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[|Click to see Deborah and Pete's project presentation]. (RealPlayer)


 * ** Class Activity ** || ** Description **
 * Or Topic/ ** || ** Previous Structure ** || ** Revisions ** || ** Course Concepts/Skills ** || ** Opera Concepts/Skills ** || ** Assessment ** || ** Lead Fac/ **
 * CT Alloc ** ||
 * Group Project 1 || Explore campus support resources

2 Class Periods. || In-Class Resource Fair. Groups create table display and brief presentation on an assigned group of support services. || Assignment is to create PSA and ‘Jingle” for assigned area, plus informational handout. || Campus Resource Awareness.

Community/cooperation/teamwork.

Use of digital technology/media || Group dramatic and musical composition.

Identifying class “leaders”.

Use of digital technology/media

Singing/Vocal Projection || Group peer-assessment survey including both self and peer assessment of individual participation. Rubric to be group-developed. ADD: Student must create 1 page personal synopsis of resources presented by other group. || PN 2 classes ||
 * Group Project 2 || Reader Chapter 1 and 2 || Groups create a 3 minute presentation synopsizing and integrating 3 thematically grouped reader articles, and then lead the class in lateral thinking exercise detailed on p. 6 of the Reader. ||  || Understanding and valuing being an educated person.

Doctrine of Academic Freedom

Lateral Thinking/styles of thought/learning

Defining Plagiarism/Ideas as Property

Difference between High School and College

Development and social role of higher education. || Developing creative material without plagiarizing.

Oral presentation skills.

Community/teamwork.

Personal responsibility in a team setting.

Vocal Projection

Diction

Organization || Faculty rubric assessment.

Criteria include: Effort distribution Clear, organized and thorough synopsis. Well-developed and effective premise for activity. Effectiveness of facilitation of in-class activity. Exemplary Accomplished Promising Developing || PN 2 classes || Dramatic arts confronting racial discrimination – 1920’s to present. || Faculty member uses video clips to demonstrate dramatic arts confronting racism, and to illustrate certain concepts of cultural competence. ||  || Stereotyping. De-humanization. Vilification. Animosity. Challenging Stereotype. Humanization. Lionization. Mirroring. Passing. || Modeling of examples of dramatic arts confronting social issues. Others dependent on topic of one-book. Technology integration. || Integrated with Group Project 3. || PN 1 Class || Class Privilege “Problem Groups” Fitting in Restricted Access Internalized “ism” || Group dramatic composition Acting Rehearsal/polish Timing Humorous treatment of sensitive topics. Vocal presentation. Diction. “Presence” || Class peer-assessment. Rubric developed in-class. || PN 2 classes ||
 * Faculty presentation: || Lecture Demo
 * Group Project 3 || Reader Chapter 6. || Groups create a 3-minute sketch illustrating at least 3 concepts/topics (chosen from a list) relating to cultural competence – mostly drawn or extrapolated from Reader Chapter 6 || In-Class Rubric Development || White Privilege, Male Privilige
 * Viewing of //Laramie Project// || Video presentation || In-class viewing. Verbal and written reflection. || Bring in outside facilitator to lead reflection? || Awareness of different attitudes in different geographical areas. ||  || Reflective discussion and writing assignment. || DP/2 Classes ||
 * Creating original film-score to animated short || In class activity. || In 6 groups, students are assigned ca. 4 minutes of animated video. They have approximately 30 minutes to create a soundscape to accompany the video. These are then presented in class. ||  || Cultural awareness based on topics of animated works.

Empathy. || Group composition.

Interaction of video/sound. || Prompted written group self-assessment. (no grade) || DP/ 1 Class ||
 * Viewing of //Tocar y Luchar// || In class viewing of documentary film on Venezualan “La Sistema” youth orchstra program and verbal reflection. ||  ||   || Modeling of arts advocacy “piece”.

Cultural awareness.

Awareness of social value/power of arts education. || Stucture/format in dramatic work. ||  || PN 2 || DP 14 ||
 * Create Mini-Opera || Students create and perform a mini-opera based on the Campus One Book. ||  || New Assessment mechanisms ||   ||   || Weekly group “work logs” and personal “opera project journals” || DP
 * Group Project 4 || Create an Arts Education Advocacy “Piece” || NEW || Groups will collaborate to create an arts education advocacy “piece”. A website, commercial, video, presentation, brochure, song, ????? ||  ||   ||   || PN 2 ||
 * Final Essay || Final Essay integrating concepts from the Reader and the One Book Opera Project ||  ||   ||   ||   || Faculty assessment. ||   ||