Internalize the features of the rubric in order to generate the dopest project possible
Really dig in to the nitty-gritty of the rubric language. Think about the qualities of projects that would exemplify these standards. For each of the 5 questions, write answers on one of the mini-whiteboards on the table. This can be done through bulleted lists, haiku, and/or hashtags.
1. What does thoughtful mean in the context of our project?
2. What does authentic mean in the context of this project?
3. What does it mean for a piece of writing and a creative visual to "work together cohesively"?
4. What does it mean when a project is "refined to exhibition standards"
5. What does it mean to "exemplify beautiful work"?
6. What are some ways that you be creatively intertextual in this project?
For further depth of understanding of using intertextuality as a literary device, click here.
For an example of how to incorporate intertextuality: Jessica's poem "Whichever Road Taken"
2. PROJECT TUNE CRITIQUE
On whiteboards: Write a focusing question for your project tune that your group could give you feedback on.
In groups of 3-4, follow the steps to “tune” each other’s’ project ideas/draft. Spend around 15-20 minutes on each, give or take. Be authentic, specific, helpful, and kind. #goldenrule #ospreysrule
Step 1: Presenter shares project and focusing question (3-5 minutes)
PRESENTER: Describe your project idea and/or share whatever work you have done on it. Share the perspective you are trying to convey with your project. Share struggles and a focusing question for the group.
TUNERS: Listen and think of questions you may have about the project
Step 2. Clarifying Questions (2-3 minutes)
TUNERS: Ask clarifying questions to better understand the project idea and where the presenter wants to take it, that is, to gain clarity. These questions are to get information about the concrete details of the project. They are matter of fact, and should not delve into deeper issues.
Examples:
What materials will you need?
Will you write that in free verse or another form?
Will you need permission for that?
PRESENTERS: Answer the questions. Verbally process the details. Take notes as needed.
Step 3. Probing Questions (5-7 minutes)
TUNERS: Ask probing questions that help the presenter process the potentials and possibilities of his or her project ideas. The purpose of probing questions is NOT to give suggestions, but to help the presenters think more deeply about their project and what they are trying to do with it. Probing questions should be big open-ended questions (think: seminar questions). Write these questions on post-its and hand them to the presenter as you ask them. Every group member must contribute at least one probing question. More are encouraged.
Examples:
What emotional tone are you trying to create with your art? How do you hope your audience will respond to your piece?
How can you use community resources and contacts to help you achieve your goals?
How will you make it intertextual?
IF NECESSARY: Why? (because….) Why? (because…) Why? Etc.
PRESENTERS: Answer the questions OR don’t. Verbally process the details OR just think about them. Take notes as needed.
Step 4. Participant Discussion (5-7 minutes)
ALL: Have an open discussion about the project and share ideas. Address the focusing question and help the presenter get unstuck or figure out his or her direction. Be thoughtful and intellectual Ospreys. Presenter should take notes as need.
Step 5. Rotate and repeat
3. Re-read your digital comp book if you haven't already!
Journal 2.28: Capture your thoughts after today! What are your take-aways and epiphanies? What are the next steps for your project? What are you still stuck on?
Project Conference with Me? Do Beautiful Work!
4. HONORS
Keep reading Cat's Cradle! Seminar pushed back to Tuesday, March 12.
Please revisit the Honors syllabus and make a decision about which essay you might write first. If you want my feedback on a draft, please get it to me ASAP!
