We've been moved to another room, one I hope is better for us (fingers crossed). It is set up apparently for collaborative practices, some digital activities, and for 30 students. That's what I hear: I have not seen it and will not get a chance until we all meet there on Tuesday!
I so hope we will all love it.
Or like it. Or tolerate it.
Let's see what we can do in this new space that would be especially nice for our work together this term.
It is MMH 1304: Marie Mount Hall. That's the building two down from Key, where we were before, closer toward Admin end of the Mall, as you head toward Baltimore Ave side of the campus. http://www.umd.edu/CampusMaps/bld_detail.cfm?bld_code=MMH
I have found this building to be like a maze: come a bit early to see if we can find the place! You may find me wandering the halls looking too! (as at least one student found me last week at Key as well!)
I am hoping this new room will make it a lot easier to have fun! Katie
Tuesday 10 February – Gay Propaganda
• READ: Gessen & Huff-Hannon. Everyone read the Foreword & Introduction (10-18), and then each person should pick three stories that call out to them. Be able to say why you chose those three to read!
• ALSO: find out everything you can about Gessen on the web and bring in what you find!
Why is the book called "Gay Propaganda"? What about "propaganda" and LGBT people in Russia today? Be sure you have figured this one out!
Gessen is going to be on campus in April. What do you learn about her on the web, what will her book and her person contribute to our course? How do we read with persons in mind, with lives in action and what is happening as we speak? What does that add to a course like this one?
• ALSO: find out about LGBT rights in Russia: start off with the article from the Wikipedia, and see what else you can find. Bring stuff you find in to class.
Are things getting better or worse for LGBT people in Russia? What makes this clear? Does this surprise you? why or why not?
• ALSO: find out what the term "pinkwashing" means. How can you tell when it is happening?
Why might pinkwashing be an important term for LGBT activisms? How could it be entangled with issues of LGBT rights in Russia?
===
How we will begin class!
Everyone take notes for your time capsule:
1) which 3 stories did you choose and why? If necessary make up a good reason!
2) Why is the book called "Gay Propaganda"? What about "propaganda" and LGBT people in Russia today? Be sure you have figured this one out!
3) What do you learn about Gessen on the web, what did you bring in about this?
4) what will her book and her person contribute to our course?
5) what did you find out about LGBT rights in Russia, from the Wikipedia. What else did you bring in?
6) Are things getting better or worse for LGBT people in Russia? What makes this clear? Does this surprise you? why or why not?
7) what does the term "pinkwashing" means. How can you tell when it is happening?
8) Why might pinkwashing be an important term for LGBT activisms? How could it be entangled with issues of LGBT rights in Russia?
Groups of three: which 4 of these things can you contribute to class discussion today? Help each other prep responses, everyone will say something UNIQUE. If someone else says something you were planning to say, figure out ANOTHER thing to say instead!
===
Second part of class:
Prototyping activities: play and creative activities on the edge of our brains!
Wondering why we do this? a range of reasons: research posters are more prominent even in the humanities nowadays and getting into the disciplinary uses is good. Creative posters are sometimes helpful for the prototyping activities that precede digital projects, or any projects. And posters and visualizations have cognitive uses and value, something that mulitimodal composition and action experiment with now too. The later is addressed here by Leeann Hunter: http://multimodal.wsu.edu/blog/?p=97 (see also: http://www.leeannhunter.com/teaching/poster-assignments/ ) And workshops for UGs at UMD for disciplinary formats for Research day are linked here: http://www.ugresearch.umd.edu/researchposter.php
CONTINUE WORK ON TIMELINES YOU STARTED LAST CLASS, OR NEW ONE:
> what could today's reading add or alter to the timeline you began or give you ideas for a new one?
LAST TIME WE DID:
> in pairs discuss what historical events YOU remember, and which are TALKED about in your family.
> ADD: events you have seen on TV or in books during the time of your memories, and earlier.
> either with partner or by yourself, create a poster/visualization for at least three of these, somehow visualized together.
===
No comments:
Post a Comment