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|Research Process and Final Paper||Microsoft Word|
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|Abstract:||The purpose of my research project is to determine whether or not the Contemporary Art Movement has affected teaching in The College of Fine and Applied Arts at the University of Illinois at Urban Champaign. My paper will focus primarily upon the effect that the style of teaching has upon the students and if the methods used contribute to the stereotyping of art students on campus. The stereotyping in consideration is one of a student who has few social or moral boundaries and who is not very well educated. As an art student at UIUC I have found that the current style of teaching has greatly changed. There is a much broader definition of art and what is considered “good” art. I have also found that as a student, I am often viewed from a negative stereotype, which includes gender, race and educational background. I will be drawing much of my information from surveys that I will be giving out. I plan to interview several of the teachers in the College of Fine and Applied Arts as well as several art students, making sure all surveys are confidential and that the voluntary participation of the participants is protected. The surveys will allow me to find and pinpoint the change in teaching in the college as well as a view of art students on campus, through ethnic and personal stereotyping.|
|Course / Semester:||First, we strived as a class to meet the course goals. Second, we tried to reach those goals through a number of intertwined and foundational concepts including - thinking like the writers we are, creating a writing workshop environment (see the terms "Meta" and "Dialogic" and “Talking Stick”), nurturing a learned and healthy form of mental suspicion (critical thinking) leading to an awareness of "Rhetorical Situations," and eventually, creating a "dialogic" and "meta"-classroom environment.
In Rhetoric 105 students were expected to:1. develop skills as readers and writers by reading and writing sophisticated prose; 2. experience writing as a process of revision, where longer, more complex pieces grow out of earlier work; 3. reflect on their processes as readers and writers as they read, write about, and discuss the texts of the course: published work, peers’ writing, as well as their own; 4. become more practiced at using writing as a means of investigation, of figuring things out, thus challenging the commonplace belief that all writing is designed to prove something once and for all; 5. identify and connect the intellectual and philosophical insights that arise when reading and writing personal and ethnographic essays, to the contexts of our day to day lives; 6. accomplish 1-5 above within a course context dedicated to theorizing and practicing the art of the personal, ethnograpfic, and academic essay.
|Date Available in IDEALS:||2010-06-04|
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This collection examines student learning both in and beyond the classroom.