Category: Class Plans 1102 Fall 19
11 April. The Future of Atlanta SLS Partners Panel
Details
- 1. Remember to meet at Clough 144 today at 11:00-11:50 for our Partners Panel, instead of our regularly scheduled class times/places. Please also be prepared to ask questions.
- 2. I advise you to record some or all of the panel, and I will also make the audio file from our recording available to you.
Class Leads
Please note: the final class leads have been rescheduled for April 23.
Invited Speakers
- Darryl Haddock, Director of Environmental Education and Proctor Creek Ambassador at West Atlanta Watershed Alliance (WAWA)
- Heather Hussey-Coker, Special Projects Manager at Atlanta Beltlinet
- Bradley Mitchell, Director of Business Development at Quest Community Development Organization
Panel Topic: The Future of Atlanta
All disciplines and professions have to be mindful of ways the choices we make now will affect the generations that come after us. Similarly, practitioners in all professions imagine an ideal future and then make decisions based on what they think is the best way to achieve that future. While we have composed creative projects so far this semester, we are excited to learn about ways real-world projects come to be through a blend of visionary planning and practical action.
Some Questions you can expect the partners to discuss:
1. What is your ideal vision for the future of your project? Say you had all the resources and support you needed, what would the West Atlanta Watershed basins or the Beltline look like in 5-10 years? What is an ideal future for English Avenue and Vine City? What would you like to see Atlanta look like in 50 or 100 years?
2. How do your visions for the future of Atlanta’s people, neighborhoods, ecosystems, and social/cultural networks shape the choices you make now?
3. How can students become involved (and stay involved) with sustainability projects in their communities? Or, as these students go on to design new energy technology, build complex structural systems, and cure diseases, how can they remain mindful of how their choices shape the future for a web of stakeholders?
4. May students and I film and record part of all of the panel presentation to use as part of our final project for the unit?
9 April. Field Recordings.
April 11, Partner Panel
- 1. All Students: Remember to meet in Clough 144 on Thursday, April 11 at 11:00-11:50 for our partners’ panel presentation.
- 2. What are your impressions so far of the Beltline, WAWA, or Quest Community Development? How do their ideas of the future of ATL shape the choices they make?
- 3. The panel will be half partners’ presenting and half them responding to student questions, please take 5 minutes and draft a question you would like a partner to answer.
Partners
Darryl Haddock, Director of Environmental Education and Proctor Creek Ambassador at West Atlanta Watershed Alliance (WAWA)
Heather Hussey-Coker, Special Projects Manager at Atlanta Beltline
Bradley Mitchell, Director of Business Development at Quest Community Development Organization
Sonic ID
As we listen to these ID’s, please keep the following in mind:
- 1. What features grab audience’s attention?
- 2. What information do you need to include in your ID in order to draw in audiences
- 3. Take a few minutes to draft a 30-60 second ID (i.e. advertisement for your podcast). If we can speak about 100-110 words per minute, what information do you need to include to engage audiences in your ID and also in your long form podcast?
Guidelines for Panel Presentation, April 16
If you are scheduled to present on April 16, please come prepared to share the following with the class:
- 1. Share 30-60 seconds of audio recording
- 2. Share one or two annotations or resources you are using to support your final project
- 3. Narrate your Podcast composition process
Directions: Sustainability at GATech
introduction_to_sustainability_tourSound Collection:
- We are going to go up to the roof of Clough so you can collect some sounds, but before we do what sorts of audio should you capture to incorporate in your final podcast?
Take your stuff with you. Feel free to work on your own or in your podcast groups
Recording Guidelines:
- 1. While you are free to record with a tool of your choice, you can use the Voice Memos on iPhone or Google’s Voice Recorder app.
- 2. Check out some of these sounds from the Sonic Dictionary at Duke University as examples of the sorts of tracks that you can use in your final podcasts
- 3. Remember the how the sample podcast we listed to used sound queues and layered tracks to communicate complex ideas to general audiences.
Self-Guided Tour Cards
If you would like to pursue sound collection at sustainable GATech campus sites farther, use the cards below to guide you:
self_guided_tour_guide_cardsDirections: ENGL 1102.HP3 ONLY!!!
On 9 April 2019 please meet at Quest Community Development Center at 12:00-12:45 for a tour of their facilities guided by their lead architect.
Directions from Tech to Quest Center
Fieldtrip: Quest Community Development Center
On 9 April 2019 please meet at Quest Community Development Center at 12:00-12:45 for a tour of their facilities guided by their lead architect.
Directions from Tech to Quest Center
4 April. Collaborative Script Generator (Remote)
Please find links to shared Googled Docs below. Click on your group link, and complete the tasked assigned in the Doc. Please email with any questions.
2 April. Podcast Analysis Exercise & The Beltline
Podcast Analysis
Today we are going to listen to the trailer for USA Today’s Podcast series called The City. After we listen to the podcast, please respond to the following questions in groups:
- 1. Audience: Why does the podcast hold my attention and keep me listening? Does the podcast cover a topic I am especially interested in and in a way that other news outlets or sources do not or cannot? Is the podcast something that my friends and I listen to? Does the podcast you chose provide a model for how to appeal to an audience?
- 2. Structure: What is the overall structure of the podcast. What sorts of segments make up the overall podcast? How are those segments arranged? Do the hosts announce the transition from one segment to the next? Why is the overall structure effective? Does the podcast provide a structural model?
- 3. Audio: what audio cues are used in the podcast? Are the cues consistent throughout? Is the volume consistent across the whole podcast? Does the podcast provide a model for the types of audio cues?
- 4. Conclusion: How does the podcast concludes? Do hosts announce what to expect on the podcast to follow? Is there outgoing audio cues or music? Does the podcast provide a model for how to conclude?
Beltline Discussion
- 1. After the class leads write their discussion questions on the board, choose a question, and take few minutes to respond to the question you chose
- 2. How can the visions of the future that developer have, be detrimental to people in the present?
Script/Storyboard Overview
- The following is a model storyboard that I put together. Your script should be more detailed. For instance, name the sound cues; include some description/analysis of the scenes you discuss; include questions for “guests” and even guest ‘bio’s’; and any other segment/analysis outline or details you’ll need when you record.
- Remember it takes approx. 1 minute to say/read 130 words
- Also the format below is just a model. You’ll need to decide, as a group, what sort of organization works best for your topic and format.
| Segment | Content |
|---|---|
| Introduction | Opening sound cue/audio; title; introduce hosts; and let audience know what to expect in terms of content and format. Can use the introduction to introduce your main claim(s) and how you plan to develop them in the introduction. May want to designate two or three group members as hosts and other members as guests. Example Topic: Walking Dead, Season One and Ideal Eats! |
| Segment One | Example Segment: Top Five ‘Best Eats!!’. [signal with sound cue–some gross zombie eating guts noises, perhaps] At its heart Walking Dead is a show about eating–who eats and who gets eaten. In today’s top five best eats, and really throughout the podcast, we’ll show how life after nature is possible in the Walking Dead because it is a world filled with ideal consumers. Top five list: Dinner with Dwaine, Morgan, and Rick, ATL zombies eat Ricks horse, foraging for mushrooms with Lori, zombies eat Daryl’s deer, and fishing with Andrea and her sister. |
| Analysis Transition | [Signal with sound cue] What do you all think of this week’s rankings? Discussion of each scene in comparison to the others and the defintion of our podcast topic/key term–(Ideal Eats) Really use sequence analysis terms here. May also want to discuss what scenes didn’t make the cut. Ex: Why not include getting drunk at the CDC? |
| Segment Two | [Signal with sound cue] now I am going to interview one or two expert ‘guests.’ Determine what specialties your team members have and how you can those specialities may make them good podcasts guests. For instance, knowledge of the show or of, in the case of this podcast, sustainable agriculture & raw food diets |
| Analysis/Transition | [Signal with a sound cue] Now all five of us will tie the first two segments back into the overall goal of the podcast–Ideal Eating and life after nature. Then transition into the last segment. |
| Segment Three | [Signal with sound cue] Our final segment is a recipes of the week! This week’s recipe is Macaroni Milanese: bring pot of salted water to a boil, cook 1 lb. macaroni according to package, in a separate pan fry tongue, set aside and add lemon juice and white wine, reduce, add cream (3-4 mins), add truffles or mushrooms, add butter until sauce thickens, salt and pepper to taste. Remove from heat and add gruyere. Pour sauce over cooked pasted in 9′ x 11′ baking dish. Bake 35 mins at 350. |
| Analysis/Transition | [Signal with sound cue] tie recpie into overall goal of the show and then transition into conclusion |
| Conclusion | [Signal with sound cue] thank guests and provide an overview if you think audiences need one. |
Podcast Script
- Get into your Podcast groups and chat about some of the following: what’s the topic of your podcast and what sort of argument do you plan to make about that topic? How do you plan to organize the podcast? What roles do want each member of your group to take on?
| 1102.F3 | 1102.HP3 | 1102.D3 |
|---|---|---|
| Group 1: Sidd, Ashley, Le, Anna, and Matthew S. | Group 7: Michael W., Craig, Mael-Sahn, Alhana | Group 12: Dylan |
| Group 2: Matthew Audrey, Roni, Tori, and Jackson | Group 8: Asha, Nicholas, and Mohan | Group 13: Parth, Justin, Anu, Achal |
| Group 3: Anish, Thiago, George, Omar, Jeanette | Group 9: Azhar, Nikolay, and Jeffrey | Group 14: Uti, Lama, Ali |
| Group 4: Nicolas, Gabriel, Thomas, Luke, and Darren | Group 10: Josh, Matt M., Hasha, and Andrew T. | Group 15: Jami, Morgan, Kelsey, Kyle, and Lilly |
| Group 5: Valerie and Dalila | Group 11: Danielle, Ricky, Andrew B., Felipe | Group 16: Jessica, Jennifer, Sachi, Kia, and Brian |
| Group 6: Isabelle, Catherine, and Morgan | Group 17: Marc, Nikhil, Andrew, and Cory | |
| Group 18: Michael, Sidd, and Damian |
28 March. The Future of ATL.
Housekeeping
- 1. Because I asked you to upload the pic of your object to Canvas yesterday, you may have accidentally deleted you paper. Will you check Canvas now to be sure you have submitted both the paper and the image?
- 2. We drafted reflections on the Video Essay back on Feb 12. If you want to draft that response, here’s a link to the Feb 12 class plan.
Podcast Working Groups
Please get into the groups listed below and complete the following:
- 1. Introduce yourselves (if necessary) and exchange contact information/establish best way to communicate
- 2. Review the Podcast Assignment Requirements and start to plan/schedule
- 3. Make a list of your favorite podcasts and then explain to one another what it is that you like about your favorite podcasts/what makes them successful or your favorite. If you and your group do not have a favorite, check out the top 2 or 3 ranked podcasts on iTunes or Spotify and then assess what makes them successful
- 4. Check out our community partners’ websites and talk about which of the partners you most want on Quest Community Development, West Atlanta Watershed Alliance, and the ATL Beltline. Please note: if there are other community or campus partners you would rather work with, please let me know.
| 1102.F3 | 1102.HP3 | 1102.D3 |
|---|---|---|
| Group 1: Sidd, Ashley, Le, Anna, and Matthew S. | Group 7: Michael W., Craig, Mael-Sahn, Alhana | Group 12: Dylan |
| Group 2: Matthew Audrey, Roni, Tori, and Jackson | Group 8: Asha, Nicholas, and Mohan | Group 13: Parth, Justin, Anu, Achal |
| Group 3: Anish, Thiago, George, Omar, Jeanette | Group 9: Azhar, Nikolay, and Jeffrey | Group 14: Uti, Lama, Ali |
| Group 4: Nicolas, Gabriel, Thomas, Luke, and Darren | Group 10: Josh, Matt M., Hasha, and Andrew T. | Group 15: Jami, Morgan, Kelsey, Kyle, and Lilly |
| Group 5: Valerie and Dalila | Group 11: Danielle, Ricky, Andrew B., Felipe | Group 16: Jessica, Jennifer, Sachi, Kia, and Brian |
| Group 6: Isabelle, Catherine, and Morgan | Group 17 (purple): Marc, Nikhil, Andrew, and Cory | |
| Group 18: Michael, Sidd, and Damian |
Discussion: The Future of Urban Nature
- 1. Class Leads ask a few questions about the reading
- 2. Given what we have learned about concepts of future or futurity so far this semester, what sorts of ideas about the future structure city planning?
- 3. How does Dan Immergluck’s column respond to the projects outlined in the Slate article? What’s your assessment of Immergluck’s response?
Story Telling Exercise
Complete the following in small groups and be prepared to share your findings with the class:
- 1. Choose one of the five urban redevelopment projects described in the Slate article (LA River, CA Bullet Train, Manhattan Bike Share, Chicago Millennium Reserve Initiative, or the ATL Beltline)
- 2. convert a written story into a visual one; recast the issue as a dialogue; tell the story from your first-person point of view; or rewrite the story as an allegory.
26 March. Reflection.
Welcome Back!
- 1. There’s no campus sustainability tour today b/c the tour guide in the sustainability office was not available due to an emergency.
- 2. 3/28 Class Leads: be prepared to ask one question each on the readings listed on the calendar for Thursday
- 3. If you haven’t, please fill out the Podcast Group preference form
Part I. Object Reflection
So that you have a picture of your object to include in your final portfolio and so we can determine which of the objects to display in our class show, we complete the following.
Before I ask you to vote on which objects you like best, what criteria should we use to determine our preferences?
- 1. Set your New Futures object or artifact out on your desk, take a picture of your object, and then upload the pic of your object to Canvas.
- 2. On the note cards that I am passing around please write the following on one side of the card: the title of your object, your name, and a brief description of the object.
- 3. Once you have finished, walk around an look at your classmates’ objects and choose your 7 favorite objects
- 4. Put a check mark on the back of the objects’ cards to indicate your preference.
- 5. At the end of the activity, I will collect all the cards. Then we are going to finish class early enough for you to carry your objects down to my office in Hall.
Part II. Reflection New Futures Reflection
Take 6-7 minutes and respond to the prompts below in a Word or Google Doc. Since you will be required to include reflections in your Final Portfolio, please file this reflection with your other process documents.
- 1. Explain one way your New Futures Project met one Course Goal/Concept.
- 2. Given the opportunity to revise, what is one thing you would change in the Project and why?
- 3. In what ways did the project help you think differently about your writing process?
- 4. Share your responses to the questions above in groups
Sample Portfolio
Part III. Creating Portfolios in Canvas
- I am going to walk you through portfolio creation in Canvas. I will follow the steps listed in the document below.
Podcast Group Request Sheet
14 March. New Futures Workshop.
Announcements
- 1. Remember to bring your New Futures “object” to class on March 26
- 2. If you are a panel presenter today and have not already done so, please email your draft or share a Google Doc with me.
Part I: Video Essay Panel Presentations
| Class Section | Presenters |
|---|---|
| 1102.F3 | Luke, Le, Anna, Nicolas, Morgan, Thomas, Catherine, Gabriel |
| 1102.HP3 | Nicholas, Mohan, Joshua, Azhar, & Richard |
| 1102.D3 | Anu, Nikhil, Lily, Andrew, Brian, Jennifer, Shachi, Siddartha |
Guidelines
Presenters, please be prepared to discuss the following for no longer than 5 minutes.
- 1. How does your future world solve for the problem you think poses the greatest threat to continued existence to life on earth?
- 2. What are the five, or so, elements of your future you describe in your project, and how are those social elements interrelated?
- 3. Briefly take us through your writing process. For example, what is one sentence level choice you have made to better engage audiences, develop transitions from idea to idea, or flush out detail?
Part II: Peer Response Groups
In the time remaining, please form small peer response groups with each presenter (approx. 1 presenter and 2 students). Then take turns discussing the following:
- 1.How does your future world solve for the problem you think poses the greatest threat to continued existence to life on earth?
- 2.What are the five, or so, elements of your future you describe in your project, and how are those social elements interrelated?
- 3.Briefly take us through your writing process. For example, what is one sentence level choice you have made to better engage audiences, develop transitions from idea to idea, or flush out detail?
Part III. Verb Revision
Revise: State-of-being verbs (to be)/Passive Voice
- A state of being verb identifies who or what a noun is, was, or will be. Passive voice (grammatical subject expressed the theme of the main verb – that is, the person or thing that undergoes the action or has its state changed).
Replace the state-of-being verb/passive voice in the sentences below with a strong verb (i.e.a verb that shows instead of tells)
- The tiger was the upset when the antelope ran away.
The man was walking on the platform.
There are three things that make me feel excited for spring break.
Revise: Verbs that rely on adverbs
- Powerful verbs are strong enough to stand alone. They don’t need an adverb to qualify them.
Replace the following verb/adverb phrases with powerful verbs:
- The fox ran quickly through the forest.
She looked menacingly at her rival.
He secretly listened while they discussed their plans.
Revise: Have/has/had combined with a noun
- While auxiliary verbs help express times and mood (and conjugate past and future perfect tenses), they are less likely to engage audiences in simple conjugations and/or when used in excess.
Replace the following verb phrases with a single, powerful verb:
- I had an argument with the referee
I had dinner with the sheriff.
I have discussed the situation with your father.
Revising Your Verbs:
- Take five minutes to identify all the verbs in one paragraph of your draft, and replace verbs that rely auxiliary constructions and/or adverbs with “strong verbs.”
