Getting Bazaar With Media Theory:

The Creative/Semester Project

Fall 2001

Date Due: between April 4^th and April 20^th. Signup will be on a first-come first-served basis, so make your decisions quickly. You can sign up for a date during class or email me to request a date. The written parts of your projects are due on the last day of class, April 20^th.

Groups: You must assemble into groups of 2-4 and claim artifacts, personae, or creative projects by Wednesday, the 28^th of March. On that day, we will set aside class time for you to meet and plan your work. No two groups can choose the same artifact, and unless there’s overwhelming demand for the debate option, no two people can represent the same author in a debate. Artifacts and presentation dates are available on a first-come first-served basis, so sign up now! I reserve the right to adjust presentation dates if necessary to fit everyone in.

If you are a misanthrope, maverick, or solitary genius and must work alone, you may propose a project to me via email by Monday of next week (the 26^th of March). Friday the 23^rd of March would be even better, as that will allow time for us to talk it over.

Product: This assignment comes in two parts one oral, one written; as a whole it is worth 25% of your final grade. You will receive one grade for the whole project, but if you were to break it down, the oral component is worth roughly 10% of your final grade, and the written component is worth roughly 15% of your final grade.

For oral presentations, groups will get 10 minutes per member – if you have 4 members, you get a whole period.

Write-ups should be 10-20 pages in length.

You have four options. Read each carefully and choose one.

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Option #1: Debate/Discussion

(Oral)

In groups of 2 or 4 students, you’ll take on the personae of authors we have read this semester and debate issues they raise in their essays. I will moderate, though debaters should feel free to address questions and reactions to one another. Costumes, props and other theatrics are very much encouraged. Questions will be taken from the audience.

The oral component of this option is, obviously, the debate itself, which will last for one full class period. Format is open, but I expect all theorists to take some opportunities to speak up on issues of importance to them. You are also welcome to discuss theorists not present at the debate if they’re relevant to the issue.

Debaters are expected be fluent with the ideas of all the characters in their debate and to represent them fairly and accurately. In other words, to prepare for the debate you’ll want to reread the essay written by your author and the essays written by the other authors.

In preparing for the debate, group members should decide what issues they would like me to address in my questioning and consider any other theatrics they would like to set up. I will need to know via email at least 36 hours before the debate is to begin.

Another good idea for preparation is to make sure everyone is up to speed on all the authors represented.

(Written)

Debaters can choose to continue their debate in print, producing a single collaborative paper of 10-20 pages. Collaborative papers may develop issues raised in the debate as well as extending the discussion to other issues not covered in the debate. They may be written as an essay or in dialogue form.

All group members will receive the same grade; criteria are listed at the end of this handout.

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Option #2: Application/Analysis

Use concepts from class to analyze a text, event, phenomenon, issue or other media “artifact.” You are expected to use the ideas of at least three authors we’ve read this semester. Your goal is to develop an analysis of how different authors would make sense of your artifact to come up with your own theory.

The oral presentation should address the following:

A brief introduction to the artifact you have chosen and why you have chosen it: What’s at issue? Why is it important? What’s at stake? Describe any relevant background information for the audience.
The thesis you are presenting, and demonstration of your thesis: What are you arguing about your media artifact? This part of the presentation should detail what you’re arguing based upon your engagement with at least two of the readings we’ve done this semester. Bring in examples for the class.
Wrap up with a concluding statement on what your findings suggest: Abstract from your particular analysis and speculate about the larger meaning of your findings. What can you conclude from your analysis? How representative are your findings? What are the limits of your own criticisms? The strongest arguments address the limits of the findings being presented, while also speculating about their broader meaning.

4. Leave at least 5 minutes for discussion, question and answer, and so forth.

Part 2 of the presentation is most important and should take up most of your time.

The written component of the assignment should be a formal write-up of your research. Since you won’t be able to cover everything in your oral presentation, your written version will allow more depth and detail. The written essay should follow the same basic form as the oral presentation, but in greater depth. It should conform to the basic rules and expectations of college-level writing.

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Option #3: Creative Application

Your group can draw upon some of the theoretical material we have been reading this semester to create a media artifact – an object, event or text that will involve some public outside the classroom.

A few ground rules: this project must not be commercial in any way. It must be for creative, political or service purposes and not for profit. I will need some kind of proof that the project was distributed to a public outside the classroom.

Suggestion: you’ll want to use talents you already have. For instance, if you’ve never designed a web page, I don’t recommend trying to learn how to design a page in addition to the other work you’ll need to do for the project.

The oral presentation should address the following:

1. A brief introduction to the artifact you have chosen to create it. What’s at issue? Why is it important? What’s at stake? Describe any relevant background information for the audience.

2. Describe your artifact in detail. If you can bring it in to class, all the better. What are you doing, how and why are you doing it? Why did you choose the form or medium that you chose – what’s special about that medium? Who is your public or audience, and how do the medium and the audience match up? Present a thesis about your artifact, and demonstrate it. What is your artifact designed to do for your public? What is its relationship to other media that your public will encounter? Ground your argument in at least two of the theories and authors we’ve read and discussed this semester.

3. Wrap up with a concluding statement on the significance of your artifact: Abstract from your particular artifact and speculate about the larger meaning of your work. What can you conclude from your experience with this artifact? How representative is your experience? What are the limits of your own criticisms? The strongest arguments address the limits of the findings being presented, while also speculating about their broader meaning.

4. Leave at least 5 minutes for discussion, question and answer, and so forth.

Part 2 of the presentation is most important and should take up most of your time.

The written component of the assignment should be a formal write-up of your creative work from a theoretical perspective. Since you won’t be able to cover everything in your oral presentation, your written version will allow more theoretical depth and detail. The written essay should follow the same basic form as the oral presentation, but in greater depth. It should conform to the basic rules and expectations of college-level writing. You should also submit a copy of your artifact.

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Option #4: Build Your Own

A group of you with a cool idea is all I could ever want. If you’ve got one, email me a proposal by Monday, March 26^th. Earlier is better. If the project is of a particularly odd nature, I may ask you to provide additional criteria on which you’ll be evaluated.

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Grading Criteria:

Is your presentation, interpretation, and discussion of theory accurate, relevant, and interesting?
Are you dealing with significant authors and issues? Did you choose the best authors to address the issues of interest to you? Is your engagement with the material deep or superficial?
Are you making clear, consistent, cogent, and coherent points?
Are the concrete examples you use appropriate, relevant, and well explained?
Are your oral and written presentations generally polished, well organized, and easy to follow? Are oral presentations well timed and practiced? Are papers well written and revised to have key points advanced early and developed throughout?
Did you do something particularly creative, innovative, or challenging?

Important Note: Because students rarely pick up their assignments the following semester, please include a self-addressed envelope (no stamp necessary) if you’d like me to send you comments on the written part of the project. I am happy to do so. Groups wanting comments on their oral presentations should meet with me shortly after their presentations. I will not be offended if you choose not to ask for comments and it will not affect my evaluation of your work – I just want to make sure I have an audience before writing up an elaborate response to your ideas.

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