Discussing Literature and Government_CA (4)-1 (1)
docx
keyboard_arrow_up
School
Southern New Hampshire University *
*We aren’t endorsed by this school
Course
1101
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
5
Uploaded by MegaHornetPerson440
Course Activity Semester A
Discussing Literature and Government-
This activity will help you meet these educational goals:
Common Core State Standards—You will initiate and participate effectively in a
collaborative discussion (SL.1).
Introduction
In this course activity, you will participate in a peer discussion about how literary or other
artistic pursuits and governmental, religious, political, or social structures affect one another.
Afterward, you will summarize the discussion and how it helped shape your thinking about
your original ideas.
__________________________________________________________________________
Directions and Analysis
Task: Peer Discussion and Summary
Your Discussion Process
For this task, you’ll need to work as part of a pair who can meet for a face-to-face discussion.
Your teacher will identify a process for this task that fits your learning situation. For instance,
if you’re working primarily on your own in this course with no on-site classmates (self-paced
course) the process will be a little different than if you are learning with one or more other
students in the same building and on the same schedule (group-paced course). Discussions
in those two cases are outlined below.
Group-paced course
●
The teacher organizes pairs or enables students to self-organize.
●
In the discussion session, students take turns presenting their thesis and then discussing
each thesis.
●
Students alternate playing the role of the presenter.
●
Plan to spend at least 20 minutes to present and discuss each thesis.
●
Refer to the Discussion Summary below. You will want to take brief notes during the
discussion so that you can easily complete this Discussion Summary afterwards.
Self-paced course
●
You will find one other person to participate in this discussion with you. This person could
be a classmate from another course, a friend, or a sibling. This person should be roughly
your age, if possible, so you can have a thoughtful discussion with a peer. You will set a
time and place for the discussion and share
Discussion Guidelines
for your partner to
read prior to the discussion.
1
© 2014 EDMENTUM, INC.
●
You will be the only presenter for this discussion. You will also play the role of facilitator.
●
You will present your thesis and then discuss it with your peer.
●
Your invited group member is only required to be an active, thinking participant. Except for
reading through the
Discussion Guidelines
ahead of time, this peer does not have to
prepare for the discussion beforehand or do any follow-up afterwards.
●
Since you will be presenting and facilitating during the discussion, you may want to ask
your peer to take brief notes for you on key points that come up during the discussion.
These notes will help you compose your Discussion Summary.
●
Since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and
discussing your thesis.
Here’s an outline of the whole process for this task:
1.
You will formulate a thesis and outline a set of points that support your thesis. This may
include some initial research.
2.
Depending upon your learning situation, you may need to organize the discussion group,
place, and time.
3.
Read the
Discussion Guidelines
for how to conduct, facilitate, or participate constructively
in a discussion with your peers.
4.
The group meets to discuss the theses for your learning situation:
●
The discussions should be fair, democratic, and orderly. Each member of the group
should have an opportunity to express his or her views; all members should actively
contribute to the discussion. Group members should show respect for others' views
and make their points politely.
●
The goal of the discussion is to gather opposing viewpoints and additional
perspectives that would support or oppose your thesis. Each participant should come
to the discussion prepared to help the presenter deepen his or her understanding of
the topic.
5.
After you've discussed your thesis, you will complete the Discussion Summary section
below and submit it to your teacher.
Proposing a Thesis
You will form a thesis about how literary or other artistic creations and governmental or other
social bodies affect one another. You will bring your thesis, along with support, to your peer
discussion. You might present a thesis about good or bad ways in which these two entities
interact or about how you think they should interact.
Use these ideas to help you formulate your thesis.
●
Your thesis can focus on one or several genres. (Note, for example, that drama is much
more public than other forms of literature, so you might want to handle it differently.)
●
You can draw from the literary historical examples you've encountered in this course or
elsewhere, as well as from any personal experience in which you have seen laws or
market forces limit the publication of texts or the presentation of live performances.
●
You might also incorporate current issues around public displays of visual art or the
advantages and disadvantages of government-supported art.
2
●
You could choose to explore whether (or how directly) cultural history changes the shape
of literature or other forms of artistic expression, or discuss the role that literature and art
in general play in people's lives.
Discussion Summary
a.
Record the names of the discussion participants below. If you organized the discussion,
record how you know the other person and summarize how you chose and invited him or
her and how you organized the time and place for the discussion.
Type your response here: Everette Nall, This is a self organized discussion and he
is my neighbor. I organized the time through sending an email he recently
graduated so we aren't on the same schedule.
b.
Record the thesis and supporting statements that you shared with your peer.
Type your response here:
My thesis is “Art can be powerful and can affect the
government through propaganda” My supporting statements that were shared with
my peers are examples of visuals that are protesting or promoting something to
others or the government, such as Rosie the Riveter who sent a message in 1943
that World War 2 needed strong women to support those in war. Even in modern
times we still use art to put out messages especially in politics when you think of
campaign logos!
c.
During the discussion, what main points did your peer make supporting your thesis,
opposing your thesis, or raising new questions or related observations and thoughts?
Type your response here: My peer agreed with my thesis. He discussed other forms
of art propaganda and we went further into detail about what certain pieces of art
propaganda mean. Some have a direct and easy to understand message while
others can be tricky to understand regardless they still can have an affect on the
government and society. We didn't raise any new questions during the discussion.
d.
Describe the discussion of the theses. How balanced was the participation?
What would you change if you could do it again? What insights did you gain
about your thesis from discussing it with others? What did you learn from
discussing your peer’s thesis?
Type your response here: The participation was balanced, If I were to do it again I
would get additional participants to possibly get new perspectives. From
discussing my thesis with others I learned that others agree and that our thesis
were both very similar. It allowed us to go in depth comparing art and the
government.
__________________________________________________________________________
3
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Resources
Document any references you used for this project below. At minimum, include a title and
URL for any Internet resource:
https://www.artshelp.com/modern-political-propaganda-posters/
https://owlcation.com/humanities/How-has-art-been-used-as-propaganda
https://www.americansforthearts.org/by-program/reports-and-data/legislation-
policy/naappd/government-and-the-arts-in-the-modern-world-trends-and-prospects
__________________________________________________________________________
Evaluation
Your teacher will use this rubric to evaluate the completeness of your work as well as the
clarity of thinking you exhibit.
Task: Peer Discussion and Summary
Criteria
Di
st
in
g
ui
s
h
e
d
(4
p
oi
nt
s)
●
The learner begins the discussion with a clearly stated thesis and strong
support, both of which reflect a thoughtful, creative perspective on the
topic.
●
The learner communicates his or her thoughts respectfully and
encourages participation by others.
●
The learner thoroughly summarizes how the discussion shaped his or her
initial thesis.
●
The learner thoroughly summarizes the quality of the peer discussion.
P
ro
fi
ci
e
nt
(3
p
oi
nt
s)
●
The learner begins the discussion with a somewhat clearly stated thesis
and support, both of which reflect a clear perspective on the topic.
●
The learner communicates his or her thoughts clearly and does not
disrupt participation by others.
●
The learner adequately summarizes how the discussion shaped his or her
initial thesis.
●
The learner adequately summarizes the quality of the peer discussion.
D
e
v
el
●
The learner begins the discussion with a thesis and support.
●
The learner communicates his or her thoughts but fails to encourage the
participation of others.
4
o
pi
n
g
(2
p
oi
nt
s)
●
The learner vaguely summarizes how the discussion shaped his or her
thesis.
●
The learner vaguely summarizes the quality of the peer discussion.
B
e
gi
n
ni
n
g
(1
p
oi
nt
)
●
The learner's initial thesis and support are unclear.
●
The learner does not effectively communicate his or her thoughts or
encourage participation by others.
●
The learner does not summarize how the discussion shaped his or her
thesis.
●
The learner does not summarize the quality of the peer discussion.
5