Schedules & Assignments

Spring Semester, 2011

January 24 Course Overview;    Example: Voices of Resistance Sing On!

ASSIGNMENT:   Read – Ossie Davis.  Life Lit By Some Large Vision:

Review  the Vision and Manifesto pages at

Arts and Social Protest Forum – http://www.TheIKORO.com

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January 26 **Course Context:  “The Moral Assignment”  — (Ossie Davis & Bill Moyers)

What You Are Is In What You Do!

and      The Evolving Vision Statement

**Class Organization:  The Manifesto

**Understanding the Humanities

Arts and Political/Social Issue of the Day

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January 31 Course Context:   The Evolving Vision Statement

Culture, Aesthetics, and Human Identity; Theory and Criticism

The Manifesto (2)

Arts and Political/Social Issue of the Day

Example:   Born Again American:   http://www.bornagainamerican.org

The Sermon On The Mount (Matthew 5-7, AD 30) and The Sermon On The Plain(Luke 6)  —   Ray Catron   &   Dylan Benjamin

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TO  BE  PLACED

An Essay on the Slavery and Commerce of the Human Species, 1786.

The Communist Manifesto, 1848

Declaration of Principles of the Niagara Movement — The Niagara Movement Manifesto, 1905

The Founding and Manifesto of Futurism (Filippo Tommaso Marinetti, 1909)

Port Huron Statement of Students for a Democratic Society, 1962

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February 2 THE MANIFESTO —   Inspiring Voices (6)

(Title/Context; Presentation; Implications/Aesthetic Response)

Declaration of Independence, 1776 —  Erin Sturdevant  &  Erika Marquez

The Bill of Rights, 1791 and The Second Bill of Rights, 1944 —  Adriana Gutierrez  &  Salvador Diaz

What to the Slave is the Fourth of July, 1852   Judy Pham  &  Phillip Cargin

Arts and Political/Social Issue of the Day

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February 7 THE MANIFESTO —  (6)

David Walker’s Appeal, 1829  – Benjamin Montero  &  Melchor Guerrero

Memorial of the Cherokee, 1830  — Miguel Chase

The Speech of Miss Polly Baker, 1747  —  Christina Aulicino  &  Deanna Tulikihihifo

Arts and Political/Social Issue of the Day

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February 9 THE MANIFESTO —  (6)

Ain’t I a Woman? 1851  — Kareema Anderson  &  Merien Reyes

Class Organization:  Panel Schedule

Arts and Political/Social Issue of the Day

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February 14 THE MANIFESTO  (5)

A House Divided, (Abraham Lincoln, 1858) — Heather Pettit  &  Norma Ambriz

Credo – Affirmation of Faith, 1920 — Alaina D’Anna

The International Jew (Henry Ford, 1921)  — Javier Gonzalez  &  Samantha Burd

Seneca Falls Declaration on Women’s Rights, 1848  –Olivia White  &  Natalia Balestra

The Southern Manifesto, (Strom Thurmond, 1956); The Birmingham Pledge (1998) —  Porsha Standard & Irina Sharf

Arts and Political/Social Issue of the Day

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February 16 Perspectives on Protest:  Thoreau

Arts and Political/Social Issue of the Day

The Manifesto (3)

Magna Carta, 1215 — Michelle Menjivar

The Bonus Army (1932) — GI Bill Of Rights  — James Young & Awele Decency

We March Today for Jobs and Freedom – I Have A Dream, (John Lewis; Martin Luther King, Jr. 1963)  —  Susana Perez  &  Soraida Rodriguez

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February 21 HOLIDAY – President’s Day

February 23 Perspectives on Protest:  Thoreau

Arts and Political/Social Issue of the Day

The Manifesto (3)

The Ballot or the Bullet – Malcolm X Speech, 1964  —  Victoria Anaya & Crystal Filatoff

The Feminine Mystique – Betty Friedan (1963) — Gricel Salazar & Rosie Fuentes

**National Organization for Women’s Statement of Purpose, 1966  —  Laura Cruz

**Che Guevara Speech to the United Nations – Colonialism Is Doomed  —Diego Turoldo

**The Cyrus Cylinder – The First Declaration of Human Rights, 539 BC  // The Universal Declaration of Human Rights, 1948  — Yesenia Hernandez & Mary Carter

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February 28 THE MANIFESTO (4)

Scientists’ Petition Against the Use of the Atomic Bomb, 1945  —  A. Martinez  &  D. Flores

Declaration of Indigenous Peoples of the Western Hemisphere Regarding the Human Genome Diversity Project, 1995 —  Alea Duran

Academic Bill of Rights (David Horowitz, 2003); and Joint Statement on Rights and Freedoms of Students (AAUP, 1967) — Marylou McLeod & Kagina Lot

The Millennium Project  — Reuben Hernandez  &  Luis Soto

Perspectives on Protest:  hooks (video)

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March 2 Perspectives on Protest:  hooks

Arts and Political/Social Issue of the Day

The Manifesto (3)

The Time to Act Is Now (November 3, 2005) – Al Gore – http://stopglobalwarming.org  —  Elvira Alvarado  &  Michael Duran

Not In Our Name, 2005http://www.nion.us/ and Declaration of Impeachment,(Veterans For Peace – July 4, 2005) — Leslie del Toro & Leah Rodriguez

**Art, Truth & Politics, (Harold Pinter – Nobel Lecture, 2005)  —  Ruben Medina

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March 7 Perspectives on Protest:  hooks

Arts and Political/Social Issue of the Day

Scopes Monkey Trial Summation (Not delivered – William Jennings Bryan, 1925) — Jazna Gonsalez

Personal Protest (2) —

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March 9 Perspectives on Protest:  Caldwell

Arts and Political/Social Issue of the Day

Manifesto —  Cross of Gold (William Jennings Bryan, 1896)  —  Ricco Garrett; Julie Fairbanks

Personal Protest (3) — Adriana Lindsay;  Alaina D’Anna;  Araseli Martinez;

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March 14 Perspectives on Protest:  Caldwell

Arts and Political/Social Issue of the Day

Theory of Evolution/Intelligent Design (The Original Statement by the Dover School Board/The Ruling of Judge John E. Jones, 2005)  —  Veronica Gonzalez &  Daniella Mims

Personal Protest Presentation (4) — Awele Decency;  Benjamin Montero;  Christina Aulicino; Chrystal Filatoff

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March 16         PAPER DUE

Perspectives on Protest:  Caldwell

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — David Flores; Deanna Tulikihihifo; Diego Turoldo

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March 21 Mid-Term Review

Arts and Political/Social Issue of the Day

The Manifesto (4)

Personal Protest –  Mary Carter;  Alea Duran

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March 23         MID TERM

March 28 BREAK

March 30 BREAK

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April 4 PANEL  #1

The Response of Drama, Dance and Visual Arts to the Civil Rights Movement –Reed, Chapter 1 –

Crystal Filatoff; Victoria Anaya; Kareem Anderson; Mary Carter; Ruben Medina;

Optional:    Perspectives on Protest:  John Dewey – Art As Experience

Arts and Political/Social Issue of the Day

Personal Protest Presentation (4) — Daniella Mims; Dylan Benjamin; Erin Sturdevant;  Elvira Alvarado

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April 6 PANEL  #2  —The Arts and the Black Power Movement – Reed, Chapter 2 –  David Flores; Araseli Martinez;

Arts and Political/Social Issue of the Day

Personal Protest Presentation (4) — Erika Marquez; Gricel Salazar; Heather Pettit; Irina Sharf; James Young

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April 11 PANEL    #3  —  Women’ Rights & the Arts  — Reed, Chapter 3 –

Leslie Del Toro; Rosie Fuentes; Gricel Salzar; Yesenia Hernndez; James Young

Pablo Picasso – Guernica

Arts and Political/Social Issue of the Day

Personal Protest Presentation (4) — Jamen Fearon; Javier Gonzalez; Jazna Gonzalez; Judy Pham

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April 13 PANEL  #4  Social Activism and Historical Commentary in Mexican American-Chicano/a Art and Music  – Reed, Chapter 4 – Erin Sturdevant; Veronica Gonzalez;  Daniella Mims;

Personal Protest Presentation (3) — Kagina Lot; Kareema Anderson; Laura Cruz

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April 18 PANEL  #5  —  History and Social Commentary As Presented in Film – Reed, Ch. 5 –  Ray Catron;

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Lea Rodriguez; Leslie Del Toro; Luis Soto

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April 20 PANEL  #6  —  Social Commentary in the Lyrics of Rock Music — Reed, Chapter 6 –

Judy Pham; Olivia White; Benjamin Montero; Reuben Hernndez; Alea Duran

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Marylou Mcleod; Melchor Guerrero; Merien Reyes

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April 25 PANEL  #7  —  Arts and AIDS — Reed, Chapter 7 –

Merien Reyes; Marylou McLeod; Kagina Lot; Luis Soto; Melchor Guerrero;

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Michelle Menjivar; Michael Duran; Miguel Chase

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April 27 PANEL  #8 —  Environmental Justice — Reed, Chapter 8 –

Jazna Gonsalez;  Erika Marquez; Javier Gonzalez; Samantha Burd

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Natalia Balestra; Norma Ambriz; Olivia White

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May 2 PANEL  #9  —  Will the Revolution Be Cybercast? –  Reed, Chapter 9 ––– Norma Ambriz; Heather Pettit;  Dylan Benjamin

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Phillip Cargin; Porsha Standard; Raymond Catron

May 4 PANEL   #10  The Artistic Response to War – 1950 – 2005 –

Salvador Diaz; Miguel Chase; Adriana Gutierrez; Michael Duran; Diego Turoldo;  Deanna Tulikihihifo

Arts and Political/Social Issue of the Day

Personal Protest Presentation — Reuben Hernandez;   Ricco Garrett; Rosie Fuentes

May 9 PANEL   #11 – Community, National and International Memorials — Irina Sharf; Porsha Standard; Christina Aulicino;

Arts and Political/Social Issue of the Day

Personal Protest Presentation (3) — Ruben Medina; Salvador Diaz; Samantha Burd

 PANEL   #12  —   The Voice of Protest in Hip Hop Culture –

Elvira Alvarado; Soraida Rodriguez; Susana Perez; Deanna Tulikihihifo;  Natalia Balestra

Arts and Political/Social Issue of the Day

Personal Protest Presentation — Soraida Rodriguez; Susana Perez; Veronica Gonzalez; Victoria Anaya; Yesenia Hernandez

May 11          Class meets in LaCorte Hall —  A 103

May  16           REFLECTIONS JOURNAL DUE & FINAL EXAM

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Each student will be assigned to a team for one of the above topics.  Each team will be responsible for preparing a 30 minute presentation on the assigned topic.  Each Panel will focus upon the topic and include creative art examples.  Define the specific issue(s), examine different opinions about the issues and show how these issues are translated into an aesthetic statement.  Group presentations should be enhanced by visual aids and handouts.  Handouts must include an outline of the presentation, a bibliography, discography and webliography.  Additionally, students should provide some type of resource display.  For example, students could design a large poster for the presentation; set up a book exhibit; design a board game; create a historical newspaper for the topic; choose a theme song for the presentation; create an informative newscast on the topic, create bookmarks; create collages; create a puppet show; write poems; write correspondence (or a play) as a specific person from the period.

Each team should make an appointment with Dr. Caldwell for help in preparing their presentation.  The grade for the Team will be based on ratings of each individual’s work, ratings of the team’s overall work, and a written evaluation by each participant of their own as well as other team member’s work.

PANEL PRESENTATION GUIDELINES

1.   Present an overview of the specific social issue.   What are the moral and ethical questions posed in the debate about the issue?  Be certain to differentiate between fact and opinion in presenting the issue.   Identify questions about facts or concepts emanating from the issue that need clarification.

2.   Introduce artists who address the issue through their art.   Analyze the values expressed by the artists.   What is the context for the creation of their art?  What are the codes found in the art?   What are the explicit messages in the art?   What is the subtext of the art?   What are the implicit messages in the art?  What questions are raised by the art?

3.   What has been the impact of the art on culture?   What has been the impact of the art on you, the presenter?   How are the consequences of human intentions influenced by the means of carrying them out?

4.   Incorporate the class Vision Statement, and use the language of culture and aesthetics within the presentation.

5.   Prepare & distribute a Presentation Outline for the class.

6.   Use a variety of sources to gather information.  Provide primary source documentation of the issue being addressed.  Provide an introduction to the expert secondary sources that have interpreted the art that has been presented.  Consider the credibility and perspectives of the authors of the sources.   Prepare and distribute a bibliography.

7.   Prepare visual & aural materials.  Create a poster illustrating the issue.

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Ossie Davis – Life Lit By Some Large Vision READING QUESTIONS

“Address at the Palm Garden”;   “The English Language Is My Enemy”;   “On the Assassination of Martin Luther King, Jr.”;   “It’s Not the Man, It’s the Plan”;   “Be Not Too Tame, Neither”;   “Talking Drums and Haitian Dumplings”;   “The World of Hunger and Me”;  “What I Found On This Campus”;      “A Discussion With Young Activists and Artists”;   “On Economics”;   “The Nature of the Revolution”;   “Challenge for the Year 2000”;   “The Benediction”

  1. Why does Davis feel that “the English Language is my enemy”?  What does he mean when he suggests that “the English language must become democratic”?
  2. Why is theatre important, and what is the responsibility of an actor?
  3. What is the context for the “On the Assassination of Martin Luther King, Jr.” speech; what was the subtext?
  4. What does Davis feel is the mission of the Black Caucus?
  5. What was the Davis experience with and response to blacklisting?
  6. What is a talking drum?
  7. Who are the heroes of the “World of Hunger and Me” speech?
  8. Who were the mentors of Davis at Howard University?
  9. What did Davis learn from writing “Purlie Victorious?”  What does the closing monologue from “Purlie Victorious” mean?
  10. What does Davis feel is the relationship between free men and the Bill of Rights?

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2 Responses

  1. Good morning, Dr. Caldwell
    I noticed that I am still a panel of one for the “History and Social Commentary as Presented on Film” and I was wondering if I could still present this subject. I think the AIM movement should be addressed, but if you think I should work with another group then that is fine. Let me know what you would like. Thank you.

    • Ray — I had not gotten around to making the change. However, I actually agree with you. If you are comfortable with making the presentation, let’s plan on it.. Dr. C

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