For your final project, you have two options:
Option A: Single-Form Analysis Project (SFA)
The SFA project is a chance for you to develop a critical question related to the course material and course discussion through a sustained close reading analysis. As discussed in class, there are a variety of close reading methods. Moreover while a particular claim may foreground one method over another, most interpretive claims ultimately employ more than one strategy/method. The purpose of the single form analysis is twofold: 1) To provide you a chance to practice employing a variety of close reading methods in a logically coherent manner to arrive at a clear and cogent interpretive claim rooted in sound reading of the text (its content, form, and socio-historical context). And 2) to provide you an opportunity to draft a critical text that grows or advances your larger “Project.” For example, if you are a teacher, you may use this opportunity to develop a critical syllabus or lesson plan. If you’re a playwright, you might produce a draft of a one-act. While your SFA project should be as clear, thorough, well-structured, and coherent as possible, it will ultimately function as a draft in the larger scope of your project. As you will see in the course description, the default academic form for the SFA is a 8-10 page textual analysis paper that could be presented at an academic conference or symposium. However, everyone, regardless of which option you choose, must submit a project proposal. In the proposal, student are encouraged to describe whatever form that will be most productive for the goals of their larger Project. The only caveat is that you must complete the form. If you do not wish to and/or are not able to complete one single form, you should consider option B (below).
You should consider choosing Option A:
1- If you have a specific form you need and/or wish to complete fully.
2- If you have an external deadline / commitment related to your “Project” that requires you to present/submit a critical text related to the material and themes of this course (e.g. conference paper, lit review, grant proposal, lesson plan, etc.).
3- If you have a particular argument, question, or focused portion of text that is more complex than what you can address in a take of a single textual object (even a take done three different ways).
Option B: Take 3 Final Project (T3)
The T3 assignment ultimately asks you to explore a single question related to the course material and discussions via three different lens: the historical context; the formal analysis (e.g. “follow the trail” or other close reading strategies); and creative/experiential. Please note that each take will involve analysis and interpretation of chosen text(s). However the different takes will approach the formal analysis through different lenses (or from different angles). As such there will likely be some overlap; most notably you will likely find yourself analyzing some aspects of the textual form even in your historical context and your creative/experiential response takes.
You should consider choosing Option B:
1 – If you are most interested in strengthening their close reading skills
2 – If you don’t have a pressing need and/or desire to complete a longer single form assignment.
3- If your understanding of your personal “Project” is not clear enough for you to decide on a relevant and focused critical question and/or an appropriate and generative single-form assignment related to your Project.
4- If you already see connections between your different types of post and/or journal assignments and wish to further explore/ develop the exploration in those individual entries and/or the connections between them.
OPTION B Take 3 (T3) Project Objectives:
- Demonstrate their understanding of semester long discussion about the political, aesthetic, and social significance of how a text’s form works in relationship with its content.
- develop at least one previous idea (from a journal or class post).
- extend examination of a particular text and/or class inquiry.
- reflect on the ways in which these black cultural text demand both consideration and participation.
- interrogate their own analytical and critical engagement practices as a student, thinker, and person.
T3 Project Overview
For this project you will explore a critical question related to this course material in three different forms and/or mediums. All of your takes should be a close reading of a focused aspect of a text or texts: In one of your takes, the close reading should be primarily informed by your textual analysis of the form and how it affects the way we might understand some aspect of the text’s content. In one of your takes, the close reading should be largely informed by your focused and relevant research of the historical context for one aspect of the text. For one of your takes, the close reading should emerge through the lens of a creative and/or experiential response to the text that once enacted and reflected upon enables you to read some aspect of the text differently and/or notice aspects of the text that you had not previously noticed.
T3 Project Guidelines
- 1-2 of your takes should develop from an earlier post and/or journal entry assignment.
- It’s up to you to decide whether you develop a journal entry into an textual analysis take (i.e. developing a close reading observation into a more flushed out interpretive claim or thesis); or research relevant historical context that cast another light on the initial interpretation (i.e. a historical contextualization); or a creative/experiential response (e.g. returning to a side doodle or a creative entry to flush it out further OR transforming what was originally more a close reading journal entry into a dramatic script).
- Unless otherwise instructed by the professor, your textual analysis take should be in the form of a 4-5 page close reading analysis paper (i.e. a more flushed out close reading post).
- In addition to the three takes, your final project should include:
- a 3-5 page reflection essay on the medium, form, and content choices of each take and their relation to each other.
- a presentation frame that brings them all together (i.e. a blog post, a portfolio, a poster project, a video recording in which the analysis paper is read out loud as an introduction to the performances, a podcast, etc.)
- a self evaluation (handout to be circulated by professor towards the end of the semester)