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Self & Society Showcase Rather than a traditional final exam, this class will end with a Showcase: a gathering of minds, a reflection on 10 weeks of intensive study, the culmination of our intellectual journey in the second half of Self & Society. This showcase offers you a chance to express your reactions to Core creatively, in a medium of your own choosing. I encourage you to work with an idea or ideas that have been influential to you and that resonate with you emotionally because you’ll do your most gratifying work if you find something that inspires you.

Guidelines : · Your contribution to the showcase could take the form of an original song, poem, mixed-media collage, skit, music video, painting, drawing, short story, game, rap-battle, or anything else appropriate to the class.

Aim for greatness! · You may work alone or in a group. Generally speaking, group projects should be more impressive than what one student could accomplish alone. Three students working on a sketch comedy presentation or a song with multiple instruments would be great, but three students working on a poem or small collage would be underwhelming. · In this project, you are being given unprecedented freedom. As Sartre and Frankl would remind us, with great liberty comes great responsibility. Aim to create something that will make you smile when you look back on your second quarter of Core 4 years from now.

If you have questions about your Showcase project, please don’t hesitate to ask. Evaluation: Your goal is to make something awesome. Thoughtful projects that show clear signs of effort will receive the highest marks. In the interest of clarity (and since this project is worth 5% of your grade), here is an evaluation rubric to gauge how your project will fare: 5 Piece is highly relevant to course ideas and texts, original in content, demonstrates a high level of effort, and presents as finished and polished. 4 Piece is relevant to course ideas and texts, somewhat original, demonstrates solid effort, and/or presents as somewhat polished. 3 Piece is somewhat relevant to course ideas and texts. Would have benefitted from more thought and revision to be more successful. 1-2 Piece may not be highly relevant or clearly original. May appear “bare minimum” or unfinished.

Paper For Above instruction

The culmination of a course is often marked by a formal assessment, such as a final exam, which aims to evaluate students' understanding of the material. However, an alternative approach, as exemplified by the Self & Society Showcase, emphasizes creative expression and personal reflection over traditional testing. This innovative method encourages students to synthesize their learning and express it through diverse artistic mediums, fostering deeper engagement and authentic demonstration of comprehension.

The proposed showcase structure offers students a unique platform to showcase their grasp of course concepts by creating projects that resonate personally and emotionally. This approach aligns with educational theories emphasizing the importance of experiential and project-based learning, which facilitate cognitive and emotional connections with the material (Thomas, 2000). The flexibility in project formats allows students to choose creative outlets that best suit their strengths and interests, such as music, visual arts, theater, or storytelling, promoting individuality and originality in their work (Bell, 2010).

Furthermore, the collaborative dimension of the project introduces valuable social skills, encouraging teamwork, idea-sharing, and collective effort. Group projects, when well-managed, can enhance problem-solving abilities and foster a sense of community, which are essential skills in today's interconnected world (Johnson & Johnson, 1994). Conversely, individual projects allow for personal reflection and self-directed learning, instrumental in developing independence and intrinsic motivation (Deci & Ryan, 1985).

The emphasis on effort, polish, relevance, and originality as evaluation criteria aligns with formative assessment principles. High-quality projects demonstrate not only mastery of course content but also creativity, perseverance, and critical thinking. This assessment method shifts the focus from rote memorization to meaningful application and personal expression, which can lead to more sustained engagement and deeper learning (Black & Wiliam, 1998).

Implementing a showcase as a final assessment acknowledges diverse intelligences and learning styles, accommodating students who excel in creative and artistic domains. It democratizes assessment, valuing process and effort as much as final product, thereby fostering an inclusive learning environment (Gardner, 1983). This approach exemplifies authentic assessment practices that mirror real-world scenarios where presentation and communication skills are paramount (Linn et al., 2011).

Overall, replacing a traditional exam with a creative showcase enhances educational experiences by fostering a supportive and stimulating environment for learning, reflection, and personal growth. It encourages students to integrate their knowledge with their personal voices, resulting in a richer and more memorable educational journey that prepares them for future challenges beyond academia.

References

• Bell, R. (2010). Project-based learning for the 21st century: Skills for the future. Educational Researcher, 39(2), 43-50.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
• Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.
• Linn, M. C., Clark, D., & Slotta, J. D. (2011). WISE: Web-based inquiry science environment. Science, 333(6045), 938-943.
• Thomas, J. W. (2000). A new program of project-based learning. Education Week, 19(32), 36-39.