1984 Projects

*post updated 3/11 to include students' descriptions of projects*

A couple weeks ago, Ms. Bluhm assigned a summative 1984 project. Students could write a fairly traditional analysis to a reference to 1984 in pop culture, or they could make their own, creative reaction to 1984. Ms. Bluhm has barely started grading the projects, but I couldn't wait to share two of my favorite projects that so beautifully illustrate the passion and creativity of the students who made them.

From Vivan R. comes this portrait of Big Brother in beads! It turns out he's creepy even when he is pearlescent.



Here is Vivian's description of her project:

My original work of art directly references 1984 with a beaded representation of Big Brother. I started with a Big Brother propaganda poster, pixilated the image, and changed the medium from a large inked piece to a small glass one. I think the pixilated effect of the beads makes the image a little harsher, and the metallic color with pastels makes the image more interesting than black on white. I originally created this piece working with the theory that if an item seems to be watching you, you are less likely to steal or tamper with it. Along that line, the suitcases most recently acquired by my family have staring eyes painted on. You are not really being watched, but if you feel like you are, you may act the part. This matches 1984's use of telescreens and propaganda posters to keep inhabitants in line. If Big Brother's face can deter thoughtcrime in 1984, perhaps his face can deter theftcrime in 2009. Opening one flap gives a better emphasis on BB himself, opening the other reveals the caption from the propaganda poster. When both flaps are open, the beadwork hangs in the center window, letting light pass through.

And from Maddy L., who will be going to culinary school next fall, we have the social hierarchy of 1984 in cake form.



Here's a description of the cake in Maddy's words:

For my representation of 1984 I made a cake creation. There are three layers which represent the prole, outer circle, and the inner circle. The first layer is the prole. I made a box cake because their food is controlled by the government so they do not get to make things from scratch. Also, it is just a plain yellow cake which represents their boring food. There is no icing because they are limited on how much sweet things they can eat. The next layer up is spice cake with cream cheese icing. The outer circle gets slightly more privileges and so they have a slightly more complicated cake with icing. There are less people in the outer circle and so they have more individuality so they are represented by cupcakes. The final top layer is mini chocolate truffle cakes. This shows how superior the inner circle is because they get the richest and best cakes. There are few members of the inner party so there is not much cake in the top layer.

The cake has all the components of the social structure shown by the type and flavor of each layer of cake. The increasing deliciousness of each layer can also represent the amount of power that each person has. The richness of the cake increases as you get to the inner circle where people have the most power. The message of the cake is to show how different the separate social groups are.

The cake of course simplifies the complex fight for power in 1984. However, it does get at the really message of inequality of the social classes and the superiority of the inner party.

What I like so much about these two in particular is that they took the project in a direction that is authentically their own. Cake? Beads? Who would have thought it possible?

Blog Commenting Instructions and Link

Remember that blog commenting assignment? Here's the link to my reflective teaching blog: http://reciprocalteaching.blogspot.com/

For those of you who are confused: many of you responded positively to my request for your input on my blog. We all agreed that you would each comment on a specific day's proceedings/activities three times during my placement here at Uni. Your feedback is important not only for me to learn and improve but also for you to learn to be advocates for what you need, specifically in the classroom. So comment away! The settings do require you to be logged in when you comment. This will enable me to give you credit for your comments and also might deter you from falling prey to the effects of internet anonymity on your otherwise kind nature. :) I do welcome criticism, but there is a distinct difference between constructive criticism and complaints. I look forward to reading what you think. Thanks!!

Updates to the Syllabus

A few changes were made in class on Tuesday. The 1984 projects will now be due Monday, March 9th. The five annotations are still due by the end of class on Friday, March 6th. Also, we will be doing a jigsaw style discussion in class on the following dates: Wednesday, March 4th; Monday, March 9th; and Wednesday, March 11th. See the description below for how these classes will function and what is expected of you (extra preparation is required).


Preparation:

In the class prior to a jigsaw day, I will assign you one of four themes. You will be responsible for completing that night’s reading while paying special attention to that particular theme. You will also be responsible for writing one quality discussion question that relates to your theme and references a specific moment in the text (a page number is required).

My expectation in requiring only one question is that you will give some real thought to developing this question. Although it may be handwritten, it must be completed before entering the classroom. Though it should go without saying, a discussion question should prompt interpretation and analysis. There is not necessarily one right answer to a discussion question and the question should not be phrased in a manner that elicits a simple yes-or-no response.

I will occasionally collect these questions unannounced for a grade and will also check to make sure you have them in class daily.


Jigsaw day proceedings:

The first portion of the class period will be an opportunity for you to meet in a small group setting with the other students that focused on your theme. This discussion should consist of group members sharing their discussion questions and highlighted passages. It is also an opportunity for the group to discuss the theme’s development over the course of the novel. Each group member should take notes detailing their peers’ ideas and their group’s discussion.

After meeting in these groups, I will reassign you to a new small group. This group will consist of one student from each theme group. Each student will act as the expert on his/her theme by summarizing their first group’s discussion and posing a discussion question to the group. The discussion question could be the student’s own or one of the other discussion questions shared in the first group. Each student will act as the discussion facilitator while the group considers his/her question.

We will follow these discussions up with a whole-class review or a brief writing activity, depending on the amount of time remaining in the period.