novel? Does it relate to your life? Can readers learn from it? Use details/quotes from the novel to support your claims. In this part, include as many paragraphs as you need.
*In the conclusion, make a recommendation to the reader. Wrap up in an interesting way.
Artistic Responses:
A. Student will prepare a creative presentation in which she/he creates a piece of art (painting, poem, song, etc.) that responds to/interprets one of the novels. In addition to the presentation there must be a written statement of Artistic Intent (1-2 pages). DETAILS TBA IN CLASS.
B. Student will prepare a creative presentation in which she/he compares some piece of art (painting, poem, song, etc.) to one of the novels.
Presentations will be graded on insight and depth, preparation, and public speaking skills including voice, posture, and eye contact.
Timed Writing: Two times this Quarter, you will have a timed, “on-demand” writing activity about your independent reading book. You will have a 30-minute period to write on an aspect of the book. You will not be told the aspect in advance. Timed writing will be graded on organization, completeness, accuracy, and insight. We will have a mini-lesson on how to succeed at timed writing before the first on-demand writing activity
Essay: Student will work with the teacher to develop a thesis that explores some aspect of the novel’s theme and symbolism. Due by end of period on the second to last day of class.
There will be NO INCOMPLETES GIVEN. All assigned work must be turned in by the end of the period on the last day that the class meets. All work not turned in by this time will not be graded and assignments that are missing will be graded as ZEROS.
American Western Film Class
What we've seen so far:
Stagecoach
The Searchers
The Outlaw Josey Wales
Attendance is mandatory. (And in case you’re wondering, I will allow coffee breaks.) I will not show films outside of class time. If this is a problem for you, please drop the class. All students are expected to attend and be on time. If a student misses 4 classes, her or his final grade will drop by a full 25%. If a student misses 5 classes he or she WILL NOT BE ABLE TO PASS and regardless of other work will receive a grade of F.
A missed class includes skipping, not returning from bathroom breaks in a timely manner, being told/asked to leave class and any missed classes due to behavior suspensions or send homes form incidents not involving this class.
Being more than 10 or more minutes late will equal an absence.
Films WILL NOT be loaned to students. If you miss a film or part of one you are still responsible for finding a way to finish it on your own. You will not be excused from or given extensions on any film related assignment due to an absence.
Film Reviews:
Once a film has been viewed in class THE NEXT DAY THE CLASS MEETS each student is responsible for turning in a brief film review that answers the following questions IN COMPLETE SENTENCES.
1. What was your overall opinion of the film and why?
2. What part of the film made the biggest impression on you and why?
3. What did you least like about the film and why?
4. What, besides the basic plot, was the film about? (themes and symbolism)
Extended Essays:
In addition to the Film Reviews there will be two extended essays (3-6 pages). The topics will are TBA but will revolve around symbolism and themes of the films. These concepts will be discussed in class. Rough draft due dates will be decided in class, but the second of the two essays will be due Friday May 30th. I will not give an essay a final grade until it has been revised based on my feedback. So, if revision is required and you decide not to do it, the assignment is graded as a zero.
This class ends on the last day of the Quarter that it meets. I will not give an Incomplete. All assignments/revisions/reviews are due by the end of that class period. No exceptions.
Thursday, February 28, 2008
Advising PLP's
I (and the rest of the MS Advising Team) are working to update/create Personalized Learning Plans (PLP) with our students. Some students have great ideas...and some are really stuck. The PLP works best when it is something that connects home, school and a student's interests and passions. The most successful student PLP's are best supported when families know what their student is doing, and ask that student about the PLP work on a regular basis. By the way, things on the PLP can be outside of school events and activities.
Email or call me with any ideas you have, items you would like to see on the PLP plan, or questions about the PLP time.
Thanks.
Email or call me with any ideas you have, items you would like to see on the PLP plan, or questions about the PLP time.
Thanks.
HS Poetry Portfolio
Poetry Portfolio Assignment
DUE WEDNESDAY MARCH 19TH. BY THE END OF CLASS.
ALL LATE PORTFOLIOS WILL LOSE 10% PER DAY THAT THEY ARE LATE.
NO ELECTRONTIC SUBMISSIONS WILL BE ACCEPTED.
1. 10 -12 Poems that you wrote (or deeply revised) this Quarter,
presented as a portfolio in a typed/word processed document.
Other types of presentation or exhibition will be accepted only after a conference and approval from Kurt, but the minimum requirement for all students will be the typed portfolio.
2. ALL poems must have accompanying description, in paragraph form, of each poem’s subject matter and imagery. Also explain what inspired you to write it in the first place and your own opinion/judgment of the particular poem.
3. At least 5 poems MUST include specific forms, styles, and subject matter we have discussed/assigned/practiced in class
4. One “large” essay where you discuss the following in paragraph form:
What sort of things/ideas/etc. inspire you to write?
What is your own writing process? Describe it in detail.
How would you describe your own poetry style?
What do you feel are your strengths and weakness of your poetry?
What is the THEME of your portfolio and why?
Grading Rubric
A
• Portfolios will have a theme or idea that your poems all explore in some way. Regardless of the chosen theme, the poetry in your portfolio should be varied in subject matter and style.
• Use of proper grammar, spelling, and writing conventions at all times.
• Portfolio is turned in on or before the due date.
Grades B-F: to be discussed in class.
DUE WEDNESDAY MARCH 19TH. BY THE END OF CLASS.
ALL LATE PORTFOLIOS WILL LOSE 10% PER DAY THAT THEY ARE LATE.
NO ELECTRONTIC SUBMISSIONS WILL BE ACCEPTED.
1. 10 -12 Poems that you wrote (or deeply revised) this Quarter,
presented as a portfolio in a typed/word processed document.
Other types of presentation or exhibition will be accepted only after a conference and approval from Kurt, but the minimum requirement for all students will be the typed portfolio.
2. ALL poems must have accompanying description, in paragraph form, of each poem’s subject matter and imagery. Also explain what inspired you to write it in the first place and your own opinion/judgment of the particular poem.
3. At least 5 poems MUST include specific forms, styles, and subject matter we have discussed/assigned/practiced in class
4. One “large” essay where you discuss the following in paragraph form:
What sort of things/ideas/etc. inspire you to write?
What is your own writing process? Describe it in detail.
How would you describe your own poetry style?
What do you feel are your strengths and weakness of your poetry?
What is the THEME of your portfolio and why?
Grading Rubric
A
• Portfolios will have a theme or idea that your poems all explore in some way. Regardless of the chosen theme, the poetry in your portfolio should be varied in subject matter and style.
• Use of proper grammar, spelling, and writing conventions at all times.
• Portfolio is turned in on or before the due date.
Grades B-F: to be discussed in class.
Monday, February 25, 2008
Vietnam Film Class Film Reviews
Once a film has been viewed in class THE NEXT DAY THE CLASS MEETS each student is responsible for turning in a brief film review that answers the following questions IN COMPLETE SENTENCES.
1. What was your overall opinion of the film and why?
2. What part of the film made the biggest impression on you and why?
3. What did you least like about the film and why?
4. What, besides the war, was the film about? (themes and symbolism)
1. What was your overall opinion of the film and why?
2. What part of the film made the biggest impression on you and why?
3. What did you least like about the film and why?
4. What, besides the war, was the film about? (themes and symbolism)
Subscribe to:
Posts (Atom)