Arts in Medicine: Building a Community Project Based on Healing Stories
Summer 2012. Designator: ENGL 320-001, 3 credit hours
Dr. Mary E. Martin
Office—208 Bancroft E-mail: martinme@winthrop.edu
Web address: http://faculty.winthrop.edu/martinme
Office phone: 323-4554 Home phone: 366-7795
Office Hours: M 3:00-4:00PM; TR 3:00-3:30 PM and by appointment
Class Meetings:
MTWR 1:00-3:00 PM, Owens 101
KEEP THIS ALL SEMESTER!
Course Description and Goals:
Central Questions: What is a healing story? How do we define a community performance projet?
This class introduces students of any background to various expressive arts modalities through in-class workshops involving the expressive arts and especially the reading and writing of healing stories as well as developing a community project based on these stories. This class is neither definitive nor prescriptive, but aims to introduce students to not only the value and practice of writing and reading healing stories, but also to methods of building a collaborative community project based on healing stories. According to Alison Oddey in Devising Theatre, the creating or devising of a performance project is "a process of making theatre that enables a group of performers to be physically and practically creative in the sharing and shaping of an original product that directly emanates from assembling, editing, and re-shaping individuals' contradictory experience of the world." In this class we will emphasize student writing and an enabling of the students to build a project as a vehicle for sharing their stories with others. The process for both writing and developing a project will be based on intuition, spontaneity, and an assembling of ideas. Students will also learn about different kinds of performance projects through their oral presentations.
The final evaluation paper 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;
Learning Outcomes:
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 .
--Describe how the selected literature reflects and reinforces "the diversity of ideas, institutions, philosophies, moral codes, and ethical principles" (General Education Goal # 4).
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 papers, and other graded work.
--Apply the skills of literary research, including MLA documentation and research (e.g., the MLA bibliography online and the OED).
--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 others in a performance project.
Texts/Required Supplies:
1. My Grandfather's Blessings, Rachel Naomi Remen, M.D.
2. A journal for the required response entries
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.
Journal responses 15%
Three Healing Stories 45%
Community Performance 10%
Oral Presentation 10%
Class Participation 10%
Final Evaluation Paper 10%
Class Requirements:
Three things are essential in order to pass this class: All assignments must be completed. (I will post assignments and class calendar on my web page. Check it frequently .) You must bring your book to class and show evidence of having read the assigned readings. You can't miss more than one class, and you must actively engage in class activities and in the building of the class project.
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 the workload.
Journals: You will complete weekly responses to class activities and/or directed prompt to Remen's book. Your entries should be housed in a light weight spiral notebook that will be turned in a few times during the semester. The journal for this class can include varied responses such as drawings, collages, found objects pasted to pages--ways to respond to given prompts that enhance any written responses.
Oral Presentation, In-class Activity: You each will be paired to present and engage the class in an over-view of a significant figure or company who has developed community performance projects. I will give you the assigned topic of your presentation during the first week of classes.
Project Presentation: During the last week of class, students will present their collaborative project informally to a community group. I will discuss with the class where an appropriate place might be in the Rock Hill area. The presentation will take place during a class meeting.
Healing Stories: You will write three healing stories from your life and inspired from the readings in Remen's book. Each story will be from three-four pages long, following MLA format.
Final Evaluation Paper: You will write a final evaluation paper based on your writing of healing stories and your collaborative project and its presentation. It will be three-four pages long, following MLA format, and will be due the last day of the class. This is your final exam.
Mandatory Final Exam time: 1-3 PM, Wednesday, August 8.
Attendance:
Each student is once absence. This is a collaborative class and not just a lecture course. We will develop the learning and creating community together. If you miss over one class, 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.
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}.