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media_activism [2022/01/06 18:34] ntnsndr [Instructor] |
media_activism [2022/12/12 13:01] ntnsndr |
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| * Cultivate habits of media activism by doing it through passionate, strategic, pragmatic advocacy | * Cultivate habits of media activism by doing it through passionate, strategic, pragmatic advocacy | ||
| * Analyze theories and lessons from a wide range of social-change campaigns throughout history and around the world | * Analyze theories and lessons from a wide range of social-change campaigns throughout history and around the world | ||
| + | * Articulate a theory of change that informs community-engaged work | ||
| * Create a ready-to-deploy media intervention through collaboration with a social-change agent | * Create a ready-to-deploy media intervention through collaboration with a social-change agent | ||
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| #### Interventions (30%) | #### Interventions (30%) | ||
| - | Each week, students turn in an Intervention. These Interventions are simple, informal media sketches that contain a) a challenge or problem related to the week's texts and b) an outline for an original strategy that addresses it. Interventions need not be realistic for students to carry out; students may imagine themselves as representing better-resourced organizations, real or imaginary. The purpose of this assignment is to explore our own sense of agency and to exercise adventuresome thinking. Over the course of the semester, a student's Interventions may address various topics, or they can connect in a way that builds toward the final project. | + | Each week, students turn in an Intervention. These Interventions are simple, informal multimedia sketches that contain a) a challenge or problem related to the week's texts and b) an outline for an original strategy that addresses it. Interventions need not be realistic for students to carry out; students may imagine themselves as representing better-resourced organizations, real or imaginary. The purpose of this assignment is to explore our own sense of agency and to exercise adventuresome thinking. Over the course of the semester, a student's Interventions may address various topics, or they can connect in a way that builds toward the final project. |
| Interventions may take the form of a drawing, infographic, game, video, skit, text, art installation, business plan, social media campaign, or other media, digital or otherwise. In any case, they must be submitted digitally as a new thread in the appropriate discussion topic for each week's unit. They should amount to the equivalent of one interesting page's worth of material. | Interventions may take the form of a drawing, infographic, game, video, skit, text, art installation, business plan, social media campaign, or other media, digital or otherwise. In any case, they must be submitted digitally as a new thread in the appropriate discussion topic for each week's unit. They should amount to the equivalent of one interesting page's worth of material. | ||
| * Demonstrate a sophisticated grasp of one or more assigned texts | * Demonstrate a sophisticated grasp of one or more assigned texts | ||
| - | * Communicate a problem and a creative proposal by which to address it | + | * Communicate a problem and a creative proposal by which to address it, expressed through appropriate and engaging media |
| * Practice adventuresome thinking in both concept and presentation, using compelling media techniques to communicate the proposal | * Practice adventuresome thinking in both concept and presentation, using compelling media techniques to communicate the proposal | ||
| + | Students are invited to view and comment on each other's Interventions. | ||
| - | #### Discussions (30%) | + | |
| + | #### Class discussions (30%) | ||
| Students should be active participants and make contributions to the oral discussion that reflect strenuous [[engagement with assigned sources|engagement]] with the assigned texts. Please come prepared to contribute original analysis, reflections, and critique. Inform the instructor ahead of time about any missed classes. | Students should be active participants and make contributions to the oral discussion that reflect strenuous [[engagement with assigned sources|engagement]] with the assigned texts. Please come prepared to contribute original analysis, reflections, and critique. Inform the instructor ahead of time about any missed classes. | ||
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| 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. A revised version of the proposal must be turned in with the final project, in both the draft and final stages. |
| * Proposal: **(40%)** | * Proposal: **(40%)** | ||
| - | * Explain and justify the project idea in a 1,400-to-1,600-word text with scholarly [[citation standards]] and a high degree of stylistic quality | + | * Explain and justify the project idea in a 1,800-to-2,000-word text with scholarly [[citation standards]] and a high degree of stylistic quality |
| * Describe the community collaboration underway; propose an intended medium and the scope of project deliverables, including rationale for each | * Describe the community collaboration underway; propose an intended medium and the scope of project deliverables, including rationale for each | ||
| * 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 |
| + | * Include revised proposal | ||
| * 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 | ||
| * Final draft: **(40%)** | * Final draft: **(40%)** | ||
| * Produce a project that is polished, compelling, informed by peer review, and ready to deploy | * Produce a project that is polished, compelling, informed by peer review, and ready to deploy | ||
| - | * Reflect rigorous [[engagement with assigned sources|engagement with assigned sources]] and course themes | + | * Reflect rigorous [[engagement with assigned sources|engagement with assigned sources]] and course themes, in project and/or revised proposal |
| - | * Integrate collaborative engagement with community partner | + | * Demonstrate collaborative engagement with community partner, such as through testimonies or other evidence of their participation |
| - | * Demonstrate a plausible strategy for circulation, audience, and social change | + | * Present a plausible strategy for circulation, audience, and social change |
| #### Final grades | #### Final grades | ||
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| Choose an historical example of a social movement from [Beautiful Trouble](https://beautifultrouble.org/case/), [Beautiful Rising](https://beautifulrising.org/type/story), or the [Global Nonviolent Action Database](https://nvdatabase.swarthmore.edu/). Consider it in light of the book we just read. Do some additional research to examine the mediated components of it, and prepare to present an analysis in class as your Intervention. | Choose an historical example of a social movement from [Beautiful Trouble](https://beautifultrouble.org/case/), [Beautiful Rising](https://beautifulrising.org/type/story), or the [Global Nonviolent Action Database](https://nvdatabase.swarthmore.edu/). Consider it in light of the book we just read. Do some additional research to examine the mediated components of it, and prepare to present an analysis in class as your Intervention. | ||
| - | ### 7. "Fractals" | + | ### 7. "The Matrix of Domination" |
| - | * "introduction"--"interdependence and decentralization" in brown, _Emergent Strategy_ | + | * Introduction and chapters 1--2 in Costanza-Chock, _Design Justice_ |
| - | ### 8. "Resilience" | + | ### 8. "Narratives" and "Sites" |
| - | * "nonlinear and iterative"--"thank you" in brown, _Emergent Strategy_ | + | * Chapters 3--4 in Costanza-Chock, _Design Justice_ |
| - | ### 9. Case study | + | ### 9. "Pedagogies" |
| - | Choose an historical example of a social movement from [Beautiful Trouble](https://beautifultrouble.org/case/), [Beautiful Rising](https://beautifulrising.org/type/story), or the [Global Nonviolent Action Database](https://nvdatabase.swarthmore.edu/). Consider it in light of the book we just read. Do some additional research to examine the mediated components of it, and prepare to present an analysis in class as your Intervention. | + | * Chapter 5 and "Directions for Future Work" in Costanza-Chock, _Design Justice_ |
| - | ### 10. "The Matrix of Domination" | + | ### 10. Case study |
| - | * Introduction and chapters 1--2 in Costanza-Chock, _Design Justice_ | + | Choose an historical example of a social movement from [Beautiful Trouble](https://beautifultrouble.org/case/), [Beautiful Rising](https://beautifulrising.org/type/story), or the [Global Nonviolent Action Database](https://nvdatabase.swarthmore.edu/). Consider it in light of the book we just read. Do some additional research to examine the mediated components of it, and prepare to present an analysis in class as your Intervention. |
| - | ### 11. "Narratives" and "Sites" | + | ### 11. "Fractals" |
| - | * Chapters 3--4 in Costanza-Chock, _Design Justice_ | + | * "introduction"--"interdependence and decentralization" in brown, _Emergent Strategy_ |
| - | ### 12. "Pedagogies" | + | ### 12. "Resilience" |
| - | + | ||
| - | * Chapter 5 and "Directions for Future Work" in Costanza-Chock, _Design Justice_ | + | |
| + | * "nonlinear and iterative"--"thank you" in brown, _Emergent Strategy_ | ||
| ### 13. Case study | ### 13. Case study | ||