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media_activism [2021/12/21 13:45] ntnsndr [1. Points of intervention] |
media_activism [2022/01/07 14:55] ntnsndr [Final project (40%)] |
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| Nathan Schneider (he/him) | Nathan Schneider (he/him) | ||
| <nathan.schneider@colorado.edu> | <nathan.schneider@colorado.edu> | ||
| - | Armory 1B24 (in theory!) | + | Armory 1B24 |
| Office hours Wednesdays 3--5 pm or by appointment | Office hours Wednesdays 3--5 pm or by appointment | ||
| Website: [nathanschneider.info](https://nathanschneider.info) | Website: [nathanschneider.info](https://nathanschneider.info) | ||
| Line 52: | Line 52: | ||
| Each student will complete a final project that is ready to deploy upon completion, in partnership with a relevant organization, community, or company. Projects might consist of anything in the same range of media as the weekly Interventions---except, rather than mere sketches, this project must be fully implemented. | Each student will complete a final project that is ready to deploy upon completion, in partnership with a relevant organization, community, or company. Projects might consist of anything in the same range of media as the weekly Interventions---except, rather than mere sketches, this project must be fully implemented. | ||
| - | After discussing the topic with the instructor or teaching assistant, students will turn in a proposal that explains and justifies the project's objective and medium. The proposal, as well as the final project itself, should reflect a sophisticated grasp of the themes and texts of the course. In particular, projects should convey an analysis of power and agency through which they intervene, resulting in a plausible case for making effective social change. | + | After discussing the topic with the instructor, students will turn in a proposal that explains and justifies the project's objective and medium. The proposal, as well as the final project itself, should reflect a sophisticated grasp of the themes and texts of the course. In particular, projects should convey an analysis of power and agency through which they intervene, resulting in a plausible case for making effective social change. |
| Students will constructively review complete drafts of each other's projects before submitting the final draft. Students may choose to form groups of connected projects, but each student is responsible for turning in their own contribution independently. | Students will constructively review complete drafts of each other's projects before submitting the final draft. Students may choose to form groups of connected projects, but each student is responsible for turning in their own contribution independently. | ||
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| * Articulate a clear objective for impact, reflecting an understanding of the intended audience, a relevant theory of power, and a theory of agency | * Articulate a clear objective for impact, reflecting an understanding of the intended audience, a relevant theory of power, and a theory of agency | ||
| * Include strong evidence of background research, citing relevant primary and [[:scholarly sources|scholarly sources]], while engaging with at least two assigned texts from the course | * Include strong evidence of background research, citing relevant primary and [[:scholarly sources|scholarly sources]], while engaging with at least two assigned texts from the course | ||
| - | * Project draft: **(10%)** | + | * Complete draft: **(10%)** |
| - | * Complete a draft of the project that meets the expectations discussed in the proposal process | + | * Produce a draft of the project that meets the expectations discussed in the proposal process |
| * Peer review: **(10%)** | * Peer review: **(10%)** | ||
| * Provide feedback for at least two fellow students' drafts, of at least two paragraphs each, with [[:peer review|these suggestions]] in mind | * Provide feedback for at least two fellow students' drafts, of at least two paragraphs each, with [[:peer review|these suggestions]] in mind | ||