INTERPRETIVE PROJECT

American Authors – Mr. Dawursk – MHSA

 

To Print out a pdf printable copy, click here: PROJECT

 

Start Date:  May 21, 2015

Library Time:  At least three days the week of May 25-29

Presentation Dates: June 1, 2, and 3, 2015 – ALL FORMS ARE DUE THE FIRST DAY!

Purpose:   To take a story, poem, author’s life, or a literary era studied in this American Authors class and with sufficient analysis and reflection, create a visual interpretation of it using a form of media within the student’s major art form at MHSA.  The goal is for the student to demonstrate reasonable research, analysis, writing, interpretive, and reflective skills in junior level English.

Grading:  The project will be evaluated for level of proficiency in multiple areas –

·         Research and Analysis (Use of technology, MLA format bibliography)

·         Description and Rational / Defense ( Written Work and Plan)

·         Creative Interpretation Presentation (Interpretation, Speech, Use of Technology / Media)

·         Out-Come Explanation and Self-Reflection (Written Work)

 

Process:

1)     Student will first choose the story, poem, author’s life, or a literary era they would like to concentrate on. 

2)     Next, the student will create a “question” about their story, poem, author’s life, or a literary era and conduct basic research on the subject area which could lead to a more refined interpretation. The student will complete the research and reflection form including a list of at least TWO resources used in proper MLA bibliography format.   (FORM A)

3)     Student will write a minimum three paragraph description and rational for their project. 
RESEARCH RESULT:  This is where you tell what you learned from your research which answered your question in #2. DESCRIPTION: This should include at least one complete paragraph describing what the student will be doing.  RATIONAL: This will include at least one paragraph defending why the student is doing it and how it applies toward the goals and focus of this project and course.  (FORM B)

4)     Student will begin work on Interpretation of the story, poem, author’s life, or a literary era they have researched and analyzed.  Make a plan of how you want to achieve your outcome. **

5)     After the interpretive presentation project is complete, write a FINAL REVIEW of your project.  EXPLANATION: Write a minimum of one paragraph explaining your use of symbolism and other forms of figurative language in your presentation. What are the connections in your presentation to the story, poem, author’s life, or a literary era?  Be specific!   REFLECTION: How do you feel about the outcome?  Did it achieve what you expected?  What did you do well?  What could you have done better?  Why? What proficiency level would you give for the overall project?  Why? (FORM C)

 

**NOTE: All presentations which include media (recording) and final videos, PowerPoints, audio, etc. should be sent to dawursg1@milwaukee.k12.wi.us prior to the presentation dates OR brought-in on a USB Media Drive (stick) by the presentation date. Students will NOT be given passes to anywhere (library, other classrooms, or media rooms, etc.) to access their data from shared, cloud-style, or personal school accounts.  COME PREPARED!

 

Possible Projects:

1.      A new 2 minute minimum recorded original interpretive dance of a story, poem, author’s life, or era studied in this American Literature class.

2.      A new 2 minute minimum original movie creatively interpreting a story, poem, author’s life, or era studied in this American Literature class.

3.      A new 10 slide minimum interpretive original slideshow movie of a poem studied in this American Literature class.

4.      A new 2 minute minimum recorded original song which interprets a story, poem, author’s life, or era studied in this American Literature class.

5.      A 2 minute minimum original recorded “movie- trailer” promoting a story studied in this American Literature class.

6.      A new 2 minute minimum recorded original instrumental soundtrack added to a student recorded oral interpretation of a poem studied in this American Literature class.

7.      A new 10 page minimum original 2nd grade children’s bound book based upon a story, poem, author’s life, or era studied in this American Literature class. The book must include at least 5 original colored sketches or photos.

8.      A new original oil or watercolor painting or charcoal drawing (minimum 8-1/2” x 11”) interpreting a story, poem, author’s life, or an era studied in this American Literature class.

9.      A new original sculpture (minimum 12” tall) interpreting story, poem, author’s life, or era studied in this American Literature class.

10.  A minimum 6 level new original mobile representing a poem, author’s life, or era studied in this American Literature class.

11.  A new 2 minute minimum original skit recorded as either a play or reader’s theatre production interpreting a story, poem, author’s life, or era studied in this American Literature class.

12.  Develop an original new website about a story, poem, author’s life, or era studied in this American Literature class.

13.  A 3-4 page double-spaced typed, MLA-structured (title page, essay, annotations, and bibliography) research paper on one of the following topics:

a.      How is George Washington’s “First State of the Union Address” similar, yet quite different from those given by recent presidents

b.      How did William Cullen Bryant, as an editor for the New York Evening Post, influence Abraham Lincoln’s decision to issue the Emancipation Proclamation?

c.      All of Edgar Allan Poe’s short stories reflect characters with disturbed psyches

d.      Compare short stories of Rod Sterling, Alfred Hitchcock, or Stephen King to Edgar Allan Poe’s

e.      African American spirituals, sung mainly outside of church, linked their authors (the slaves) to one another by expressing personal feelings of hope and salvation

f.        Mark Twain’s The Adventures of Huckleberry Finn is (or is not) a racist novel

g.      Through his writings and speeches, Booker T. Washington showed his belief in the dignity of work

h.      F. Scott Fitzgerald personifies “the jazz age’ in The Great Gatsby

i.         Harper Lee’s To Kill a Mockingbird, set in the 1930s, portrays prejudice and tolerance, knowledge and ignorance, and courage and cowardice

j.         The impact of contemporary literature (1940 to current) on recent American history

14.  Design and create a 3-D scale model of a set / scene with specific features interpreting a story, poem, author’s life, or era studied in this American Literature class.

15.  Design and create replicas of costumes for a story, poem, author’s life, or era studied in this American Literature class.

 

INTERPRETIVE PROJECT – RESEARCH -- FORM A

American Authors – Mr. Dawursk – MHSA

 

Student will first choose the story, poem, author’s life, or a literary era they would like to concentrate on. 

Next, the student will conduct basic research on the subject area which could lead to a more refined interpretation. The student will complete the question and form including a list of at least TWO resources used in proper MLA bibliography format. 

 

1.      Which project did you choose? Put project number here:_____ (be specific)

2.      What specific story, poem, author, or literary era are you concentrating on?

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3.      Develop a question or questions about your concentration that you will seek to answer through research and then apply toward your interpretation project (examples: Why did author choose the unusual setting?  What was the historical and cultural context to the story?  What symbolism was used throughout the story?  Why did the poet change the rhyme scheme so abruptly?  Was the author biased? How did the poet background affect his writing?  What was the purpose and motivation behind this story?  What is the author’s attitude toward the subject area?)


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4.      Using proper MLA bibliography / citation format, list the in alphabetical order the book, web, article, or media resources you consulted in your research. Type it out and attach it as a separate page to this form.  

 

Remember, this part must be in proper MLA format to get full credit and must be typed.

 

General Book Format:

Author's last name, First. The Book Title.
City published: Publishing Company,
Copyright year, Pages used.


 

General Web Format:

Author’s last Name, First. “Article or web story title.”
Website name day month year (date you saw it)
<http://www.The URL>.

 

INTERPRETIVE PROJECT – DESCRIPTION -- FORM B

American Authors – Mr. Dawursk – MHSA

 

Student will write a minimum three paragraph description and rational for their project. 
RESEARCH RESULT:  This is where you tell what you learned from your research which answered your question.  DESCRIPTION: This should include at least one complete paragraph describing what the student will be doing.  RATIONAL: This will include at least one paragraph defending why the student is doing it and how it applies toward the goals and focus of this project and course.

 

1.      What did you learn from your research which will help you interpret this project?  Be specific.

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2.      Description of your project.  Be specific.

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The Purpose of this Project is to take a story, poem, author’s life, or a literary era studied in this American Authors class and with sufficient analysis and reflection, create a visual interpretation of it using a form of media within the student’s major art form at MHSA.  The goal is for the student to demonstrate reasonable research, analysis, writing, interpretive, and reflective skills in junior level English.

3.      How will your project accomplish this purpose?

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INTERPRETIVE PROJECT – FINAL REVIEW -- FORM C

American Authors – Mr. Dawursk – MHSA

 

After the interpretive presentation project is complete, write a two paragraph minimum FINAL REVIEW of your project. 

 

EXPLANATION: Write a minimum of one paragraph explaining your use of symbolism and other forms of figurative language in your presentation. What are the connections in your presentation to the story, poem, author’s life, or a literary era?  Be specific!  


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REFLECTION: How do you feel about the outcome?  Did it achieve what you expected?  What did you do well?  What could you have done better?  Why? What proficiency level would you give for the overall project?  Why?


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