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Exhibition, Label, Catalogue
Proposal and Annotated Bibliography Due: 11/20
Rough Draft Due: 11/29
Final Draft of Artifact and Label Due 12/4
Final Draft of Catalogue Article Due: 12/6
This term we will be taking over the Wisser Library atrium with an exhibition of our own design that makes an argument about Women, Technology, and Art. Each member of the class will contribute an artifact, caption, and article to our exhibition and corresponding catalogue on Scalar that asserts a thesis that you will support with analysis of texts we have read and your own research with primary and secondary sources.
Exhibition, Label, Catalogue
Proposal and Annotated Bibliography Due: 11/20
Rough Draft Due: 11/29
Final Draft of Artifact and Label Due 12/4
Final Draft of Catalogue Article Due: 12/6
This term we will be taking over the Wisser Library atrium with an exhibition of our own design that makes an argument about Women, Technology, and Art. Each member of the class will contribute an artifact, caption, and article to our exhibition and corresponding catalogue on Scalar that asserts a thesis that you will support with analysis of texts we have read and your own research with primary and secondary sources.
- Artifact (10% of course grade): Each student will contribute one multimodal artifact to the exhibition. It will combine at least two forms of communication (written, oral, visual, electronic, and nonverbal). Your object will respond to a text or concept we have addressed this term and engage the overall theme of the exhibition. Your artifact can take whatever shape you would like, some ideas include art objects, videos, posters, maps, charts, diagrams, architectural designs, advertisements, and book covers. You can work with other students and pair or cluster your artifacts, but each student will be responsible for his or her own work.
- Some tools you might use include Google Maps, Google Tour Builder, Piktochart for posters or infographics, Moovly for videos (see the project below), Microsoft Word, PowerPoint, Photoshop, a Prezi, or a template from Wix or Weebly. You do not need to make these materials public and can share them by sending an invitation to the instructor.
- Digital Artifacts can be built in groups, but each student will receive his or her own grade.
- Label (5% of course grade) (50 words): Each student will compose a label accompanying their artifact in the exhibition that addresses what viewers need to know in order to interpret your artifact in light of the exhibit as a whole.
- Catalogue Article (10% of course grade) 1200 word essay, researched, interpreting your artifact in light of the texts we read this term and including images of your artifact and others related to it You will need analyze quotations from at least one of the texts we read in depth.
- For your research:
- One source must be a book about the text you address or a historical facet of what you investigate.
- One source must be a peer reviewed journal article addressing one of the texts you address, which you can find using databases from our library's website.
- Another source must be a primary source you have located, which could be a print article, a historical photograph that you will examine, or a newspaper or magazine article from the time period. You can also find these resources from our library's databases.
- Your remaining sources can also include existing documentaries, podcasts, and interviews that you use to investigate the genre. Use proper MLA format for annotated bibliography. See the online sample annotated biography here
- For your research:
- Submit your caption, label, and catalogue article in Word document on Blackboard. You will also post your final draft of your article and images of your artifact to our catalogue on Scalar. For your artifact, you can use Google Drive store and submit audiovisual material. Share it with an invitation to the instructor's email. Do not make your videos available for the public online. Make sure to save your files in a format that can be viewed by both Mac and Windows users.
- You are required to include a list of works cited in MLA format at the end of your article acknowledging all sources you have consulted, including webpages, interviews, and audiovisual materials. You must use your own words and cite all sources appropriately. Using others’ words or ideas without acknowledging them is plagiarism.
- You will lose points for incorrect citation format and lack of proofreading. You can consult MLA guidelines here:https://owl.english.purdue.edu/owl/resource/747/01/
- You will also lose points for lack of effort, depth, and careful textual analysis. Build from your experiences this term to demonstrate your analytical skills, creativity, and intellectual risk taking.
- You will also lose points for not demonstrating correct integration of quotations. Remember that you need to analyze quotations that you include. Select quotations in which the language is necessary. If you can put a quotation in your own words, you don't need to quote it and you can summarize its contents and cite the page number in parentheses. Make sure to punctuate quotations correctly. This website may also be helpful:https://writing.wisc.edu/Handbook/QuoLiterature.htm
- Proposal: Students will write a 500-word proposal for their artifact and catalogue article. The proposal must use one of the templates from They Say/I Say to assert a preliminary thesis for the project, state key questions your project will address, discuss why these questions are important, and the materials you will analyze, including quotations from the texts you consider.
- Our exhibition will have a theme that we will decide and your artifacts will respond to this theme as you interpret the texts we have read this term. In preparation for this task, you will make an argument about Women, Technology, and Art, analyzing two quotations from at least one text we read, using the templates in They Say/I Say. You can repeat the content of previous blog postings, but you should revise it to fit this context. Your proposal should address the ways that you would like to contribute to the exhibition.
- Your proposal will respond to the following questions. Use paragraphs rather than responding in a list.
- What kind of artifact will you design? Print or digital? A physical artifact or a video or recording?
- How will your artifact relate to our theme and other artifacts by your classmates?
- How is your artifact significant in relation to the text you address and topics we have discussed this term? How does it respond to the topic of Women, Technology, and Art. Analyze at least two quotations from at least one text we read to support and develop your response.
- What areas would you like to research further in your catalogue article? Film and performance? Science fiction? Comics? How a particular author's work has been interpreted? A combination of these ideas? Begin to collect sources and think about the argument you will make and the relationship of your artifact to it.
- Annotated bibliography: Students will focus their research topic to a working thesis and include an annotated bibliography of at least five sources. State your thesis at the top of the annotated bibliography. While this project incorporates research, your focus should be on the text or texts you analyze from the course.
- One source must be a book about the text you address or a historical facet of what you investigate.
- One source must be a peer reviewed journal article addressing one of the texts you address, which you can find using databases from our library's website.
- Another source must be a primary source you have located, which could be a print article, a historical photograph that you will examine, or a newspaper or magazine article from the time period. You can also find these resources from our library's databases.
- Your remaining sources can also include existing documentaries, podcasts, and interviews that you use to investigate the genre. Use proper MLA format for annotated bibliography. See the online sample annotated biography here.
- Presentation (15% of Course Grade): During the final weeks of the term, each student will deliver a 5-7-minute presentation introducing the argument of her research project and its significance. Remember that presentations do not need to summarize texts we have read. Instead, teach the class why your findings matter.
- The presentations must also analyze at least two quotations from at least one text we read. Your presentation must also introduce your digital artifact and its role in your project.
- Student presentations must engage the class. Practice ahead so that you will be relaxed and poised, able to discuss your fascinating research in clear and lively manner. Do not read from a prepared script. Instead, compose notes that you can refer to as you present. Some strategies for involving your audience include asking questions and posing topics for discussion. As you practice, time your presentation and do not go over seven minutes. Stick to five minutes and then you can be more at ease as you present, knowing you have two additional minutes if you need them.
- Remember to be an attentive listener and active participant as your classmates present. Students will be completing evaluations of each other's presentations during class.
Examples of student visual and electronic artifacts interpreting texts
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