Re-design+document+2.0

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 || ** Peer Assessment*  ** Group peer-assessment survey including both self and peer assessment of individual participation. Rubric to be group-developed using following categories: Exemplary Accomplished Promising Developing Lacking Each Student must create personal synopsis (notes) of resources presented by other groups. Each group will reflectively describe in a paragraph an alternate method of presentation that could have been employed. || PN 2 classes || 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-developed rubric including criteria for: Effort distribution Clarity Organization Thoroughness. Development of an  effective premise. Effectiveness of  facilitation of in- class activity. || 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 || || Development of Cultural Literacy based on 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 readings. || In-Class Rubric Development || Cultural Literacy White Privilege, Male Privilige Class Privilege Problem Groups Fitting in Restricted Access Internalized “ism” || Group dramatic composition Acting Rehearsal/polish Timing Humorous treatment of sensitive topics. Vocal projection. Diction. “Presence” || ** Peer Assessment. ** * Star system rubric developed in-class with criteria for: Polish Clarity of script Vocal projection and diction. Effect Entertainment Value || PN 2 classes || || Bring in outside facilitator to lead reflection? || Awareness of different attitudes in different geographical areas. || Observational depth. Observation of various dramatic techniques including flashback, underscoring, musical transition, visual transition, documentary interview format, re-enactment, use of news clips to further plot. . . || Written reflection. Effort-only assessment with credit or no credit system. || DP/4 Classes || Empathy. || Group composition. Interaction of video/sound. Group composition (music) || Prompted written group self-assessment. (no grade) || (incl with LP activity || Cultural awareness. Awareness of social value/power of arts education. || Stucture/format in dramatic work.  Advocacy in drama.  || || PN 2 || DP  14 || Possible composition – theatrical and musical || || PN 2 ||
 * ** Class Activity  ** || **  Description  **
 * Or Topic/ ** || **  Previous Structure  ** || **  Revisions  ** || **  Course Concepts/Skills  ** || **  Opera/Musical  **
 * Concepts/Skills ** || **  Assessment  ** || **  Lead Fac/  **
 * CT Alloc ** ||
 * Group Project 1 || Explore campus support resources
 * Instructor Assessment **
 * 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.
 * Synopsis **
 * Activity **
 * Faculty presentation: || Lecture Demo
 * Group Project 3
 * Viewing of // Laramie Project // || Video presentation || In-class viewing. Verbal and written reflection.
 * 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.
 * 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”.
 * 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, ????? || || PR work
 * Final Essay || Final Essay integrating concepts from the Reader and the One Book Opera Project || || || Integration of core course concepts and skills with opera curriculum. || || Faculty assessment. || ||
 * || || || || || || * All group-developed rubrics to include grading values. || ||