<![CDATA[Pedagogical Arts - psj]]>Sun, 12 Apr 2020 05:04:33 -0700Weebly<![CDATA[by region & country]]>Thu, 26 Sep 2013 13:25:59 GMThttp://www.pedagogicalarts.com/psj/by-region-country
Africa
]]><![CDATA[rhetoric]]>Wed, 25 Sep 2013 00:56:43 GMThttp://www.pedagogicalarts.com/psj/rhetoric
Book of Bad Arguments
]]><![CDATA[readings]]>Sun, 15 Sep 2013 16:10:48 GMThttp://www.pedagogicalarts.com/psj/readings
"Detainee Plane" -- Latino USA
"The Soul of Stax" by Ericka Blount Danois
]]><![CDATA[in the news]]>Thu, 12 Sep 2013 13:54:12 GMThttp://www.pedagogicalarts.com/psj/in-the-news
Jon Burge conviction

$12M settlement, Emanuel apologizes
]]><![CDATA[organizations]]>Tue, 20 Aug 2013 22:21:23 GMThttp://www.pedagogicalarts.com/psj/organizations
A
Appalshop
American Civil Liberties Union

C
Carnegie Endowment for International Peace
Complex Movements

H
The Heidelberg Project
I
Inner-City Muslim Action Network (IMAN)

J
Jane Addams Hull-House Museum
Jewish Council on Urban Affairs

N
The Norwegian Nobel Committee

S
Southern Poverty Law Center



Right: clip from Mine War on Blackberry Creek (available from Appalshop)
]]><![CDATA[concepts]]>Tue, 20 Aug 2013 15:23:00 GMThttp://www.pedagogicalarts.com/psj/concepts
code switching / speaking in code
]]><![CDATA[film & video]]>Tue, 20 Aug 2013 14:29:03 GMThttp://www.pedagogicalarts.com/psj/film-video
10 Steps to your own Virtual Sweatshop (by Jeff Crouse, Stephanie Rothenberg & Eyebeam team)
American Revolutionary: The Evolution of Grace Lee Boggs (dir. Grace Lee)
Dead Man Walking (dir. Tim Robbins)
Erin Brockovich (dir. Steven Soderbergh)
The Interrupters (dir. Steve James)
Metropolis (dir. Fritz Lang)
Milk (dir. Gus Van Zant)
Silkwood (dir. Mike Nichols)
The Harder They Come (dir. Perry Henzell)
Space Is the Place (dir. John Coney)
Titicut Follies (dir. Frederick Wiseman)
Waste Land (dir. Karen Harley)
When the Levees Broke: A Requiem in Four Parts (dir. Spike Lee)


]]><![CDATA[social justice]]>Tue, 20 Aug 2013 14:20:38 GMThttp://www.pedagogicalarts.com/psj/social-justiceWhen we talk about social justice, what are we talking about? Here are several subjects / categories:
  • civil rights
  • women's rights
  • workers' rights
  • gay rights
  • indigenous peoples' rights
  • children's rights
  • rights for people with disabilities
  • fair housing opportunities
  • educational opportunities
When one explores the theme of social justice, as it pertains to any (or several) of the aforementioned subjects (as well as some other subjects that might not have been listed there), we can think of different ways of exploring how social justice could be achieved / expressed. Here are several possibilities, via:
  • legal means (court cases, passing laws)
  • artistic expression
    political means (diplomacy, etc.)

For the purposes / framework of our class, we will be focusing on reading, writing, and class discussions that pertain to the interrelated themes of peace and social justice. We will also be exploring those two themes through the lenses of artists (songs, paintings, film, etc.).
]]><![CDATA[songs]]>Tue, 20 Aug 2013 13:02:55 GMThttp://www.pedagogicalarts.com/psj/songs
A

B
"Blackbird" by John Lennon & Paul McCartney
"Brother, Can You Spare a Dime" by E.Y. "Yip" Harburg and Jay Gorney
"By the Time I Get to Arizona" by Chuck D & DJ Spooky

C
"Can You Get to That?" by Funkadelic
"A Change Is Gonna Come" by Sam Cooke
"Click Song (Qongqothwane)" performed by Miriam Makeba
"Coffin for Head of State" by Fela Kuti

D
"Dancing in the Street" by William "Mickey" Stevenson, recorded by Martha and the Vandellas
"Democracy" by Leonard Cohen

E
"Everybody Knows" by Leonard Cohen

F
"Fables of Faubus" by Charles Mingus
"Four Women" by Nina Simone
"Freedom Suite" by the Max Roach 5tet, with Abbey Lincoln

G
"Gumboots" by Paul Simon

I
"I Asked Her for Water (She Gave Me Gasoline)" by Wilie Dixon, performed by Howlin' Wolf
L
"The Lonesome Death of Hattie Carroll" by Bob Dylan

O
"Only a Pawn in their Game" by Bob Dylan

P
"Panis et Circenses" by Os Mutantes
"Plane Wreck at Los Gatos" by Woody Guthrie

R
"Respect" by Otis Redding (& famously covered by Aretha Franklin)
"The Revolution Will Not Be Televised" by Gil Scott-Heron"

S
"Strange Fruit" by Abel Meeropol

T
"The Harder They Come" by Jimmy Cliff
"Toxika" by Plastic People of the Universe

W
"(What Did I Do To Be So) Black and Blue" by Fats Waller, performed by Louis Armstrong
"What's Going On" by Marvin Gaye
"Whitey on the Moon" by Gil Scott-Heron



Songs of the Civil Rights Movement (Smithsonian Folkways)
Right: Miriam Makeba performing "Click Song (Qongqothwane)"
-- from Soul Power
]]><![CDATA[journal entry guidelines]]>Tue, 20 Aug 2013 01:27:31 GMThttp://www.pedagogicalarts.com/psj/journal-entry-guidelinesJournal Entry Guidelines

for English 101 Students

Oakton Community College (Fall 2013)

Creative thoughts and actions can positively change the brain’s circuitry. When you do something creative, you expand your sense of possibilities. When you are playful with language, you can transfer that playfulness to other kinds of writing. It also expands one’s versatility with language. You can also combine creative writing with other important kinds of writing (persuasive, expository, etc.) to maximize effects.

Throughout this English 101 class, each student will turn in a number of journal entries. Each journal entry will be two full pages, double spaced, 12 point, standard margins. The writing style for each journal entry can be informal, but you will need to proofread to make sure you catch grammatical errors, etc., and the writing should be arranged with well-thought-out paragraph structure. Each journal entry should have stapled pages, with your name J# and date on the top of the first page.
J1: Expectations and Reflections      (due on August 26)

J2 will focus on your responses to several or all of the following questions:

  • What are some expectations that you have of this class?
  • What are some expectations that you have of yourself -- in this class?
  • What are some expectations that you have of your classmates?
  • What are some expectations that you have of your instructor?
  • What are some thoughts that you have regarding your writing ability? For instance, what are some of your strengths as a writer? What are some aspects of your writing that you would like to improve?
  • How can your creative writing skills be transferred into other areas of your life -- such as other classes you will be taking soon, plans that you have for after you graduate from high school, cover letters, business proposals, etc.?



J2: Faux News Article (due on 8/26)

Directions: Write a faux news article in which you describe some breaking news story that’s set in your city (the city that you and your classmates have invented). Pick a category (sports, business, politics, religion, science, nature, arts & entertainment), and go from there.



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