Quest III: Community Engagement
Anthropology 225: Celebrating Culture Through the Arts
Syllabus and Policy Statement
Spring 2015
Signature Question - Intercultural Knowledge and Competence:
How do people understand and bridge cultural differences?
Instructor: Dr. Stephanie May de Montigny
Office: Swart 317a
Office Hours: and by appointment
Office phone 424-7495; Email: may@uwosh.edu
Class Location: Sage 1239
Class Meeting Times: First three weeks: MWF 1:50 to 2:50 pm
Fourth through fourteenth week: MWF 2:00 to 2:45 pm
Field Experience Meeting Times: Tuesday, Wednesday, Thursday 4 to 5 pm
*Meet at field sites starting in the fourth week. Do NOT meet at the UWO classrooms
listed on TitanWeb. Meet at the elementary schools listed below for the day on which
you are registered.
Field Experience Locations: Lighted Schoolhouse Program
Tuesday: Webster Stanley Elementary School
Wednesday: Emmeline Cook Elementary School
Thursday: Washington Elementary School
Course Description:
This course will focus on community engagement with people of diverse ethnic groups.
In particular, students will work with elementary age children involved in the Lighted
Schoolhouse afterschool program at one of three Oshkosh schools: Emmeline Cook, Webster
Stanley, or Washington School. In the course, students will examine how people of various
cultural and ethnic backgrounds communicate through visual art, music, and dance about issues
such as gender, family, identity, tradition, historical consciousness, ideology, experience, and
more. At the same time, students will learn about anthropological approaches to art and
performance, how art illuminates diverse cultures, and how knowledge of culture facilitates
deeper understanding of the arts. In addition, the class will explore art and performance as
experiential modes of learning that go beyond verbal and written means. As part of this process,
students will learn about how anthropologists work with people, especially through ethnographic
methods. These purposes converge in the students’ engagement in the community with the
Lighted School House program (see below) that involves working children and their parents. At
each elementary school, UWO students will lead a series of weekly art-based projects intended
to recognize, explore, share, and celebrate diverse cultural backgrounds. At the end of the
semester, the students will facilitate an afterschool exhibit and performance of the children’s
artistic work for parents and other elementary school staff, parents, and children.
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Course Learning Outcomes:
Through completion of this class, the activities and assignments within it, and the
community engagement experiences, each student will be able to:
Identify and define key anthropological concepts such as: culture, difference, power, ideology,
gender, ethnicity, race, identity, sensibility, cultural relativism, ethnocentrism, and so on.
Develop empathy for others through direct, real-world experience and discussion with diverse
individuals.
Develop cultural awareness and intercultural knowledge.
Dispel stereotypes and preconceptions concerning people different from oneself.
Develop a sense of civic responsibility.
Practice and improve verbal and written communication skills.
Identify, analyze, and synthesize information from different perspectives.
Develop critical and reflexive thinking.
Practice and improve teamwork, leadership, observational, and interpersonal skills.
Exercise one’s creativity, curiosity, open-mindedness, and sense of adventure.
Required Readings (Selections on Digital Reserve on D2L):
Clifford Geertz. 1983. “Art as a Cultural System.” in his Local Knowledge.
David Guss. 1989. To Weave and Sing: Art, Symbol, and Narrative in the S. Amer. Rain Forest.
Luke Lassiter. 2009. Anthropology and Culture. In Invitation to Anthropology.
Craig Steele. 2011. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do.
Grace Fung. 1998. Educating Asian newcomer secondary students: four case studies of schools.
In Struggling to be Heard: The Unmet Needs of Asian Pacific American Children.
Peter Nien-chu Kiang. 1998. Educating the Whole child: Implications for Teachers. In
Struggling to be Heard: The Unmet Needs of Asian Pacific American Children.
Keith Basso. 1979. Portraits of the “Whiteman”: Linguistic Play and Cultural Symbols among
the Western Apache.
Other reading selections: TBA
Course Requirements and Grading:
Written Discussion Questions/Talking Points on Assigned Readings – 20%
*Final Synthesis and Reflection Essay - *EPortfolio Assignment – 25%
Lesson Plan – 15%
Other Written Assignments – 20%
-Bi-weekly “Blog” Entries in an Online “Fieldnote” Journal
-Other assignments TBA
-Peer evaluations
Class Discussion and Participation – 20%
-In-class Attendance, Discussion, and Participation
-Weekly “debriefings”
-In-class Activities
-Weekly Attendance, toting supplies, and involvement in the after school program
-Preparation and participation in Final School Exhibit/Performance
-Preparation and participation in end-of-semester Quest III showcase
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Community Engagement Hours (building intercultural knowledge and competence):
-Participation at Lighted School House after school program: 10
-Participation in end-of-semester Quest III showcase: 1
-In-class workshops with special guests: 3
-Total hours: 14
Description of Selected Course Assignments:
Some of the assignments are described here to give you an idea of what to expect. More
detailed guidelines for particular assignments will be given at the appropriate time. If you do not
understand any of these requirements, please ask. You should keep all assignments and
assignment guidelines until the course is over. All written work must be typed or it will not
receive credit!
Discussion Questions:
On certain days, you will turn in a typed list of three to five reflective questions or
comments (a.k.a talking points) about the readings assigned for that date. What do YOU think?
Reflect upon and explore the issues raised in the readings. I am looking for thorough and
thoughtful discussion. You should discuss how the author addresses the issues, what you think
about them, and how you would relate or compare the readings to your knowledge and
experience, to society and culture. Your discussion should go beyond what the author says in the
text. Questions should prompt class discussion (rather than concern insignificant details). Each
set of discussion questions receives a score out of a possible ten points.
A sample question and reflection follows:
Lewis discusses how capoeira developed among African slaves in Brazil. But
how does that compare to the practice of capoeira today? How has it changed? Lewis
shows that not only has capoeira spread all over the world, but it has also changed within
Brazil itself. Schools have developed which teach capoeira, and a master and apprentice
relationship has evolved for those wishing to learn capoeira. Besides generating different
social relationships behind the dance/martial art, these schools seem to have created new
styles of capoeira. In addition, capoeira has become popular among people of different
socio-economic classes. The appropriation of capoeira by such groups would seem to
indicate processes of globalization and possibly unequal relationships of power (though
different than those of the past).
Assessment: How discussion questions are graded: Each set of discussion questions receives a
score out of a possible ten points. I evaluate the discussion questions on the following criteria:
posing provocative questions (to stimulate class discussion rather than pointing out
minor details);
thoroughness and thoughtfulness of your written discussion;
reflection upon the issues in relation to your own experience and knowledge;
connection to issues beyond the text;
*to receive full credit for your discussion questions, you must contribute your ideas
to class discussion.
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Final Synthesis and Reflection Essay (*EPortfolio Assignment):
This 6 to 8 page essay involves three required components:
1. Analysis: To write their accounts of their field experiences, anthropologists coalesce
and code their fieldnotes. You will be doing the same thing for this essay. Look back through
your blog entries and any other fieldnotes that you made about your participation, observations,
and discussions. Identify recurring themes, patterns, topics, and issues. Connect these points to
interactions, conversations, events, and other examples from your field experience. From these
instances and themes, develop an overall thesis that reflects the main points about what you have
learned. Write up your analysis by introducing your main thesis and subtopics then illustrating
these points by describing the examples that illustrate them. In this regard, you are
accomplishing the learning outcomes of observational skills, critical and reflexive thinking, and
synthesis.
But beware: the best analyses do not overstep their bounds. Avoid unfounded and
unsupportable speculation. Do not make assumptions based on information you can’t see.
Acknowledge that you don’t know what you don’t know. Be sure any assertions are backed up
with ethnographic evidence! Otherwise a weak argument (and grade!) results.
2. Synthesis: In writing their works, scholars consider the literature that has been written
about their topics before and how their own research relates to and contributes to that literature.
You will be doing a similar task by comparing and writing about how your experiences relate to
what you have read in the course. In this sense, you are fulfilling the learning outcomes of
synthesis and reflexive and critical thinking. This comparison should also shape the main points
expressed in your thesis.
3. Reflection: Reflect on and write about your experience overall. How did it expand
your knowledge of and empathy for other people? Your understanding of yourself? How did it
impact your sense of civic responsibility? How did it shape your ideas about your academic
and/or career path, your future community involvement, and/or other areas of your life? In this
aspect, you are meeting the learning outcomes of developing empathy, civic responsibility, and
reflexive thinking.
Assessment: Your final paper will be evaluated according to its fulfillment of the requirements
of the assignment and the learning outcomes listed above, evidence of your hard work and effort,
thoroughness of description, strength of your argument and support of your points, depth of your
analysis, and thoughtfulness in your reflection and in the paper overall.
EPortfolio:
As you move through your courses at UW Oshkosh, you will archive your learning in an
ePortfolio. The ePortfolio will help you keep track of papers, speeches, reports, projects, and
other assignments in your Quest and Explore courses, so that you can see your progress and
connect ideas across different classes. Your ePortfolio assignment will be an important addition
that will demonstrate your critical engagement with the Intercultural Knowledge Signature
Question. You can even use the ePortfolio after you graduate to show evidence of your learning
to employers or graduate schools. In this Quest III course, an assignment related to your
Community Experience will be featured as an ePortfolio artifact. *Your ePortfolio assignment
is your Final Synthesis and Reflection Essay.
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Course Policies
Attendance:
As this is a community engagement course, your attendance is especially important.
Attendance will be taken and will impact your grade. You may be able to make up assignments
if you have documentation for an excusable absence. In-class activities, group work, writing
exercises, and so on, will count towards your grade. In-class work cannot be made up if you
miss a class since it depends on interaction with other students.
Participation:
We will explore various issues and topics through discussion, and you should take notes
at these times so that you can better understand and remember the topics emphasized. Your
thoughtful and sensitive contributions are very valuable (and will improve your grade). Your
participation will be evaluated on how well you listen to the comments of others and build upon
them furthering these investigations for the class as a whole moreso than the mere quantity of
comments. I encourage you to express your thoughts in ways that are respectful and sensitive to
your instructor and fellow classmates. Of course, you should give others 100 percent of your
attention when they are speaking. Behavior that is disruptive or distracting such as excessive late
arrivals, text messaging, and so on will count against your grade.
Policy on Electronic Devices in the Classroom:
I understand the overwhelming temptations to text message, surf the internet, check the
latest feed on Facebook, and so on. However, the use of electronic devices for reasons other than
classwork has become a terrible distraction in the classroom, a huge frustration to your
professors, and an unfortunate sign of disrespect and lack of consideration for both the professor
and your fellow classmates. Therefore, electronic devices will not be allowed in this class.
That means no cell phones, text messaging, laptops, or tablets will be allowed in class unless
specifically stated otherwise by the professor. Exceptions may be made for students who: a)
discuss with me a compelling reason to take notes on a laptop, b) enter into a written agreement
with me to not use your laptop for anything other than taking notes, and c) agree to sit in the first
two rows of the classroom. Anyone using electronic devices in the classroom will receive
points deducted from their class participation grade.
It is your responsibility to refrain from using electronic devices. Whether or not the
professor calls attention to your inappropriate use of electronic devices in class, for example, text
messaging, you still will receive deductions for it in your grade. (It may surprise you that the
professor standing at the front of the room can, indeed, see you text messaging!) All cell phones
and texting devices must be silenced and put away during class. Students who repeatedly violate
this policy may be asked to leave the classroom and will not be allowed to make up work missed.
Don’t take my word for it!
“College students who frequently text message during class have difficulty staying
attentive to classroom lectures and consequently risk having poor learning outcomes, finds a new
study . . . .” http://www.sciencedaily.com/releases/2012/04/120404101822.htm
Handing in Assignments:
•For written assignments, you must turn in a paper copy unless otherwise noted. I do not accept
assignments via email!
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•Late assignments receive a ten percent penalty for each day late (5 percent if on the same day,
after class). After five days late, I no longer accept assignments.
•Written assignments must be typed unless otherwise specified. Please, use 12 point size in a
reasonable font and one inch margins.
•If you have a problem and think you may have to turn in an assignment late, please, discuss it
with me before the due date so we may determine if accommodations can be made.
Scholastic Honesty and Responsibility:
All classwork and written assignments must be your own original work. You may not
turn in papers you have done for other classes. Collaboration with another student or other
individual is only acceptable when specified by the professor (as in designated group work). For
example, your research paper must be your own work exclusively. Turning in work that is not
your own (such as papers or portions of papers, articles, etc.), or any other form of scholastic
dishonesty, such as plagiarism or collusion (unauthorized collaboration), will result in a major
course penalty, possibly failure of the course. It will also be reported to the appropriate
University administrator and may result in further repercussions for you. If you have any
questions about how to appropriately cite and acknowledge sources, or what constitutes
plagiarism and/or collusion, see me or the consultants at the University's Writing Center.
Disabilities:
If you require any accommodations for a disability, please inform me as soon as possible.
Grading Scale:
The grades conform to the following:
A
AB+
B
BC+
C
CD+
D
DF
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59+below
To ensure the confidentiality of your grade, I will not discuss it via email or telephone,
nor with anyone outside the University, such as your family members.
About the University Studies Program (USP) and Quest III
USP and a Liberal Education
The content and objectives of anthropology and of this course, in particular, echo the goals of the
USP and a college education in the liberal arts (humanities, natural and social sciences) more
broadly. These include practical and intellectual skills, knowledge, and abilities that will help
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students expand their horizons, develop personally, and successfully encounter and negotiate the
world beyond college.
The learning outcomes of a liberal education (and the USP curriculum) that you will
encounter in this course include:
knowledge of diverse human cultures and ways of knowing,
empathy,
creative thinking,
written and oral communication,
teamwork,
leadership,
developing a sense of social and community responsibility
The USP Signature Question:
How do people understand and bridge cultural differences?
What is Intercultural Knowledge and Competence, and why should it be important to you?
“Intercultural knowledge and competence is the understanding of one's own culture as
well as cultures beyond one's own; the recognition of the cultural values and history, language,
traditions, arts, and social institutions of a group of people; the ability to negotiate and bridge
cultural differences in ways that allow for broader perspectives to emerge; and the skill to
investigate a wide range of world views, beliefs, practices, and values.”
(http://www.uwosh.edu/grants/cetl/resources/usp-teaching-resources/SQ-intercultural/sqintercultural-resources )
To successfully negotiate life in a globalizing world, you must be able to encounter and
interact with many people of different backgrounds and perspectives in a sensitive, civil, and
respectful manner whether in school, at work, or in everyday life. This will entail exercising
your cultural relativism and interrogating your own ethnocentrism. Experiences with people
who are different from yourself and effort on your part to understand their points of view are the
best way to accomplish this.
Knowledge, Skills, and Attitudes of Intercultural Knowledge and Competence:
-Cultural self awareness
-Knowledge of the worldviews of various cultural groups
-Empathy for other people
-Written, verbal, and nonverbal communication
-Curiosity and open-mindedness
The Other Signature Questions: Both overlap with the signature question central to this course.
-How do people understand and engage in community life?
-How do people understand and create a more sustainable world?
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The Community-Based Learning of the USP Quest III Experience:
The USP aims to meet the goals of a liberal arts education (see above). Now that
students have completed Quest I and II, Quest III aims to immerse students in experience with
diverse people and the local community to both address the signature question(s) and help
students strengthen their sense of community connectedness and civic responsibility. If students
bring to the Quest III experience an open-mind, diligence, and a sense of adventure, each may
discover his or her own capacity to make things happen for the benefit of oneself, one’s fellow
human beings, community, society, and world!
The idea behind “field-based ‘experiential learning’ . . . is to give students direct
experience with issues they are studying in the curriculum and with ongoing efforts to analyze
and solve problems in the community.” Such experiences give students a chance “to both apply
what they are learning in real-world settings and reflect in a classroom setting on their service
experiences. These programs model the idea that giving something back to the community is an
important college outcome, and that working with community partners is good preparation for
citizenship, work, and life.” (High-Impact Practice, AACU, 2011; http://www.uwosh.edu/usp )
“…Universities offer an intellectual and public commons where it is possible not only to
theorize about what education for democratic citizenship might require in a diverse society, but
also to rehearse that citizenship daily in the fertile, roiling context of pedagogic inquiry and
hands-on experiences.” (A Crucible Moment, AAC&U (2012); http://www.uwosh.edu/usp )
The Community Experience with the Lighted School House Program:
The Community Learning Center Grant Program is a federal funding source administered
by a state education agency to conduct this afterschool program. The grants support
communities served by high-poverty, low performing schools. Any student that attends the
participating school can come to the Lighted School House program. Lighted School House
helps students meet core standards in reading and math while also providing enrichment
experiences in areas such as art, music, and technology. The program works closely with
community partners and volunteers as well as the families of the participating students. Lighted
School House aims to empower children and their families and inspire them to become lifelong
learners and compassionate citizens who will serve their communities. (From
https://sites.google.com/a/oshkosh.k12.wi.us/lighted-school-house/about-us. Also see,
https://sites.google.com/a/oshkosh.k12.wi.us/lighted-school-house/.)
Requirements: Students will be required to sign up to attend the Lighted Schoolhouse
afterschool program at one of participating schools once per week on a Tuesday, Wednesday, or
Thursday from 4 to 5 pm for a total of 14 to 20 hours of community experience during the course
of semester. Students will most likely work in pairs with small groups (3 to 5) of elementary
school students. Also, students participating in this class will be required to pass the Lighted
Schoolhouse program’s requirements for a criminal background check. Transportation to the
schools may be accomplished through personal transportation, carpools, or bus (free to students
with Titan ID). There will be an alumni mentor at each site to help. (The professor will also be
there on various days.)
As representatives of UW Oshkosh, students are expected to comport themselves in a
respectful, civil, and ethical manner while working at the schools. This is an opportunity for
students to learn from diverse peoples and connect what students learn in the classroom to realworld experience. Yet this collaboration is intended also to empower and build self-esteem for
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the elementary schoolchildren involved in the program. So students should be always mindful of
this in terms of their own behavior towards the children and their parents.
Students are expected to abide by the UW Oshkosh Student Academic and Non-Academic
Disciplinary Procedures during their Quest III Community Experience. All students will be
asked to acknowledge in writing that they have been made aware of these policies. Other policies
that may be relevant to the Community Experience in this course are described in the online
Quest III Handbook available on the course D2L site and may include criminal background
checks, travel arrangements, and/or expectations for research with human subjects.
(http://www.uwosh.edu/usp )
Resources for Student Success
Early Alert: You may receive an early alert email if your attendance or academic performance
puts you at risk of failing the course. If you do receive an early alert, please, see me as soon as
possible so we can talk about strategies to improve your performance in the class. There are also
a number of resources on campus that you should take advantage of to help you be successful in
your classes. *Early Alert assignments include the first two sets of discussion questions.
Campus Resources: Here are a few of the many campus resources available to you. Your
professor is also one of your most valuable resources. She knows some things, and what she
doesn’t know, she can usually find someone who does. So if you need something that is not
listed here, please, ask.
Center for Academic Resources: Free, confidential tutoring. Student Success Center, Suite
102. Tutor List page on www.uwosh.edu/car. If your course is not listed, click on a link to
request one, stop by SSC 102 or call 424-2290. To schedule a tutoring session, simply email the
tutor, let him/her know what class you are seeking assistance in, and schedule a time to meet.
Writing Center: The Writing Center helps students of all ability levels improve their writing.
Trained peer consultants help writers understand an assignment, envision possibilities for a draft,
and improve their writing process. They even help writers learn to identify their own
proofreading errors. Students can make a free appointment or stop by to see whether a consultant
is available. For more information, view their website (http://www.uwosh.edu/wcenter), call
920-424-1152, email wcenter@uwosh.edu, or visit them in Suite 102 of the Student Success
Center.
Reading Study Center: Will help you in developing efficient college-level learning strategies
tailored to your needs including improved textbook study, time management, note-taking, test
preparation, and test-taking. For more information, email readingstudy@uwosh.edu, view the
website (http://www.uwosh.edu/readingstudycenter) , visit them in Nursing Ed Room 201, or
call 424-1031.
Multicultural Education Center:
“MEC serves as a resource and information center for students, staff, faculty and community
members interested in improving cross-cultural human relations and understanding cultural
differences. The MEC also continues to serve as the "embassy" for all multicultural and
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international students on campus. To many multicultural and international students, the MEC
provides a "home away from home" atmosphere.” From: http://www.uwosh.edu/usp/resources
Location: Center for Equity and Diversity
Main Contact: Irma Burgos
; Phone: (920) 424-3081; Email: acadsupp@uwosh.edu
Polk Library/Information Literacy: Ted Mulvey: available to assist you in accessing,
evaluating, and using information for University Studies Program classes. Phone: 920-424-7329;
email: mulveyt@uwosh.edu
Contacting the Professor: Your professor is also one of your resources! Please, do not hesitate
to contact me if you have any questions. The best way to contact me is by email. My office
hours are listed above. Please, contact me for an appointment if those hours do not fit your
schedule.
Course Syllabus:
Readings and assignments should be completed by the day they are listed on the grid
below. The syllabus is subject to change as deemed necessary by the professor. The
student is responsible for keeping track of any changes announced in class or otherwise.
You should bring your syllabus to class each time so you may make note of any changes that
arise. If you have any questions, please see me.
Inclement Weather: In general, the University does not cancel class for bad weather.
However, in the case of any unexpected circumstances that may impact our class meeting, I will
inform you by email, if possible. If time does not permit this, an announcement will be posted at
the classroom door (barring any unforeseen circumstances).
Syllabus
Activities / Due Dates
Date
Readings
Section 1: Introduction
What is Anthropology? Ethnography? Culture?
How does an ethnographic approach help people understand their world, interact with diverse
people, and solve problems in their work and everyday life?
Week 1
Monday
Feb 2
Wedns
Feb 4
Friday
Reading: Lassiter,
Discussion Questions Due - Everyone
Feb 6
“Anthropology and
Culture”
Section 2: Living and Learning in a Multi-cultural World
Why is it important to learn “intercultural competence”?
What interpersonal skills do employers look for?
How does a liberal arts education teach skills needed in a globalized, multi-cultural world?
What are stereotypes? What are their negative effects on individuals?
How can we learn to interact better with people who are different from ourselves?
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Reading: Steele, Whistling Discussion Questions Due – Emmeline Cook
Week 2
Mon
Vivaldi
Feb 9
Wedns
“Implicit attitude” test results due
Feb 11
(implicit.harvard.edu)
Friday
Feb 13
Section 3: Anthropology and Education
How does anthropology and the ethnographic approach help understand student experiences
and classroom interaction?
How do learning and expressive styles impact student success and teacher-student interactions?
Do schools have a “culture”?
How do the “cultures” of home and school compare and contrast?
How does continuity and disparity between the “cultures” of home and school affect student
success?
How do socio-cultural factors such as race, class, and gender impact the experiences and
success of students?
Reading: Fung, “Educating Discussion Questions Due – Washington
Week 3
Mon
Asian Newcomer
Feb 16
Secondary Students”
Wedns
Reading: Kiang,
Discussion Questions Due – Webster Stanley
Feb 18
“Educating the Whole
Child”
Friday
Game ideas due (Typed list of three active games,
Feb 20
descriptions, citations)
Section 4: Anthropology and Art
How do anthropologists study art?
What does the study of art reveal about culture?
What does the study of culture reveal about art?
How do people communicate through art?
What is a “sensibility”? Where do people acquire their “sensibility”? How does art reveal
“sensibility”? How does understanding “sensibility” help one better understand art?
How is a group’s ideology (or belief system) symbolized in their art?
How does art relate to issues of gender, class, race, ethnicity, identity, and so on?
How does the making of art facilitate social interaction and relationships between people?
Week 4: *Visits to field sites begin this week.*
At the schools: Introduction Stations
Practice introduction stations;
Week 4
Mon
Bring interview cards
Feb 23
Wedns
Reading: Geertz, “Art as a Reading Guide Questions Due - Everyone
Feb 25
Cultural System”
Friday
Debriefing
Feb 27
Week 5: At the schools: Paper Collage
Lakota Star Quilts
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Week 5
Mon
Mar 2
Wedns
Mar 4
Friday
Mar 6
Reading due: “Shota and
the Star Quilt”
Paper quilt-making - Lakota Star Quilts
*Bring paper diamonds cut out for homework
Reading: Guss, “To Weave
and Sing”
Discussion Questions Due – Emmeline Cook
Debriefing
Field Journal Entry 1 Due in D2L Dropbox
Week 6: At the schools: Basket weaving
Basket weaving
Week 6
Mon
Mar 9
Wedns
Reading: Basso, Portraits
Discussion Questions Due – Washington
Mar 11
of the “Whiteman”
Friday
Debriefing
Mar 13
Section 5: Verbal Art
How does narrative combine with other artistic (visual and performance) practices to shape
meaning, memory, community, and identity?
How do people develop different rules of performance for verbal art? How do such rules reflect
culture and social relations?
How do such rules change to adapt to different socio-cultural contexts?
What do the rules, form, and content of verbal art communicate about one’s culture, social life,
ideology, identity, ethnicity, gender, and so on?
How do people use verbal art to negotiate, shape, and transform social relationships?
Week 7: At the schools: Storytelling
Brainstorming, building stories for:
Grades K – 3: Book-making
Grades 4, 5: Graphic novels
Week 7
Bring a favorite story of your own, children’s
Mon
book, or graphic novel to share (selection must be
Mar 16
grade-appropriate);
Start creating book or graphic novel, depending on
grade assigned
Wedns
Readings: TBA
Discussion Questions Due – Webster Stanley
Mar 18
Friday
Debriefing
Mar 20
Field Journal Entry 2 Due in D2L Dropbox
Week 8
UWO Spring Break – No
Mon
classes
Mar 23
Week 9: At the schools: Storytelling, cntd.
Continue work on:
Grades K – 3: Book-making
Grades 4, 5: Graphic novels
Continue work on books or graphic novels
Week 9
12
Monday
Mar 30
Wedns
Apr 1
Friday
Apr 3
Readings: TBA
No Discussion Questions Due
Debriefing
Week 10:
Oshkosh School District Spring Break – No field site visits
Lesson Plans Due
Review, select, revise lessons
Week 10
Mon
Apr 6
Wedns
Readings: TBA
Discussion Questions Due – Emmeline Cook
Apr 8
Friday
Bring children’s books, folktales, or stories to use
Apr 10
in reader’s theater: review and select
Section 6: Anthropology and Theater
How do people encapsulate and express culture, sensibility, worldview, and ideology in
theatrical performance?
How does performance affect social relationships?
How do people communicate about identity and build self esteem through performance?
How do factors of race, class, and gender shape performance and meaning?
Week 11: At the schools: Readers’ Theater
Rehearse children’s readers’ theaters based on their books and graphic novels
Practice & present reader’s theaters; Bring selected
Week 11
Mon
piece & copies for all group members
Apr 13
Wedns
Readings: TBA
Discussion Questions Due - Washington
Apr 15
Friday
Small group work on lesson plans;
Apr 17
Large Class does NOT meet
Field Journal Entry 3 Due in D2L Dropbox
Week 12: At the schools: Readers’ Theater Presentations
Children present books, graphic novels
Families and guests invited
Prep for children’s readers’ theater presentations
Week 12
Mon
Apr 20
Wedns
Readings: TBA
Discussion Questions Due – Webster Stanley
Apr 22
Friday
Debriefing
Apr 24
Section 7: Nature and Art
How are people’s relationships with nature culturally constructed?
How do people express their values, beliefs, and identities through their artistic depictions of
nature?
How does artistic practice facilitate a particular state of mind?
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Week 13
Mon
Apr 27
Wedns
Apr 29
Friday
May 1
Week 14
Mon
May 4
Wedns
May 6
Friday
May 8
Week 15
Mon
May 11
Wedns
May 13
Fri
May 15
Week 13: At the schools: Sumi-e painting
(Grades 4, 5 – painting and haiku)
Sumi-e painting
Bring a few items from nature
Prep for showcase
Debriefing
Field Journal Entry 4 Due in D2L Dropbox
UWO Quest III Showcase: Date & time TBA;
Attendance required; sign-up for one hour slots
Week 14: At the schools: UWO student-generated lessons
Small groups – finalize, practice lesson plans
Prep for showcases
Debriefing
Final Papers Due
Week 15: At the schools: Farewell week
Showcases at schools: Art work exhibits
Give out scrapbook pages
Food as Art: Bring food to share;
Work on scrapbook pages
Peer Evaluations Due – D2L Dropbox
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