Overview
In this course we will be analyzing, collaborating, examining, researching, and
composing (oral, visual, and written) materials with regard to the “Grunge”
movement of the late-1980s and early 1990s.
Now, almost a catch-phrase for bad fashion choices, the “Grunge” era seems like
an almost distant cultural meme. Though the term became somewhat reviled by
musicians associated with the movement, Grunge came to symbolize, at least
early on, a turning away from polished media and society reflecting the
economic and social realities of the Pacific Northwest during this period.
A synthesis between punk and
heavy metal, “Grunge” was heavy, but melodic; political, but apathetic; and
most of all youthful, but with a deep sense of cultural history.
The music of the movement
was anti-authoritarian and expressed culturally what happened in the process of
de-industrialization of a heavy, traditional economy. Grunge was what happened
after traditional jobs went away, expressing the dire wake
of isolation, loss of identity, and unemployment. The logging
industry was in decline, factories were closing, and the region's economy was looking
for a direction. In this intermediary period between the decline of heavy,
traditional industry and the rise of a verdant information economy (see:
Microsoft, the rise of) rested a generation of people, workers, and youth
caught in the middle. The Grunge Movement and its music symbolized what
happened after the jobs left, buildings began to deteriorate, and institutions
were struggling to support bureaucratic social safety nets.
The music and the movement,
like its people, were gritty, realistic, and unrefined. Reflecting this
attitude, the course is going to be loud, a little unrefined, and there is
going to be flannel—perhaps too much flannel.
To better understand and analyze aspects
of the Grunge Movement we will be using four texts and a "boatload"
of audio and visual media to develop skills, interpret, and examine issues
pertaining to the course topic.
Writing is a major component of this course.
This is also a collaborative role-play course, and students will work in teams
toward the creation of a Final Media Project and Research Paper. Each team will
select a Seattle Grunge band to work with, and then create materials that
analyze, inform, and interpret the social history of each team's chosen band.
Students will be placed in “bands” of five members that will consist of one
lead singer, one lead guitar, one bass player, a drummer, and finally a
“manager.”
[Examples of bands in play for
role-play in the course are Nirvana, Pearl Jam, The Gits, Green River,
Malfunkshun, 7 Year Bitch, The Melvins, Alice in Chains, Mother Love Bone,
Soundgarden, Tad, Screaming Trees, Mudhoney, Temple of the Dog, etc., etc.]
Course Objectives
Upon successful completion of this course, students will be able to:
1. Identify major themes in written, oral, and visual communication that
pertain to the Grunge Movement and the social history of recent American popular
culture.
2. Critically analyze ethos, pathos, and logos in materials that are associated
with place, space, and labor and social history.
3. Describe the various types of communication used by historical actors.
4. Work independently and collaborate in groups to create projects or presentations
regarding course content.
5. Develop the ability to creatively and divergently think, write, critique,
and analyze various uses of communication, media, and sources.
Policies
1. Good attendance is crucial to success in this course; excess absences will
undoubtedly result in a lowered grade and less practical knowledge;
additionally class participation is essential and a part of the grade you earn
for the class.
2. Any student caught cheating on a test or plagiarizing will be dismissed from
the class and receive a grade of “F” for the course.
3. For the class to “work,” it must be an open forum regarding analysis,
critical thought, and well-reasoned argument; all viewpoints must be welcomed.
4. I reserve the right to revise the syllabus or class schedule at any time.
5. If you need assistance with writing, grammar, or development of ideas for
writing, please see the good folks in the Multi-literacies center located on
the first floor of Walker.
6. Please turn off all cell phones, computers, etc. If it becomes a problem
we’ll have to deal with it.
Evaluation and Grading
Evaluation of student progress in this class will be determined using a
unit/core mastery model. The unit/core mastery model is a good chance for you
as a student to take charge of your own education. This method of grading has
no complex calculus to determine a grade or wondering from week to week what
your grade is, you will know by how many units you have completed. You are in
charge of your education; make of it what you will. If you keep up and get
things done on time, you will have plenty of time to concentrate on your
capstone practical experience (due around mid-term) and final paper.
The unit/core mastery model also provides immediate feedback in testing and for
your papers, though more time (a weekend or so) may be needed for evaluation of
written projects. For example, when finished with test taking in class, you
will bring the test up to be graded and receive immediate reinforcement
(otherwise known as a grade) regarding your test. Each test, writing project,
class participation event, and the capstone practical experience are a “unit”
and count for one point towards a final grade. The final research paper is the last
segment of your grade and you will need to demonstrate core mastery of class
material for maximum credit.
Evaluation and Grading In Depth
A breakdown…maximum number of points for the class is 12, plus a final paper
that demonstrates mastery of the course material. The 12 unit points include: 5
writing projects, testing accounts for 4 points, handing in a portfolio of your
work gets you one point, class participation including short one page reading reviews, will account for one point, and a
multi-media project and presentation accounts for one point.
In order to show mastery of the individual units and the final research
project you will need to score a 3.0 (B) or better on each unit.
That written, the 5 major segments of
evaluation for the class are detailed below:
Segment 1 consists of testing. There will be four quizzes/tests
(quests) during the first part of the semester. These quizzes will consist of
10 questions in various formats (true-false, multiple choice, short answer,
fill in the blank). You will do readings and discuss the information on the
quiz prior to taking the quiz. Quest material will also come from in-class mini-lectures
and media presentations. To demonstrate unit mastery, students will need to
answer 8 of 10 quiz questions correctly. Testing will be done the last 20
minutes of the latter weekly class session (see schedule for dates of testing
time). Students are allowed to test twice during the 20-minute testing session.
Students may attempt to pass a unit three times, after the third time, a
student must write a one page paper to demonstrate unit mastery. Units must be
completed in sequential order and no units may be skipped. If you fall behind
or are gone from class for whatever reason, you may take quizzes from two units
in the same testing session, but you may not take a quiz from an upcoming or
future unit. For a unit to be available for testing, we will have had to cover
the material in class first. Upfront, questions will come from the selected
texts and from lectures/media/discussions.
Segment 2 consists
of five short writing projects. In all of these short writing projects, which should be no shorter than two pages, but no longer than three pages, identification of an audience will be an essential component. These short
writing projects will need to be no less than two pages, but no longer than
three pages. Your writing projects will need to be double-spaced using
12 point Times-New Roman font and have .5" spaced margins or I won't even
look at them! To pass each of these units students must receive a 3.0
or better on each project. You will receive detailed instructions for these
projects at least a week before they are due.
Writing Project 1—Rhetorical analysis and history of “Antecedents” band's video
Writing Project 2—Sign the
band to a contract, labor law
Writing Project 3—Design a graph, band tree, or map
Writing Project 4—Writing resumes
and job descriptions
Writing Project 5—Oral History of a Grunge Fan--coincides with readings from course text
Each writing project must be completed in succession/sequence. Meaning, you
must pass Writing Project 1 before moving on to Writing Project 2, and so on.
You may revise and resubmit a writing project that you do not pass as many
times as necessary to master the writing for the unit.
Segment 3 is class
participation. This is going to be a participatory experience. We’ll do group
discussions, class discussions, short, one page reading reviews of the course readings, and an out of class activity. These are
all voluntary things, but I strongly encourage you to participate. I encourage
this so strongly that I am going to give you a chance to earn a grade for just
talking in class and showing up to the out of class group activity.
Segment 4 consists of a multi-media designed collaborative project.
For this project, premier and present your band's music video in class—during
presentation of your band's music video all members should be dressed in
appropriate period clothing scavenged from the racks of a local thrift store
(the group field trip portion of the course). Additionally, as part of this
video premier, your band should find a cd, tape, or vinyl from this period,
procure it, and then redesign the cover.
Segment 5 entails compiling a
portfolio of work from this course. You will need to include these materials as
PDF files in your portfolio: 1) a
short reflection paper on your work in the course; 2) a copy of your “Bands”
research paper; 3) an additional written project of your choice; and 4) a copy
of your bands media project
Lastly, Core Mastery of
the course material will be demonstrated in the composition of a Final
Research Project paper. Instructor and students' collaboration group
will agree upon the paper’s topic, but plan to research and write on the
cultural and/or social history of your band. The paper will be at least
10-pages long, double-spaced using 12 point Times-New Roman font and have
1" spaced margins.
There is no final test.
To receive a:
4.0 (A) students must complete 12 units and receive a 3.0 on their Final
Research Project
3.5 (AB) students must complete 11 units and receive a 3.0 on their Final
Research Project
3.0 (B) students must complete 10 units and receive a 2.5 on their Final
Research Project
2.5 (BC) students must complete 9 units and receive a 2.0 on their Final
Research Project
2.0 (C) students must complete 8 units and turn in a Final Research Project
1.5 (CD) students must complete 7 units and turn in a Final Research Project
1.0 (D) student must complete 6 units, and not turn in a Final Research Project
0.0 (F) students must do nothing the entire semester or get caught
cheating/plagiarizing
