Artifact #1:

HUP 102.1208 / Critical Thinking:
(re)Envisioning How We See and Understand Ourselves and the World
Viewing/Critiquing/Processing Sheet

Viewer’s Name:

Name of Short Film/Film/Documentary/Webseries/Miniseries:

 

LENS                                      NOTES

RACE/ETHNICITY
RACE/ETHNICITY
CLASS
CLASS
SEX/GENDER
SEXUALITY
AGE/ GENERATIONALITY
EDUCATION
LANGUAGE
RELIGION
LOCATION
CITIZENSHIP
THE LAW
POWER
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):
(CREATE YOUR OWN LENS):

 

Artifact #1: Viewing/Critiquing/Processing Sheet

The Viewing/Critiquing/Processing Sheet is a handout that I use when using and teaching through films and visual media in the classroom. It asks students to locate where and how, in the films and visual media, they see/hear/experience critical lenses and systems of power happen and take place. This artifact was developed after years of trial and error: assuming and expecting students would be able to easily and seamlessly identify and locate critical lenses and systems of power that we had discussed throughout course materials and classroom discussions and translate them in other materials. Rather than waiting to “check for understanding” through the final project/assignment, the Viewing/Critiquing/Processing Sheet provides is a physical place and space for this learning objective to take place, and for that “checking for understanding” to happen each and every week. In other words, rather than asking open-ended questions it forces students/the learner/the viewer to look for and name where these these critical lenses and systems of power are taking place. To balance out dynamics of power as “the teacher and expert” also empowers students as experts as well, later on I added “create your own lens” sections in the Viewing/Critiquing/Processing Sheet for students be able to name other critical lenses and systems of power that they see/hear/experience taking place, and to be able to articulate and provide evidence how. These additional new “crate your own lenses” added and aided to our classroom conversations and course materials, while also honoring students expertise and unique criticalities. To me this is an example of what a socially conscious pedagogy is, can be and should strive to do/be.

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Artifact #2:

Artifact #3:

HUP 102.1208 / Critical Thinking:

(re)Envisioning How We See and Understand Ourselves and the World

Course Final Project Planning Page

Name: ________________________________

1. Possible final project working title: 
2. Will your final project be a short film/film/documentary/web series/mini-series? Why? What are the benefits of this form? What are the limitations?
3. What format (PowerPoint, Prezi, iMovie, etc.) will your project be in? Why? What are the benefits of this medium? What are the limitations?
4. What topics, themes, questions, issues, concerns, etc. connected to the course topics, lenses and systems of power will your short film/film/documentary/web series/mini-series explore, focus on and explore? Why?
5. What is the setting, time period, location, etc. of your short film/film/documentary/web series/mini-series? Why?
6. Who are your characters? What are their personalities, traits and characteristics like? How are the characters connected to the course topics? 
7. What is the short film/film/documentary/web series/mini-series flow, arc and progression? In other words, what are you envisioning as the beginning, middle and end? What important scenes do you envision happening? Why?
8. Throughout and by the end of your short film/film/documentary/web series/mini-series what universal message(s) would you want viewers to receive? How will you What advice or cautions would you have to think about/think through? Why?
9. What support do you need, and from who? How? Why?
10. Next steps and planning. Include dates and benchmarks. Be detailed and descriptive. 

 

Artifact #2: Final Project Assignment

The Final Project Assignment is my interpretation of an “imagine project.” Imagine Projects are pedagogically my favorite type of assignments as they ask students to reflect on the course materials and to “show their understanding” through a creative outlet and interpretation. The first part of the assignment, the presentation, keys into critical speaking skills. This platform allows students to pick a medium of their choosing and interest. I include thinking questions that challenge and invite students to be metacognitive in the feasibility of their Imagine Projects. The second part of the assignment, the Proposal, requires students to synthesize their learning of the course objectives and materials by placing them in dialogue with their own Imagine Projects. In other words, to use these as their supporting evidence. The third and last component of the assignment, the Reflection, requires students to be metacognitive through reflection about their learning of the course. All three of these components are three different opportunities for differentiated learning where students can articulate and demonstrate their learning of the course and course materials. For me, creating multiple opportunities of differentiated learning and demonstrations of understanding are essential components of socially conscious pedagogy.