FROM WEEK 4 ONWARDS (groups set up at start of term):<\/p>\n
- \n
- Group presentation of a liberal art = 20%<\/li>\n
- Form: presentation (using whatever means, method, and materials best suit you and what you are communicating)
\n10-20 minutes<\/li>\n - To be discussed the week before with \u00d3 Brien in office hours or by appointment: she is here to help<\/li>\n
- In class<\/li>\n
- Groups and their dates<\/a>: set up at start of term <\/a><\/li>\n<\/ul>\n
23 OCTOBER, MIDNIGHT (END OF WEEK 7)<\/p>\n
- \n
- A 4-5 page commentary<\/a> due at midterm = 10%<\/li>\n
- Independent or in a group (in which case 4-5 pages per person)<\/li>\n
- Topics \/ criteria: this commentary<\/a> should be
\nA reading
\nof an image or object (but not just words),
\nthat is from around the 5th to the 14th century in Europe or from a “middle” period in another culture,
\nand that depicts or otherwise represents:
\n—the seven liberal arts
\n—OR your group’s liberal art
\n—OR how knowledge is organised and subdivided at a university or culturally-equivalent place of higher learning.
\n—Ex.: a manuscript illumination, a part of a cathedral, a map<\/li>\n- Form: commentary (written, read and recorded, or otherwise performed and filmed)<\/li>\n
- Submission by email to \u00d3 Brien; PDF preferred for written papers, audio and video also accepted<\/li>\n
- [ADDED 2016-10-21] Repeating what I’ve said in class:
\nFor work like this, extensions are possible iff arranged in advance (= before the deadline). Talk to me. I know midterm season is a heavy time of year. I don’t like seeing fellow humans (or other creatures) suffer. Wellbeing is important. I may be able to help. Talk to me.<\/li>\n- Guidance: Criticism & commentary<\/a>
\n—about commentary
\n—resources for writing
\n—about plagiarism (as contrasted with proper citation, WHICH IS ENCOURAGED!!!)
\n—about style guides (quick version: I don’t mind which system you use provide that you’re consistent in your usage)
\n—NB:\u00a0brilliant commentary does not necessarily involve any “research” in the sense that you may have met in other courses, that is: the reading of or reference to secondary sources (i.e. criticism\/commentary written by others, books, journal articles). It can be done entirely from first principles: that is, the combination of a primary text \/ primary sources (including their representations online, for example in the case of manuscripts in libraries elsewhere and objects in museums), your good reading, and pure reason.<\/li>\n- Examples of how this is done in applied practice:
\n—exhibits at the UBC Museum of Anthropology
\n—and this free online exhibit (with audio)<\/a>:
\n![\"A](\"https:\/\/blogs.ubc.ca\/fren333\/files\/2013\/12\/Screen-Shot-2013-12-16-at-5.52.20-PM.png\")
<\/a><\/li>\n<\/ul>\n1 DECEMBER (WEEK 13)<\/p>\n
- \n
- The presentation of your final project (see next item: which does not need to be finished by this stage!) = 25%<\/li>\n
- Topic: your project… even if it’s not yet fully finished: you may receice valuable feedback at this stage<\/li>\n
- Form: poster; submission: in class in a “festive fair of learning” (which will hopefully not become a clerkly carnival in the wrong way). There will be food. \u00d3 Brien will photograph your posters… and students will comment and vote. Student votes contribute to your presentation mark.<\/li>\n<\/ul>\n
16 DECEMBER<\/p>\n
- \n
- A research project (7-10 page paper or equivalent) = 35%<\/li>\n
- Independent or in a group (then 7-10 pages per person)<\/li>\n
- Topics \/ criteria:
\n—anything to do with the over-arching course themes and topics:<\/p>\nMain topic\/title:”THE LIBERAL ARTS”<\/h3>\n
Themes from DESCRIPTION<\/a>:<\/p>\n
\u201cThe function of freedom is to free someone else.\u201d (Toni Morrison)<\/p>\n
What is a liberal arts education?
\nA course in the Faculty of Arts?
\nWhat does it mean to be a student at a university?
\nWhat\u2019s the point of reading?
\nOr of lifelong learning?
\nWhat are the personal, public, social, and cultural purposes of all these things?<\/p>\n—AND based on the course readings
\nOR about materials (literary or otherwise) from the medieval or other “middle” period in any culture anywhere
\nOR as a comparative or translational exercise in medievalism (but still involving a medieval aspect)
\n—this may be an expansion of your Liberal Art Week work<\/li>\n- Form: free (research-paper, commentary, critical essay, creative writing (poem, short story, dream-vision narrative, allegory, speculative fiction, alternate history, etc.), multimedia experiment,\u00a0audio, video, filmed performance, a made object)<\/li>\n
- Topics to be discussed in advance with \u00d3 Brien in office hours or by appointment<\/li>\n
- Submission by email to \u00d3 Brien; PDF preferred for written papers, audio and video also accepted<\/li>\n
- Extensions, as previously: talk to me.<\/li>\n<\/ul>\n
There is no final examination.<\/p>\n
SEE ALSO:<\/p>\n
- \n
- SYLLABUS<\/a><\/li>\n
- THE RULES<\/a><\/li>\n
- Help: advising, support, and care<\/a><\/li>\n<\/ul>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
This course is on literature, reading, books about reading, and cultures of reading. It is also a course about arts (and creativity) and liberty. Assignments should reflect these preoccupations. FROM WEEK 3 ONWARDS, AT LEAST ONCE A WEEK: Regular short…<\/span><\/p>\n
- THE RULES<\/a><\/li>\n
- A 4-5 page commentary<\/a> due at midterm = 10%<\/li>\n