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Primary Educational Resource for Humanities, Foundations I Honors, Creative Drama, and Theater Workshop

Humanities Creative Unit Project

              

Creative Unit Project and Self Evaluation:

COMMON CORE STATE STANDARDS:

CC.11-12.W.6  Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 

CC.11-12.W.7  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 

CC.11-12.W.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 

CC.11-12.S.L.4:  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. 

Title:  ______________________________________

Medium/Media:  _________________________________________________

Assignment:  For each unit you must design and build/perform/draw/construct a creative project that demonstrates your growth in learning in relation to the topic of the unit:  Power, Beauty, Knowledge, and Truth.  Because you have already completed a multi-draft paper, No written papers or essays are allowed. Instead, demonstrate what you have learned in relation to the topic in a non-traditional method.  After all, there is more than one way to demonstrate learning.  

     The project may be inspired by a reading, film/television show, excerpt, blog, lecture, activity, discussion, comment from a peer, or interest or "take" you have on the unit. Interdisciplinary approaches are recommended, especially interdisciplinary in terms of subjects in which you are interested.  You have no obligation to use any of the course readings.  You are only limited by your imagination and risk-taking abilities.  The project and reflection must be turned in on the assigned date on the syllabus unless adjusted by teacher.  No late projects will be accepted.

     You must also complete a written reflection, which constitutes ½ of this grade.  The reflection applies to your entire experience of your project, not just your presentation of the project. Please use some of the following questions to analyze your choices in inspiration, thought process and idea development, design, and construction.  If these questions are not appropriate to your project, you may use them as models to create your own prompts.  Be specific and thorough. Do not expect to fill in the following reflection sheet in handwriting; that would not be 'college quality work," as all work in college is typed, double-space, 12 font, and other MLA format, including a Works Cited for any research you say you do.   You need to keep a time log to demonstrate your effort.

Oral presentations to "present" your project are not mandatory, but you may certainly present them if you wish.  Some projects, of course, will need an oral component to explain and share what you have done.  For others, it will be unnecessary; the project itself will stand on its own.  Be sure to explain to me in advance whether you are presenting or not and if so, how much time you expect to take.  This is necessary for organizing the class in a professional manner.  If you are scheduled to present but are unable to attend class, you have an obligation to contact the people scheduled after you to inform them that their presentations have been moved forward.  

  The Reflection

1.  In one or two sentences, summarize the key idea/insight that is represented in your project.

 

2.  Specifically, how does it tie into the unit we have currently studied?

 

3. What inspired you to create the project?  (A philosophy/philosopher/class activity/ discussion/ reading/ personal interest, etc.)

 

4.  How does this project present a new idea on the topic or a different way of thinking about an idea presented in class?  Does it show depth of analysis or problem-solving?

 

5.  What other research or additional learning was necessary to complete this project?  Be specific here.  If you used YouTube videos, indicate which ones were most helpful.  Include a Works Cites as appropriate.

 

6.   Is the project imaginative in concept?  Does it show painstaking attention to detail, neatness, effort, and other proof of time spent on it?

 

7.  Please attach a copy of it to this form.

 

8.  How challenging was this project for you in terms of your skill sets?  What challenges did it present?  Is this something you do well?  Have you taken classes in this medium?  Studied with a teacher? A coach?  A mentor?

 

9.  How much risk-taking is involved in the choice of this project?  Are you comfortable within this medium or was it stepping outside your comfort zone?

 

10.  If you could improve one area regarding this project, what would it be? 

  Use the following rubric to assess your own work on this project.

  The Rubric:

Element:                                                                          Ratings:

                                                               High:   Medium:    Low:     Very Low:

1.  The project involves specific quotes, details,

and/or examples that make it clear to the viewer

what the project  expresses about the topic and

the student’s growth in thought.                        ___      ___            ___      ___

                 

2.  The project is detailed, shows depth of knowledge

and analysis.  It reveals critical, divergent thinking,           

which goes beyond classroom or blog discussions. ___     ___            ___      ___

 

3.  The project is original and imaginative in concept

(although it can be inspired by another piece of

art, presentation, or other activity in class). 

It shows effort, as is demonstrated by

neatness, aesthetic wholeness, and beauty.       ___        ___           ___   ___

 

4.  The project reveals some problem-solving

abstract thinking, and/or risk-taking quality. 

It isn’t just something that you already know how

to do well.   Your experience with this particular

learning is thoroughly examined  via prior knowledge,

what you wanted to learn and what you have learned.   ___      ___     ___   ___

    

5.  The reflection is logical, honest, and

clearly articulated as is demonstrated by teacher

observation, comprehension, and evaluation.             ___      ___     ___ ___

 

6.  The reflection examines the individual’s

creating/thinking processes in a thorough

manner (at least 2/3of the prompts on the

opposite page or viable alternatives

are addressed).                                                 ___         ___           ___   ___

 

7.) There is a final evaluative statement about

future goals upon which the reflection is

based. (=You have a plan for self improvement) 

This should also be amended based on peer/

teacher feedback after the presentation     ___      ___           ___   ___

 

8.)  The reflection is neat, grammatically correct,

and reflects college quality work.                   ___      ___ ___            ___

 

9.  What grade do you think you deserve for

this project (deserve, not want)?                   ___        ___   ___            ___

Score Translations:

High:  A

Medium: B

Low:  C

Very Low: D

Didn’t do it at all or tried to turn in late:  F

Print Out HERE

Warning:  Writing what you think I might want to hear is useless to both you and me; therefore, don’t do that.  If you do (or I even think you are), you get a grade called “BS” (Be Specific) grade.  Then you rewrite the assignment with a point deduction.