Author Archives: David Lewis

Project Assessment Form

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[Be sure to complete both pages.  Use additional pages as needed.]

PAGE 1 – Reflection

YOUR NAME:  ______________________________

  • 1- Describe the knowledge and/or skills you gained and/or strengthened while working on this project?
  • 2- What aspects of the project did you find most challenging and why?
  • 3- What aspects did you find most rewarding and why?
  • 4- Which part(s) of your final product do you feel is most successful and why? 
  • 5- Which part(s) of your final product do you feel is least successful and why? 
  • 6- If you had 2 more weeks to work on this project, what would you add, develop, revise, etc.?
  • 7- If you could start over, what would you change about your approach to the project?
  • 8- On a scale of 1-10 (1=not at all; 10=extremely), how satisfied are you with your finished project?
  • 9- On a scale of 1-5 (1=not at all; 5=fully), how much did you utilize the check-ins and office hours?
  • 11- Average number of hours per week you dedicated to this project since 10/12 Since 12/12__?

[Make sure you complete the second page too!]

PAGE 2 – Performance Evaluations

1]                

  • your name :
  • productive contributions :                    
  • negative contributions :                          
  • suggested grade :

2]                

  • group member’s name :                               
  • productive contributions :                      
  • negative contributions :                         
  • suggested grade :

3]                

  • group member’s name :                            
  • productive contributions :                    
  • negative contributions :                         
  • suggested grade :

4]               

  • group member’s name :                              
  • productive contributions :                     
  • negative contributions :                         
  • suggested grade :

Final Journal Assessment Due 12/11 by Noon

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Reflection on Content

  • Describe a few of the connections you see between your different entries?
  • As you reflect on your entries, do you notice any patterns? Do you find any tensions between your thoughts in one entry and your ideas in another? Are their contradictions in how you’re thinking in one entry and how you’re thinking in another entry? Or are there entries where your method of reasoning and contemplating switches within that one entry?! Note: Tensions; shifts; and contradictions in our thinking and method of reasoning can sometimes aren’t inherently bad. These points can be productive for further exploration.
  • Compare and contrast your first entry, your 6th entry, and your last entry.. Are their similarities to the types of questions and topics you’re focusing on? Do you notice any differences or changes in what and/or how you’re observing and thinking through your observations?
  • If you could go back choose another prompt or approach the same prompt differently, which week would it be? What would you differently? And why?
  • If you could add an additional journal entry, what questions, texts, mediums, and / or content would you choose to explore in that entry?

Reflection on Form

  • What if any changes did you make regarding the physical form of your journal and / or the format and/or medium of your entries in the second half of the semester and why? If you haven’t made any changes, you should observe and describe (with fresh eyes) the form of your physical journal and the format and/or medium of your entries even if that description ends up being similar to your midterm description.
  • At this point of the semester: What does your journal look like? What does your journal feel like? What does your journal smell like? What does it sound like when you open your journal? (And yeah, if you want to describe how your journal tastes, go for it!) What type of material are you using for your journal? Are you using a marble notebook or a three ring binder or a collage book or a handcrafted notebook made out of paper you pressed yourself with natural fibers from your favorite t-shirts? How else can you describe the specifics of your journal (as opposed to a journal similar style journal made from similar materials)?
  • How does the current form of your physical journal and / or the format and/or medium of your journaling bring together your various entries in ways that another form wouldn’t?
  • Imagine that five years after you graduate, you run across this journal in storage somewhere and start to look through it. What might you think of the physical form; the handwriting; the visuals; the prompts; and the content of your ideas? What do you hope you would think, feel, and/or experience looking back through your journal?

Reflection on Process and Experience

  • When do you journal? Do you journal at a consistent time? Do you do your entries all in one sitting or over several smaller bits of time? Do you listen to music or eat or sip tea when you journal? Do you have any pre, during, or post writing rituals?
  • Where do you journal? Describe the physical space(s) you journal in (think: lighting; size; privacy; comfort; noise; aesthetic; temperature; etc.).
  • How long do you spend on your journal entries? Do you edit and/or revise your entries?
  • How would you describe the ways in which your experience of, and/or feelings about, the journal assignment have developed over the course of the semester? Has your physical, mental, emotional experience with the journal assignment changed in any way since the first half of the semester?
  • Which two journal entries did you most enjoy doing the most? Why?
  • What about your journaling process, content, form, reflection, and/or experience are you most proud of this semester? And why?

Reflection on Present Growth

  • As you reflect on the content of your entries and your experience of journaling and reflecting this semester, what have you learned (or what might you be learning) about yourself AS A THINKER?
  • As you reflect on the content of your entries and your experience of journaling and reflecting this semester, what have you learned (or what might you be learning) about yourself AS AN ARTIST?
  • As you reflect on the content of your entries and your experience of journaling and reflecting this semester, what have you learned (or what might you be learning) about yourself AS A FRIEND OR FAMILY MEMBER?
  • As you reflect on the content of your entries and your experience of journaling and reflecting this semester, what have you learned (or what might you be learning) about yourself AS AN ETHICALLY ENGAGED MEMBER OF SOCIETY (whether that be as an activist, a volunteer, a concerned neighbor, an educator, a programmer, etc.)?
  • As you reflect on the content of your entries and your experience of journaling and reflecting this semester, what have you learned (or what might you be learning) about yourself AS A STUDENT?

Reflection on Future Goals

  • What formal aspects of this assignment would you like to carry with you in your future academic, professional, and/or practices? Why?
  • What are two small (focused!) and concrete things that you can do between now and the end of January 2022 that would help you carry the above formal aspects into your future academic, professional, and/or personal practices?
  • Thinking about the content of your entries, what texts, topics, themes, or questions would you like to to continue exploring in your future academic, professional, and/or personal endeavors? Why?
  • What are two small (focused!) and concrete things that you can do between now and the end of January 2022 that would help you continue exploring the above texts, topics, themes, and/or questions in your future academic, professional, and/or personal practices?

Featured Journal Entry

  • Please identify one entry* that you would like for me to read for this midterm assessment:
  • Make sure you have clearly marked the entry in your journal and/or provided me with enough information to find the entry easily.
  • *If you’ve made arrangements with me to submit two entries, please identify two entries you wish me to review.

Project Check-In Due 11/12 by 5pm

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One person from each group should submit a copy of your group’s completed responses to me as a Word Document via email by Friday, November 12th at 5pm. Whoever emails me, please make sure that all group members are cc’d on the email to me (not bcc’d); group members’ names are listed in the attached Word file, and that the attached file is indeed a Word document.

To be clear, do not send me a PDF, Jpeg or image file. Do not submit a Google Doc, or a file created by Pages, OneNote, or Scrivner. And please do not cut and paste your responses into the body of the email.) Responses submitted in any format other than a Word Document may be returned and/or take longer to receive feedback.

While not required, I encourage you to also post your project check-ins to the class site. Doing so might help folks get a sense of how other groups are tackling similar or related issues.

Note: Many of the below questions are similar to the ones in the Project Proposal form. Please do not cut and paste your previous response. Even if the answer is relatively the same as your proposal, you should still take the time to write out your response for this check-in. Why? 1) Because I expect that even if your general idea or answer is the same, your group should be able to provide more specific details and explanations than you did when you were submitting your proposal. 2) Because the process of having to rearticulate your thoughts and rationales can in and of itself help you to refine and clarify those ideas.

Group Members’ Names

  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________

What

  1. Briefly describe how the form of your group’s final project has changed and/or developed from what you described in the first check-in.
  2. How has your group addressed the feedback you received on your first check in?
  3. Please list 2-3 existing models your group has in mind for your particular project. While, ideally every group will find a strong model for the form, medium, and/or organizing concept, which they can use as a kind of guide by which to construct, enact, or implement their project. However, realistically, you might not find one perfect model. You may find one text that demonstrates how you’re hoping to incorporate sound, tempo, and ideas of musical constraint in your piece, and another text that’s more illustrative of how you imagine creating an interactive performance art installation in the halls of Stokes. Make sure you describe each model (include details about what it is; what it’s doing; how it works; its constitutive elements; its audience; its authors; where it’s located; and when it was created). You should also explain why and how this text serves as a model for your group’s project? You should explain what exactly about this text you plan to use as a formal guide for your project and how. Finally please include a visual or audio and/or a link to a visual or audio of each of your models. (Please include accurate and thorough bibliographic citation for the image, audio, and/or links you provide.)

Who

  1. Describe your intended audience for this project? Describe why and/or how you selected this specific audience?
  2. Describe how your current articulation of your intended audience has changed and/or narrowed from what you described in the first check-in:
  3. What steps have you taken thus far to reach your intended audience (i.e. sent evites, created a hashtag, developed a link to a virtual platform, etc.)
  4. What do you want your audience to receive from your project? How will you know if/when your audience receives what you want them to receive from the project?

Why

  1. Review the project requirements with the details of your project in mind.
  2. At this stage, which of the requirements are you most confident your project will satisfy? And Why?
  3. At this stage, which of the requirements are you least confident that your project will satisfy? And Why?
When
  1. When do you plan for your project to take place and/or go live? (Be as specific as possible.)
  2. Working backwards from when you expect to launch your project (i.e. your answer to the last question), identify your deadlines for the three most important things your group needs to accomplish between now and when you launch your project:
  • (task to accomplish)_______________________________ (by) ________(deadline)
  • (task to accomplish)_______________________________ (by) ________(deadline)
  • (task to accomplish)_______________________________ (by) ________(deadline)

How

  1. Describe the work that you have done on your project since submitting you submitted your Project Proposal.
  2. What, if any, supplies or tools do you still need to acquire in order to complete your project?
  3. Are there any materials or tools for which you need my help to acquire?
  4. What, if any, of the project’s logistical aspects do you still need to sort out?
  5. Consider the three main deadlines you listed above. For each of these deadlines, please describe the steps and/or tasks your group must complete in order to successfully meet that deadline.
    • Steps to Deadline I:
    • Steps to Deadline II:
    • Steps to Deadline III:
  6. Considering the above steps, tasks, and deadline, please describe how you plan to distribute the work among your group.

List at least one question your group has for me at this point in the semester?

Afro Trek Packets

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Listen to first minute and a half AND from 5:40 on.

“Max Roach & Abbey Lincoln perform Tears for Johannesburg & Tryptic (Prayer, Protest).” Posted by thepostarchive. YouTube.com. October 20, 2018 (Accessed 9/30/20).

Harlem Renaissance Packet

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Listen, watch, and look at items A-O total watch listen time is roughly an 1 hour (about 58-63 minutes).

To assist you as you in organizing your time, I have were applicable indicated the individual and total watch/listen times for each clip. P& Q are optional texts.

I. Listen [Total listen time – 11 minutes and 55 seconds]:

A. “Just Because She Made Dem Goo Goo Eyes (1900)”[4:55]. Posted by Sheet Music Singer. July 6, 2018. Youtube.com <https://www.youtube.com/watch?v=vpPaTZnNk0w> Accessed 10.4.19.

B. “Manuel Romaine. ‘Daises Won’t Tell’ Edison Standard Record 10399 (1910)” [2:03]. Posted by Tim Gracyk. Sep. 13, 2014. Youtube.com <https://www.youtube.com/watch?v=-_8VPVX0nos> Accessed 10.4.19.

C. “‘La Pas Ma La’ by Ernest Hogan (1895, Ragtime piano)” [2:22]. Posted by Ragtimedorianhenry. Nov. 10, 2014. Youtube.com <https://www.youtube.com/watch?v=fvu_7l52LF4> Accessed 10.4.19.

D. “Miles & Bob Pratcher: ‘I’m Gonna Live Anyhow Until I Die’ (1959)” [2:35]. Posted by Alan Lomax Archives. Jan. 26, 2011. Youtube.com <https://www.youtube.com/watch?v=w7fbrwQwc7E> Accessed 10.4.19.

II. Watch [Please note that you will need your BC login credentials to access the library database. Total watch time – 45-50 minutes]:

Dance Black America: A Festival of Modern Jazz, Tap & African Styles [Total watch time – 8 minutes 40 seconds]

E- “Al Perryman as Earl “Snake Hips” Tucker.”  (1:15). Dance Black America: A Festival of Modern Jazz, Tap & African Styles. performed by Charles Moore, 1928-1986 (Pennebaker Hegedus Films, 1984), 1 hour 27 mins. Found on Alexander Street: A Proquest Company.  via DanceOnline: Dance in Video. March 14, 2019.

F- “Leon Johnson as Master Juba.”  (1:35). Dance Black America: A Festival of Modern Jazz, Tap & African Styles. performed by Charles Moore, 1928-1986 (Pennebaker Hegedus Films, 1984), 1 hour 27 mins. Found on Alexander Street: A Proquest Company.  via DanceOnline: Dance in Video. March 14, 2019.

G- “The Cakewalk.” (1:56). Dance Black America: A Festival of Modern Jazz, Tap & African Styles. performed by Charles Moore, 1928-1986 (Pennebaker Hegedus Films, 1984), 1 hour 27 mins. Found on Alexander Street: A Proquest Company.  via DanceOnline: Dance in Video. March 14, 2019.

“H- Lindy Hop.” (3:59). Dance Black America: A Festival of Modern Jazz, Tap & African Styles. performed by Charles Moore, 1928-1986 (Pennebaker Hegedus Films, 1984), 1 hour 27 mins. Found on Alexander Street: A Proquest Company.  via DanceOnline: Dance in Video. March 14, 2019.

The Call of the Jitterbug [Total watch time 36 minutes and 32 seconds]

I- “Lindy Hop or Jitterbug”  (8:25). The Call of the Jitterbug.  produced by Tana Ross, Jesper Sorensen and Vibeke Winding; performed by Frankie Manning, 1914-2009, Norma Miller, 1919-, Dizzy Gillespie, 1917-1993, Mama Lu Parks and Sugar Sullivan-Niles (New York, NY: Filmakers Library, 1989), 37 mins

J- “Passing it On.” (7:55). The Call of the Jitterbug.  produced by Tana Ross, Jesper Sorensen and Vibeke Winding; performed by Frankie Manning, 1914-2009, Norma Miller, 1919-, Dizzy Gillespie, 1917-1993, Mama Lu Parks and Sugar Sullivan-Niles (New York, NY: Filmakers Library, 1989), 37 mins

K- “Rhythms.” (7:08). The Call of the Jitterbug.  produced by Tana Ross, Jesper Sorensen and Vibeke Winding; performed by Frankie Manning, 1914-2009, Norma Miller, 1919-, Dizzy Gillespie, 1917-1993, Mama Lu Parks and Sugar Sullivan-Niles (New York, NY: Filmakers Library, 1989), 37 mins

L- “A Joyful Legacy.” (13:04).  The Call of the Jitterbug.  produced by Tana Ross, Jesper Sorensen and Vibeke Winding; performed by Frankie Manning, 1914-2009, Norma Miller, 1919-, Dizzy Gillespie, 1917-1993, Mama Lu Parks and Sugar Sullivan-Niles (New York, NY: Filmakers Library, 1989), 37 minsDance in Video. March 14, 2019.

III.  Look at Visual Art by Augusta Savage:

M- “Augusta Savage (1892-1962).” The Melvin Holmes Collection of African American Art.  Online at <theholmesgallery.com>  Accessed 3/15/19.

N- “Artist of Color Spotlight: Augusta Savage.” Mia Araujo Fine Art and Illustration.  Online at <www.art-by-mia.com> Accessed 3/15/19.

O- “Lenore, a Portrait Bust Sculpture by Augusta Savage.” Digital Public Library of America. Online at <dp.la>  Accessed 3/15/19.

Read Zora Neale Hurston on Negro Art & Performance:

P- Hurston, Zora Neale. “Color Struck: A Play in Four Scenes.” FIRE!! A Quarterly Dedicated to Younger Negro Artists. Volume 1 Issue 1. New York: The Fire Press, 1926. 7-14.  Online at <https://issuu.com/poczineproject> Accessed 3/15/19. (8 pages)

Q- Hurston, Zora Neale.”Characteristics of Negro Expression” (1934) in The Sanctified Church, Turtle Island, Berkeley, 1981. 49-68.  Found on http://www.ypsilonediteur.com. Accessed 3/15/19.  Pdf available here: “Characteristics of Negro Expression” by Zora Neale Hurston.  (20 pages)

R- Hurston, Zora Neale. “Art and Such.” Found on the Digital Public Library of America.  <www.dp.la.org> Accessed January 25, 2019. (10 pages double spaced)

S- Hurston, Zora Neale. “The Pet Negro System.” The American Mercury  (May 1943): 593-600. Found online at The Unz Review: An Alternative Media Collection. <www.unz.com> Accessed January 25, 2019. (8 pages)

Additional (Optional) Texts:

T- “Watch: Meet Augusta Savage, The Most Important African-American Sculptor.” Timeline. May 23, 2017.  Online at <Timeline.com> Accessed 3/15/19.

U- “Elizabeth Cotten – ‘Oh Babe It Ain’t No Lie'” [4:43]. Posted by Schroomeryslearyfan. Feb. 18, 2010. YouTube.com <https://www.youtube.com/watch?v=6GFM6B0oQ8M> Accessed 10.4.19.

V-  Hughes, Langston. “The Negro Artist and the Racial Mountain.” (1926) Found on “Modern American Poetry.” English Department. University of Illinois.

Midterm Journal Assessment Due 10/16 by noon

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Reflection on Content

  • Describe a few of the connections you see between your different entries?
  • As you reflect on your entries, do you notice any patterns? Do you find any tensions between your thoughts in one entry and your ideas in another? Are their contradictions in how you’re thinking in one entry and how you’re thinking in another entry? Or are there entries where your method of reasoning and contemplating switches within that one entry?! Note: Tensions; shifts; and contradictions in our thinking and method of reasoning can sometimes aren’t inherently bad. These points can be productive for further exploration.
  • Compare and contrast your first entry and your latest entry. Are their similarities to the types of questions and topics you’re focusing on? Do you notice any differences or changes in what and/or how you’re observing and thinking through your observations?
  • Are their questions, texts, and / or content that you wished you had of been able to focus on and/or explore in your journal? Why?
  • Based on the content of your journal entries thus far, pose two critical questions related to this course that you might explore in your final project?

Reflecting on Form

  • Describe the medium and form of your journal at this point of the semester. What does your journal look like? What does your journal feel like? What does your journal smell like? What does it sound like when you open your journal? (And yeah, if you want to describe how your journal tastes, go for it!) What type of material are you using for your journal? Are you using a marble notebook or a three ring binder or a collage book or a handcrafted notebook made out of paper you pressed yourself with natural fibers from your favorite t-shirts? How else can you describe the specifics of your journal (as opposed to a journal similar style journal made from similar materials)?
  • How does the physical form of your journal affect your experience of thinking and writing in your journal?
  • How does the physical form of your journal affect the way you or (a fictional) someone else might read your particular journal entries? What kinds of connections does the physical form of your journal encourage? What kinds of connections does it discourage?

Reflection on Process and Experience

  • When do you journal? Do you journal at a consistent time? Do you do your entries all in one sitting or over several smaller bits of time? Do you listen to music or eat or sip tea when you journal? Do you have any pre, during, or post writing rituals?
  • Where do you journal? Describe the physical space(s) you journal in (think: lighting; size; privacy; comfort; noise; aesthetic; temperature; etc.).
  • How long do you spend on your journal entries? Do you edit and/or revise your entries?
  • What types of non-word based journal entries / contributions have you included in your journal? (ex. doodles, highlights, collages, etc.)
  • Reflect on how you felt about doing this assignment in the first two weeks and how you feel about doing the assignment now? Has your physical, mental, and/or emotional experience with your journal entries changed in any way? How so?
  • Which journal entry did you enjoy doing the most? Why?

Reflecting Forward

  • What about your journaling process would you like to modify for the second half of the semester?
  • What about the way you approach the content of your journal entries would you like to modify in the second half of the semester?
  • What about the overall shape, medium, structure, form of your journal would you like to modify in the second half of the semester? How? Why?
  • What about the ways you reflect on and make connections between entries would you like to modify in the second half of the semester?
  • What about your journaling experience do you hope to adjust in the second half of the semester?
  • What about your journaling process, content, form, reflection, and/or experience do you currently feel good about and hope to continue and/or develop further in the second part of the semester?

Featured Journal Entry

  • Please identify one entry that you would like for me to read for this midterm assessment:
  • Make sure you have clearly marked the entry in your journal and/or provided me with enough information to find the entry easily.

Project Proposal (Due 10/15 @12pm)

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Please submit one completed proposal form per group by 12:00 pm (noon) on Friday, October 15th.

Note: You may email me your responses directly as a Word document (not a Google Doc or a PDF, but a Word Document), but I encourage you to post your project check-ins to the class site.* Doing so facilitates the feedback loop and also allows you to get a sense of how other groups are tackling similar or related issues.

What

  1. Describe the form you intend your final project to take:
    • Notes:
      • Your description of your proposed project form should be more extensive than what you’ve already communicated in the paragraph you sent me on Monday.
      • Your description should include details about how you envision your project in terms of medium, form, and genre, but also in terms of organization, duration, size, material, featured content, accessibility, location, etc..
      • If my feedback to your group’s paragraph included questions about your form, please make sure your responses address the questions I posed.

Who

  1. Describe your ideal audience/reader(s) for your project in terms of number, demographic, interest, background knowledge, and other relevant demographics.
    • Notes:
      • Your audience should not be me and/or our specific class.
      • Our class may be included in your audience, and we should be able to generally appreciate the project even if we are not included in the intended audience. However, we should not be the intended audience.
      • A big part of this project is creating something that has formal and content integrity in and of itself. If your project only makes sense in the context of our class, then you need to work on developing the project further.
      • It is okay for your ideal audience to include or be specifically directed at the BC community in some way. However you must be more specific in your description of the audience than simply saying “BC community” or “Boston community.”
  2. Identify two primary outcomes you hope your project will produce for your intended audience.

Why

  1. At this point, how do you imagine that your proposed project will incorporate the 10 required project elements?
    • 1
    • 2
    • 3
    • 4
    • 5
    • 6
    • 7
    • 8
    • 9
    • 10

WHERE & HOW

  1. What kinds of administrative permissions or resources might you need to acquire to accomplish this project? (i.e. space reservations, flyer permission, etc.)
  2. What supplies and/or materials will your group need in order to create this project?
  3. What programs and/or technologies will your group need in order to create this project?
  4. What skills and/or technical know-how will your group need in order to create this project?
  5. Reflecting on your responses to 1-3: Please organize your lists of necessary supplies, technology, and skills into two columns. Column A – Items/Skills You have or have access to and Column B – Items/Skills you neither have nor know how to access.
  6. Please break the project down into 8-12 detailed and actionable steps or tasks.
  7. Indicate which group members will take the lead on each of the above 8-12 steps.
  8. Using the information from 6&7, please provide a timeline (or production calendar) for your project completion.

QUESTIONS

Include at least two questions you have about either your project in particular and/or about the project assignment in general:

1.

2.

Email Final Project Preferences by 9/18 @4pm

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Email me by this Saturday, September 18th at 4:00 pm if you have any preferences about the final project that might influence which group I assign folks.  

In general, I’m wondering if you have any particular interest in working (or not working) with a particular text, theme, and/or medium.   

  • For example: If you would really like to do a project that works with  music let me know, and I will try to match you up with folks who are also hoping to do something with music. 
  • Or, for example: If you know that you hate to do any kind of acting or performing, let me know and I will try not to put you with the three folks who definitely want to stage Zora Neale Hurston’s short play in the quad.   

I encourage you to look at the list of previous projects (at the bottom of the assignment description page).  Looking at the list (along with the assignment objectives and guidelines) should give you a sense of just how creative your group can get with this project. 

Keep in Mind:  Expressing interest in working (or not working) with a particular text, theme, and/or medium is just so I can try to put you in a group with similarly interested folks.   Your group may ultimately decide to go in another direction. 

 If you would like to express preferences of any sort, please make sure you email me by this Saturday, September 18th at 4:00 pm.  

  • You may list as many preferences as you prefer, but if you list more than two preferences, please rank them in order of most important to least important.  
  • If you do not have any preferences, you do not need to contact me. 

Week 2 Updates

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Hi All, 
This post (like the class email I just sent) contains several updates and important information. Please read carefully.

Overview

  • Important Date(s)
  • Readings for Next Week
  • Schedule of Assignments Changes
  • Signing Up for Panel Paper Presentations
  • Office Hours

Important Date(s):

Saturday, September 9th at 4:00 pm 

  •   Deadline to email me your top two priorities for the Panel Paper assignments [See Line H]

Readings for Next Week: 

Next week, we will put the two slave narratives pieces in conversation with contemporary artists’ reflections and / or revisioning of slavery and slave narratives. 

A)  If you have not finished the Jacobs and Brown readings, you should do so.

B)  You should read, watch, and view the various texts listed on the syllabus under “Neo Slave Narratives”

C)  Because there are a bunch of little texts for Kara Walker, the link on the schedule of assignment page takes you to a post on the site dedicated specifically to the Kara Walker related texts.   The Ailey video and the two poems (one by Shockley and the other by White) have links directly to the text.

D) Realistically, we won’t talk about all of these texts on Tuesday.  However the hope is that we will start discussing the two poems on Tuesday.  I then suggest looking at the Kara Walker selections.  Ailey’s Revelations is the longest piece, and I am pretty sure we will not discuss it on Tuesday.

Schedule of Assignment Changes

E) FYI, We will begin discussing The Garies and Their Friends the following week (which is a change.  We were supposed to start it next Thursday, but I pushed it back).  

F) Since, I pushed the Webb novel back, I also pushed back the deadline for Panel A presenters back to our last class on  Webb.

Signing up for Panel Presentations

G)  We need to assign folks to specific panels, so that Panel A folks have enough time to get going.  

H)  Please email me your two main priorities for panel assignments by this Saturday, September 11th at 4pm  (note: priorities could be your top two preferred panels, but they could also be your two least preferred panels, or your most preferred and least preferred, or whatever the two things you want me to keep in mind).

I) On the schedule of assignments, the panels are listed as “Panel A” “Panel B”;  the central text for each panelist’s paper will be the main text for that week on the syllabus.  If you’re confused, you can check the “Panel Assignments” page. You can find it on the drop down menu and as a link on the assignment description page. 

J)  If I do not receive your priorities, I will assign you to a panel.

K) I will post panel assignments by Monday morning on 9/13.  

L) Panel assignments will be considered final by the end of class on Tuesday, 9/14.

​Office Hours

M) I will hold some virtual office hours tomorrow, Friday, September 10th between 4-6pm.  ​Zoom Link: (See Class Email)

N) If you wish to reserve an office hour slot, please email me prior to 2:00 pm tomorrow. Note: If no one signs up for the second half (5-6pm) before 2pm, I will cancel the second half. ​​

P)  Next Week Office Hours will be both virtual and in-person.  The in-person office hours will be by appointment only. 

  • Virtual
    • Wed 4:30 -6:00 pm
  • In-Person: 
    • Tues:  12:00 – 12:45 pm  (by appointment only; appointments must be confirmed by 10:00 am that Tuesday.)
    • Thurs:  3:00 – 4:00 pm  (by appointment only; appointments must be confirmed by 10:00 am that Thursday.)

Q) All virtual office hours this semester will use the same Zoom link, which you can access in the email version of this update sent on Thursday 9/9/21.

Best,
AC

Kara Walker

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Note: All Kara Walker texts at “Kara Walker.” art21.org. < https://art21.org/artist/kara-walker/ > Accessed 9/9/2021.

  • WATCH CLIPS:
    • “Sending Out a Signal” (9:23 );
    • “Starting Out” (4:31);
    • “Kara Walker in ‘Stories'” (12:14);
    • “Season 2 of ‘Art in the Twentieth Century’ Trailer” (7:45).
  • Videos can be found at “Kara Walker.” art21.org. To locate, scroll down to the video carousel (may need to use the arrows on the upper left hand corner of the carousel to access all four clips). Web. < https://art21.org/artist/kara-walker/ > Accessed 9/9/2021.
  • READ INTERVIEWS:
    • “Projecting Fictions: ‘Insurrection! Our Tools Were Rudimentary, Yet We Pressed On'”
    • “The Melodrama of Gone with the Wind.”
  • Interviews can be found at “Kara Walker.” art21.org. To locate scroll down below the video carousel and below the yellow banner of site categories. Web. < https://art21.org/artist/kara-walker/ > Accessed 9/9/2021.