Updated Schedule

Unit 7—Sign Your Band: Labor, Labor Law and Contracts

Tuesday, March 18
Reading: Labor Law for the Rank-and-filer, first half of book

            Begin Hype

Thursday, March 20
Reading: Labor Law for the Rank-and-filer, second half of book

            Finish Hype
            Mini-lecture: Seattle Labor History
            Documentary: 1919 Seattle General Strike     

Unit 7 & 8—Labor Law and When Bad Things Happen to Good Bands

Tuesday, March 25

Reading: Grunge Seattle, Chaps 1-2

In-class contract negotiations with reference to Labor Law for the Rank-and-filer

            Managers write one version of a contract

            Band/”workers” write another version, collaboratively
            In-class work: negotiate/edit contract in class

            
Writing Project 3 Due, Thursday, March 27

Thursday, March 27

Reading: Grunge Seattle, Chaps 3-4

            Sign band to a contract, man             
            Begin The Gits

Unit 9—The Remix

Tuesday, April 1
Reading: "Art in the Age of Mechanical Reproduction"

            Finish The Gits

The "Mix Up"

Writing Project 4 due, Thursday, April 3—Individual Project

Job descriptions or resume

Thursday, April 3
            Discuss "Art in the Age"
                 Bring reading notes to class for discussion

            Mock Career Fair
            Meet your new band

            Marshmallow Challenge

Writing Project 2

An Oral History

This writing project is due Tuesday, March 18.

Writing Project 2 is designed to be a fun way to explore music with a family member, friend, or foe for that matter. In this writing project you will be conducting an oral history, and then analyzing your experience doing an oral history.

Oral history is a unique way to "do" history from the bottom-up. Most times we get history from text books made by large corporations that glorify old, rich white men, and forsake most of the population that has made this country great--the working-class, women, and minorities. This practice distracts us from hearing the voices of most Americans. Oral history provides the opportunity to get or do history from a personal, organic source.

Take a look at this link for more information about "doing" oral history: http://dohistory.org/on_your_own/toolkit/oralHistory.html

This page, which has audio and text files of oral history interviews, demonstrates what types of subjects and topics can be covered in oral history interviews. It also features locally important historical actors: http://www.finlandia.edu/finnamericanoralhistories/index.html

For this writing project there are three steps:

1) Identify and interview a family member or friend about their interests in music. Read the dohistory.org page above, follow the steps to do an oral history, and conduct a thorough oral history interview that collects data and information on what types of music your friend or relative was into, significant concerts that they attended, and if they were perhaps in a band.

If at all possible interview someone who was alive and "into" the grunge music scene, but other genres are also welcome for this oral history interview. 

2) Make sure that you capture this oral history on a digital voice recorder, a tape recorder, or take very good notes if you don't have access to some type of voice recording mechanism.

3) Write up your oral history interview in two parts. Firstly, transcribe relevant parts of your oral history interview. Meaning, take segments of your oral history interview and write them out. Perhaps there is a really funny story, a meaningful experience, or groundbreaking concert that was attended by your oral history interviewee...highlight this by writing it out word for word, and include the question or questions you asked in this transcription. This transcription should account for the first page of your writing project.

Secondly, write out an analysis of your oral history experience. Make this a thoughtful reflection on the process: what did you learn, how did you go about doing oral history, and/or was this a meaningful experience? This analysis should cover the second page of your writing project.

Be sure to include citations for sources used (hint: the person you interview is a source), and make sure to include a works cited page for your writing project.

Standard writing project specs apply to this, the final writing project!

Lastly, have fun, get to know the musical interests of your family or friends, and try to end up making this a discussion about something that most people find an essential part of what makes us human: the music of life.

Writing Project 1

Rhetorical Analysis of Antecedent Band Video

In this writing project you are asked to do an individual rhetorical analysis of a music video from an antecedent band that is featured in the book Our Band Could be Your Life.

I am asking that these no shorter than two, but no longer than three page writing projects be created individually.

Begin this writing project with a short, two to three paragraph history of the antecedent band you have chosen to analyze. Write this history by paraphrasing your book, Our Band Could be Your Life, and then provide the proper citation information from the book, and pull in two other sources. One source should come from one of the documentaries we viewed in class on either the Punk Movement or the beginnings of Heavy Metal. The second source can be from the internet, but not a tertiary source such as Wikipedia.

Then choose a video from this band, and do a rhetorical analysis of this video.

What, you may ask, is a rhetorical analysis? Good question. 

I am asking that you identify the argument and audience of your chosen video. Then using the video as your "source," give examples of how the band and/or video used ethos, logos, and pathos appeals in presenting the argument to the intended audience. Remember there are many audiences being addressed by each band in these videos. Thus, the identification of a specific audience will be necessary to successfully complete this writing project.

As with all the WPs, 1" margins, double-spaced, and 12 pt Times New Roman font is the way to go. Also, be sure to use in text citations where you are using the work of others. In all there should be at least 4 in-text citations in this writing project: 3 for the short history (1 from Our Band...course text, 1 from the punk or heavy metal documentary, and 1 other source of your choice), and an in-text citation for the antecedent band's video. Then be sure to create a Works Cited page that lists the book and any and all outside sources you use in the completion of this WP.

Good luck with this writing project and as always I look forward to reading the results.

Schedule

Introduction to the Course

Tuesday, January 14

            Getting to know us, Ken Robinson, “Changing the Paradigm”

Thursday, January 16

            Class outline, syllabus, opening arguments George Carlin    

Link to the Wiki Book Rhetoric and Composition:http://en.wikibooks.org/wiki/Rhetoric_and_Composition

Unit 1—Argument and Collaboration

Tuesday, January 21

Reading: Rhetoric and Composition, pgs. 3-52

            Schedule, “Argument: An Introduction”

            CREW

            View documentary Metal Evolution: Grunge

Thursday, January 23

Reading: Rhetoric and Composition, pgs. 53-91

            Collaboration/Campus Scavenger Hunt

Quest 1—received by your group after finding last clue

Unit 2—Rhetoric and WaD

Tuesday, January 28

Reading: Rhetoric and Composition, pgs. 93-148

            The Three Rhetoreers: Ethos, Logos, and Pathos

            Grunge Music Videos

Thursday, January 30

Reading: Rhetoric and Composition, pgs. 149-190

            Writing across the Disciplines in-class writing assignment

           

Quest 2, Thursday, January 20

Unit 3—Research Methodology

Tuesday, February 4

Reading: Rhetoric and Composition, pgs. 191-250

            JRVP Library Visit, Room 242

Quest 3—received after completion of library instruction

Thursday, February 6—No Class Winter Carnival Break

Unit 4—Citations, Citations, Citations

Tuesday, February 11

Reading: Rhetoric and Composition, pgs. 251-286

            In-class writing project

Thursday, February 13

Reading: Rhetoric and Composition, pgs. 287-302

            Plagiarism, paraphrasing, and quotations

           

Quest 4—done in class during last 25 minutes

Unit 5—Antecedents I & II

Tuesday, February 18

Reading: Our Band Could..., Chaps 1&2

            Watch Punk Documentary

Thursday, February 20

Reading: Our Band Could…, Chaps 3&4

            Watch Metal Documentary

Tuesday, February 25

Reading: Our Band Could…, Chaps 5&6

            Mini-lecture: The Minneapolis Scene

            Short doc: Left of the Dial

            Short videos: Husker Du, Replacements

Thursday, February 27

Reading: Our Band Could…, Chaps 7, 8, & 10

            Rhetoric Redux: Music Videos

Create Grunge Bands

Writing Project 1 Due, Tuesday, March 4—Individual Writing Project

Rhetorical analysis and history of “Antecedent” Band’s Video

Unit 6—Sources: Oral History

Tuesday, March 4

Readings: Our Band Could…, Chap 12

                Grunge is Dead, Chaps 1-5

            Watch Hype

Thursday, March 6

Readings: Grunge is Dead, Chaps 6-11

            Finish Hype

Writing Project 2 due, Tuesday, March 18—Individual Writing Project

Oral History Interview Write-up

Tuesday, March 11—No Class Spring Break

Thursday, March 13—No Class Spring Break

Unit 7—Sign Your Band: Labor Law and Contracts

Tuesday, March 18

Reading: Labor Law for the Rank-and-filer, first half of book

            Mini-lecture: Seattle Labor History

            Documentary: 1919 Seattle General Strike

Writing Project 3 Due, Thursday, March 20

Sign band to a contract written with reference to Labor Law for the Rank-and-filer

            Managers write one version of a contract

            Band/”workers” write another version, collaboratively

Thursday, March 20

Reading: Labor Law for the Rank-and-filer, second half of book

            In-class work: negotiate/edit contract in class

Unit 8—When Bad Things Happen to Good Bands

Tuesday, March 25

Reading: Grunge Seattle, Chaps 1-2

            Watch Andrew Wood Story

Thursday, March 27

Reading: Grunge Seattle, Chaps 3-4

            Finish Andrew Wood Story

            Begin The Gits

Writing Project 4 due, Tuesday, April 1—Individual Project

Job descriptions or resume

Unit 9—The Remix

Tuesday, April 1

            Finish The Gits

Mock Career Fair

Thursday, April 3

            Meet your new band

            Marshmallow Challenge

Writing Project 5 due, Tuesday, April 8—Group Project

Visual Rhetoric Composition with New Bandmates

Unit 10—Examining a Legend

Tuesday, April 8

Reading: Grunge Seattle, Chaps 5-6

            Begin Kurt and Courtney

Thursday, April 10

            Finish Kurt and Courtney

            In-class debate for participation credit          

Media Project and Presentations Due, April 15

Unit 11—Media Projects

Show and present music videos: April 15-17

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.

Unit 12—Portfolios

Tuesday, April 22

            Work on portfolios in class

Thursday, April 24

            Work on portfolios in class

Finals Week: April 28-May 2

Hand in final research papers, portfolios, and any missing materials

For this final paper, as a band write a well-sourced and cited social and cultural history of your band, including the biographical, environmental, industrial, and labor contexts. Make sure to paraphrase, cite, and source from each of the books on the Grunge Movement read in class. Additional information on “specs” for this final research paper will be given later.

Syllabus

“Grunge: A Cultural and Social History”

UN 2001: Spring 2013

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