Healing Arts and Medicine:  Expressive Arts and Military Veterans

Fall 2013.  Designator:  ENGL 328-001, 3 Credit Hours

Dr. Mary E. Martin

Office—218 Bancroft               E-mail:  martinme@winthrop.edu          

Web address: http://faculty.winthrop.edu/martinme

Office phone:    323-4554                     Home phone:    366-7795

 

Office Hours:    M W 2:00-3:30 PM; TR 2:30-3:30, and by appointment

 

Class Meetings:

MW 3:30-4:45 PM, Owens 101

 

KEEP THIS ALL SEMESTER!

 

Course Description and Goals:

 

Central Questions:  Why should expressive arts experiences be applied to military veterans who are adjusting their lives after returning from war? How can expressive arts engage military veterans?

 

This class introduces students of any background during the first half of the semester to various expressive arts modalities through research and in-class workshops while reading an anthology of nonfiction and poetry by Iraqi Vets. Non veteran students as well as those who are vets will engage in understanding how the expressive arts can help transform lives that have experienced the trauma of war. The second half of the semester emphasizes the service learning when students enrolled in the class will engage with veterans in the Rock Hill community with expressive arts activities. 

 

These arts experiences range from writing to expressing truths through drawing, painting, and music. The class will briefly examine the historical and cultural contexts of the role of military veterans in the United States. The class will culminate in a sharing of what participants have created in an informal showing. Students will also write a reflective paper with research appropriate to this course, use standard reference tools for researched arguments, and provide appropriate documentation for the paper.  Papers will demonstrate knowledge of current standards of usage. (Core Goals for the Touchstone Program #1, #3, and #4).

 

 This course specifically emphasizes the following goals:

 

Goals for courses in the English Department can be found at www.winthrop.edu/cas/english/default.aspx?=21084.  This course meets goals 1.1-1.8 & 3.1-4.3.  Specific goals for teacher certification  majors, including a link to NCATE and NCTE, are listed at http://wwww.winthrop.edu/english/goals.htm#englished.

 Knowledge of Literature:

1.1 knowledge of various forms of written texts (including fiction, non-fiction, poetry, drama, essay, and other literary genres);

1.2 knowledge of male and female world, English, and American authors of recognized importance drawn from a variety of cultural, ethnic, and racial backgrounds;

11.4 knowledge of major similarities and differences among English, American, and other national literatures

1.5 an understanding of the role that literature plays in the development and understanding of human cultures;

 1.7 knowledge of standard reference tools, methods, and forms of documentation in scholarly research; and

1.8 the ability to read and interpret an unfamiliar literary text of average difficulty with comprehension of its content and relevant literary characteristics.

Knowledge of Language:

II 2:  familiarity with the standards of grammar, mechanics, and usage generally accepted in the academic community and the social, cultural, historical reasons why those standards have been adopted;

 

II 3:  an understanding of the nature of the English language in all its dimensions and recognize and respect the varieties of that language;

Student Learning Objectives Related to the Humanities and Arts Perspective:

Knowledge:  By the end of the semester, students will be able to

--Demonstrate knowledge of and appreciation for diverse intellectual and/or cultural viewpoints.

--Critically evaluate aesthetic process and/or cultural viewpoints.

--Demonstrate knowledge of creative process and aesthetic values.

 

--Engage in the creative process through composition and/or performance.

 

--Demonstrate  understanding of the relationships among various art forms within their

sociohistorical contexts.

 

--Demonstrate knowledge of and appreciation for diverse values and beliefs.

 

--Critically evaluate those beliefs and values.

 

--Examine their own values and beliefs.

 

--Gather information and to develop and effectively communicate ideas in Standard English.

 

--Conduct independent research and/or analysis.

 

--Discriminate  among information sources (e.g., print sources, visual media, internet sources, performances and exhibitions, interviews, etc.).

 

 

 

 

Knowledge:  By the end of the semester, students will be able to

--Identify the variety of literary forms and themes in selected works of  Literature .(Humanities LO 1,3,4,6, 7)

--Describe how the selected literature reflects and reinforces "the diversity of ideas, institutions, philosophies, moral codes, and ethical principles." (Touchstone Goal # 4, Humanities LO 2,8,9, 10).

 

 Skills:  By the end of the semester, students will be able to

--Demonstrate their ability to read critically and to write analytically about literature through successful completion of tests, papers, and other graded work. (Humanities LO 12)

--Apply the skills of literary research, including MLA documentation and research (e.g., the MLA bibliography online and the OED). (Humanities LO 13, 14)

--Incorporate appropriate literary terminology in discussions of assigned literary work.

Attitudes:  By the end of the semester, students will be able to

--Recognize literature as a source of wonder and insight, especially when interacting with veterans in the Rock Hill community. (Humanities LO 3,4, 9 ,10)

 University-Level Competencies (ULCs)

Winthrop’s University-Level Competencies (ULCs) identify learning outcomes that apply across all undergraduate programs and that all Winthrop graduates attain.  These capacities are essential preparation for working productively and living meaningfully in the contemporary and emerging world.   The ULCs were approved by Faculty Conference in October 2010.

Competency 1: Winthrop graduates think critically and solve problems. 

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems.  They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions.  Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments. 

Competency 2: Winthrop graduates are personally and socially responsible. 

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence.  They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences.  Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good. 

Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live. 

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields.  Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens. 

Competency 4: Winthrop graduates communicate effectively. 

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas. 

 

Texts/Required Supplies:

 

1.                 The Post-Traumatic Stress Disorder Sourcebook, second edition, Glenn R.

Schiraldi. PhD.

2.                  Selections from Warrior Writers, Re-Making Sense, Lovella Calica, Editor

3.                  Selections from Veterans of War, Veterans of Peace,  Maxine Hong Kingston,       Editor.

       4.             Notebook for journaling.

 

Web Resources

The English Department Home Page:  http://www.winthrop.edu/cas/english.

The Writing Center Web Page: http://www2.winthrop.edu/wcenter.

 

 

Grades:

 

Your semester grade will depend for the most part on the quality and quantity of writing and research and creative activities you complete.  However, your participation in workshops and class discussions will also contribute.  Grades will be assigned according to the following “A” to “F” system:  94-100=A; 91-93=A-; 88-90=B+; 84-87=B; 81-83=B-; 78-80=C+; 74-77=C; 71-73=C-;  68-70=D+; 64-67=D; 61-63=D-; 0-60=F.

 

I will grade essay assignments according to the Department of English rubric found at http://www.winthrop.edu/english/rubric.htm. Please print out a copy of this guideline for frequent reference.

                                                                             

 Journals                                                                   20%

In-class presentation Assignment                             20%

Community Service Component                              15%

Reflection/Research paper                                        15%

Class participation                                                

(includes all assignments and in-class workshop activities)       20%

Final Exam Presentation                                            10%

 

Class Requirements:

 

Three things are essential in order to pass this class: All assignments must be completed.  (I will post assignments and class calendars on my web page.  Check it frequently .) You must bring your books to class and show evidence of having read the assigned readings.  You can't miss over four classes, and you must fulfill the hours allotted for the service learning component.

 

 

Bring your books to class and annotate the assigned reading for that day in your books. Because this class emphasizes the service learning component, I need to see students prepared through reading and practice of expressive arts so that students will be prepared to engage with veterans in the community.

 

Prepare all out of class assignments, unless otherwise directed, according to the MLA style demonstrated in the Prentice Hall Reference Guide to Grammar and Usage.  You must use a  word processor or computer with clear, legible print or ink. Papers must be double-spaced with a one inch margin on all four sides. Refer to page 449 in the third custom edition of the Prentice Hall Guide for a template for the first page; no extra cover sheet is necessary.  And don’t forget, students who visit the Writing Center regularly will experience the benefits of more accomplished drafts.  Check for correct Works Cited formatting as well in the handbook.

 

Assignments are expected at the beginning of class on the due date.  Any assignments turned in after the start of class will be considered late and will incur a penalty of one lowered letter grade.  Late papers will be penalized one letter grade for each class day late.  If you are having difficulty completing your assignment, you must see or talk to me before the assignment is due. I do not accept assignments through email.  You must turn in hard copies.

 

Be an active member of class.  This is a collaborative class; we will be discussing and examining complex issues together, sharing in group exercises, and completing other work designed to help you understand the issues more deeply. Not participating will hurt your grade.  Ask and answer well-considered questions during class.  Above all, do the reading and keep up your participation.

 

Journals:     You will complete daily responses to class activities and assigned reading, many with directed prompts.  Your entries should be housed in a light weight spiral notebook that will be turned in a few times during the semester. The entries for this class can include varied responses such as drawings, collages- -different ways to respond to given prompts that enhance any written responses.

 

 

In-class presentation Assignment:        You will research and locate articles or organization sites that are contributing to incorporating expressive arts activities for military veterans.  Each presentation will discuss one article or one organization site to the class; you will summarize your source to the class as well as reflect on the source's value, etc., in the arena of expressive arts. Each student will present twice in groups of two. You may also choose to engage the class in an expressive arts activity you have learned about from your article or site.  You will turn in a copy of the article along with a Works Cited  (MLA) entry and summary of source to Dr. Martin.

 

 

In-class Workshops:  Most of the class meetings will involve students participating in an expressive arts workshop.  These workshops will range from writing, visual arts, and music.  Winthrop dancers will occasionally attend class so that they can “move” participants’ stories, poems, or art work. Winthrop musicians will also stop to create music on the spot in response to what participants have created. These workshops will help  participants experience how expressive arts activities can enrich and affirm who they are and what they can do.

 

Community Service Component:     You will be required to participate during class in expressive arts interactions with veterans in the Rock Hill community. Most of the class engagement in the community will take place during the second half of the semester.

 

Reflection/research Paper:     You will write a paper of at least 8 pages based on class discussion, research, and experience in the expressive arts with military veterans. It will be due at the final exam.  A more detailed assignment sheet will be given later in the semester. 

  

Final Exam Presentation:    You will be presenting the highlights of your paper as well as your review/reflections on your experiences with expressive arts.  We will also share some of what the class and community has created in an informal showing, involving writing, visual work, and music. This will be a celebration showing of what participants have created.

 

Mandatory Final Exam time:  3:00 PM, Tuesday, December 10.

 

Attendance:

 

Each student is allowed three absences. This is a collaborative class and not just a lecture course.  We will develop the learning and creating community together.  If you miss over three classes, you will not pass the class.  Being late to class three times equals one absence. THERE ARE NO EXCUSED ABSENCES.  If you are sleeping during class or put your head down on the desk, you will be counted absent.  Please turn off all cell phones and pagers while class is in session. All cell phones should be removed from sight as well.  Note:  a few class times may be cancelled because of your commitment to required activities outside of class. I will notify the class of those cancellations ahead of time.

 

Plagiarism:

 

In this class, an essay that presents the ideas and writing of someone else as if they were the writer’s own will receive an “F,” and the student will fail the course. Also, the drafts and other preparations for your essay should reflect the content of that essay.  I will not grade a paper that has no history, no preparations or drafts turned in with the assignment.  The University Policy on Plagiarism is explained at http://www.winthrop.edu/studentaffairs/Judicial/judcode.htm. under section V, “Academic Misconduct.”

 

 

 

Students with Disabilities:

 

Winthrop University is dedicated to providing access to education.  If you have a disability and need classroom accommodations, please contact Gena Smith, Coordinator, Services for Students with Disabilities, at 323-3290, as soon as possible.  Once you have your Professor Notification Form, please tell me so that I am aware of your accommodations well before the first {test/paper/assignment}.