I have been working incredibly hard on my final project for class. I created a class with all the assemblages: Syllabus, class materials, research articles, texts, the final project and final essay and I choose to incorporate alternative options for the final project.

Then trying to see if I could make the class engaging – true test.

The alternative final project and final essay goal was to give students options – creates less anxiety, and to about universal design and folks who have different ways of learning.

We have been talking more and more on how to create a course with audio books for folks who are auditory learners. Also trying to find inexpensive course materials that come in different formats.

This has been a phenomonal amount of work, but necesary work. I learned a lot this semester about all different digital formats, learning management systems – and how to create presentations beyond power point. Now – have I tried all these avenues? No. But, I have an introduction and idea how to go about it.

I emailed one of my professors because he is teaching two classes this semester that I thought would help guide me on this path. Of course, in his brillance Dr. Oleksiak (Dr. O) responded:

“Hi there,

Honestly, the only difference I have noticed is that I don’t get to see the workshop experience with students so I cannot troubleshoot with them on production issues. But I have used Mac software and conducted video tutorials and posted them to Blackboard. 

I would suggest, as you revise this work and possibly think about digital composing for an MA project, to think about not just familiarity with software or a particular technique but how animation and film creates possibilities for students to understand rhetoric more deeply than written text alone.

In fact, rather than any one product, I encourage you to use filmmaking techniques to help students think of themselves as composers creating for 21st century audiences. What I do not see in your draft of the unit is the rhetorical stuff that allows students to understand why film is a useful or necessary mode of composition. What does it do for rhetors? For audiences?

It might be fun to create animations and use a particular software, but fun is ancillary to rhetorical education. It is the result not the product of education.

I teach Bill Nichols often when teaching filmmaking as a mode: https://nofilmschool.com/2015/09/nichols-6-modes-documentary-can-help-expand-your-storytelling. Animation is a genre of film. Film is a complex rhetorical genre that has its own affordances and limitations;)

^ check that link out. How do you integrate that? You are not teaching just a software but rhetoric and composition… or if you are trying to teach lit, then there are still outcomes beyond the functional use of a particular software.

I’d say one last thing: your draft of the unit seems very focused on the product. That is, all the learning is how to do one thing: create an animated film. Perhaps a question is this: create a film in order to do what?

Now, here are some questions I’d like you to answer for me as we talk more about this work:

• Why the rhetorical cannons? What is it about these that seems central to your course?
• Why is it important that students be able to define rhetoric? Composition? The rhetorical cannons? 
• Where is research in this course? 
  • Student projects fall apart or are very limited when they are not informed by research. 
• I am unfamiliar with the term “rhetoric assertions.” Like the other concepts, why is it important to center your course in this concept?

I think a class doing a deep dive into filmmaking generally and animation specifically is a strong idea, but don’t underestimate the amount of workshop days. Students always ask for more and you should have very specific deliverables included in your workshop days. That is, for every 1 “anything goes workshop” you should have 2 specific deliverable workshops: By the end of this workshop you will have your title cards created and ordered. By the end of this workshop you will have synched and audio corrected the music for a particular scene. 

Finally, here is a wonderful syllabus for an upper-level undergraduate course on rhetoric and recorded sound. I am sharing it because it might guide you in important ways as you develop a course on filmmaking. Pay attention to the course goals.

Hope this helps. Happy to talk more.”

So – as you can see here, I could not just say “Thanks for the info! Great!” I had to reply extremely thoughtfully. So much to address, so much to think about.

As I just re-read this again – a digital composition for my MA project. OMG, that is a possibility but then adds another layer. The scholarship + the digital platform.

Image in Creating 3D Animation- by Peter Lord and Brian Sibley.

He wants to see my end project. Then offered to possibly teach a class. I could do that, depending the scope. He is a pro; he is a couple years young than me.

I have to write and find my way.

What to do with all this writing – all of it: project, memoir, nonfiction, poems onward; at the end, the middle?

That’s not the question.

The point is to turn over set minds into thinking, becoming more than the mind and body you know.

I will keep writing long after my classes – and whatever further pursuits I may engage in as well.

To the best of my ability. I am going to work on those 60 pages, the vignette.

I hope to have input from my prof. Which stories I put in, and which I leave out. What will each say? Then think about the audience.

The audience.

My tone.

My intention is to write as if I am welcoming you into my home.

I want to think, ponder, figure out things as if we are figuring out things together. Not a top down, but as equals. There are some great literature and memoirs out there. Embody that experience. Note to self.

So perhaps – all writing, all composition, I am not writing for me, I am writing for you.

The hardship that people are experiencing is almost unbearable. On my way home, I passed a church that has been operating as a food donation/pantry as of late.

Tonight, many folks out there getting a couple brown paper bags of food in what was it – 20 degree weather? This is Brookline, MA. One of the wealthiest zipcodes in the US.

So many folks are have been exposed or testing positive for the great contagion at large.

Please wear a mask. Unless you oxygen levels are below 93% while wearing a mask, you can still wear one. 93% is the cut off where you need supplemental oxygen.

However, patients that are even on supplemental oxygen wear a mask.

For the love of everyone – please wear a mask.

My thoughts on the vaccine:

Everyone should get the vaccine for everyone can breathe.

That’s it. Till next time

Here’s a look at the wild, wild midwest – This is horrible that people are doing this yet – Where is the economic relief for people????

If you click on the photo you can thumb through it.

https://www.startribune.com/minnesota-bar-and-restaurant-owners-defy-walz-order-banning-indoor-dining/573410331/

Many blessings to you and your families. Much love.