Course description

When is it beneficial for one person to speak for many?



When is it beneficial for many to speak as one?



What is a cause we want to speak for, and how can we convince others of its importance?



Course Summary

In this course we will explore how collective and individual voice can create social change. Focusing on visual representations of people working together towards a cause, our class will gain an understanding of the impact art can make in such efforts. Through collage, we will respond to literature addressing various use of voice such as The Jungle and The Color Purple. We will also look to the dynamic work of artists: Jacob Riis, Jacob Lawrence, and The Quilters of Gee's Bend as artistic advocacy. Students can expect to engage in rich literary discussion and practice towards skillfull artistic response. Skills assessed are: reading, oral presentation, and artistic expression.

Tuesday, November 15, 2011

Reading Assessment Overview

Prompt for first reading:  Please think of questions you might have for Celie as you first get to know her through these initial letters.  What information would help you as a reader?  Please see my letter below for more ways to approach this correspondence.


The Color Purple
Dear Voices Students,
I will be assessing your synthesis of The Color Purple for a portfolio eligible piece.  Your letters to characters are due with each reading.  Letters should feel differently depending on the nature of your correspondence with characters.  If you are impressed by or angry with a character for example, your letter should reflect your tone and support your stance with what you know from the text (quoting or paraphrasing important plot points from the book up to that point).  
In your letters, be sure to mention why you are writing to a particular character and make observations about how they handled a situation or change in their life.
Ask clarifying questions about references you might be unsure of or word meanings.  Also ask probing questions about characters’ motivations or question where they might be coming from.
Since we are always connecting our readings to the theme of our class, show awareness in your letters of how the voices and actions of characters are empowering or repressing one another.  One question we will continue to ponder is what is Alice Walker’s point of view and purpose in writing this piece of fiction.  I will give prompts for some reading sections as a guide for group discussions.
Remember that each letter should be at least 200 words, typed (so it can be easily revised), and obey grammatical conventions.
Your letters will be the basis of your reading assessment for this class so please be thoughtful in your approach and keep your letters organized in your Quilt Collage folder.  I look forward to reading this challenging and touching story together.  
Always,
Eve
Letters are due at the BEGINNING OF CLASS
Due Dates for Reading and Letters
Friday, November 18th:  Through page 26
Tuesday, November 22nd:  Through page 62
Monday, November 28th:  Through page 108  (hand in letters thus far)
Thursday, December 1st:  Through page 137
Monday, December 5th:  Through page 172
Thursday, December 8th:  Through page 207  (hand in letters thus far)
Monday, December 12th:  Through page 244
Thursday, December 15th:  Through page 262
Monday, December 19th:  Finish reading The Color Purple  (READING ASSESSMENT DUE-hand in letters and required coursework thus far)
In class we will also be reading from In Search of Our Mothers’ Gardens also by Alice Walker, which is a collection of non-fiction writing investigating voice.  As a group we will quilt as does Celie in The Color Purple and investigate the work of Gee’s Bend Quilters.
In addition to your letters, you will need to complete in-class required coursework including: 
  • Group character maps (presented to your classmates)
  • Quilt collage folders
  • Participation in reading discussions
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