Folklore 490: Field Methods and the Public Presentation of Folklore

Affiliation

Name: Anna Rue
SCID: College of Letters & Science
Department: Folklore
Course Name: Folklore 490: Field Methods and the Public Presentation of FolkloreCourse Objectives:

  • CO1: Students will be able to apply fieldwork methodologies for documenting (interviewing, photographing, and filming) folk artists in a community-based setting.
  • CO2: Students will use technology, including digital cameras, recorders, and editing software, while conducting fieldwork and processing documentation.
  • CO3: Students will apply standard archival practices to preserve their documentation.
  • CO4: Students will value the distinctive ethnic and cultural diversity of the Upper Midwest.
  • CO5: Students will relate the historical context of the region to the Finnish American community.
  • CO6: Students will create a final project based on the community’s heritage and regional identity. This project will demonstrate students’ critical thinking and civic knowledge and engagement with the community with which they worked.

Course Units:

  • Unit One: Folklore, Region, Folklife of Michigan’s Upper Peninsula (ONLINE)
  • Unit Two: Conducing Folklore Fieldwork Ethics, and Representation (ONLINE)
  • Unit Three: Fieldwork Practicum (FACE-TO-FACE)
  • Unit Four: Processing and Archiving Fieldwork (ONLINE)
  • Unit Five: Analyzing Fieldwork, Creating Productions (ONLINE)

Unit Objectives:

Unit One: Folklore, Region, Folklife of Michigan’s Upper Peninsula

  • UO1: Students will define key vocabulary terms of the folklore discipline.
  • UO2: Students will explain/illustrate key concepts of folklore and regionalism.
  • UO3: Students will apply key concepts of folklore to their own experiences.

Activity One

Activity: Reading course materials, Generate glossary of folklore vocabulary and concepts
Description:The students will read selected readings (articles, chapters, and lecture notes) and then, in small groups, collaborate to complete a portion of low-stakes glossary of terms for the course.Modality: Online
Activity Sequence: Pre and in class (this unit of the course will be asynchronous and online)
Required Knowledge: Activity one reading
Time on Task: 120 minutes
Objectives Supported: UO1, UO2
Horton Type: Absorb, Do
Bloom’s Level: Remember, understand/explain
Evidence: Grade of glossary, instructor feedback
Pedagogical Role: Expectations and assignment description are clear, foster student interactions within online discussion groups
Social Role: Community building, clear communication and participation expectations for groups
Managerial Role: stablish netiquette policy, communicate rubric and guidelines for assignment
Technical Role: DoIT; set up a question board on canvas, provide an explanation of the online portion of the course which includes links to student introduction videos to Canvas as well as links to useful resources and quick guides

Activity Two

Activity: Reading course materials, reflection paper
Description:The readings (articles, chapters, and lecture notes) will elaborate on the Activity One readings about folklore and introduce the study of regionalism. The reflection paper will ask students to draw connections between the readings about folklore and regionalism and their own experiences.Modality: Online
Activity Sequence: Pre and in class (this unit of the course will be asynchronous and online)
Required Knowledg: Key terms and concepts from Activities One and Two readings
Time on Task: 180 minutes
Objectives Supported: UO2, UO3
Horton Type: Absorb, Connect
Bloom’s Level: Apply, Analyze
Evidence: Instructor feedback
Pedagogical Role: Develop reflection questions that engage unit objectives
Social Role: NA
Managerial Role: Communicate clear assignment expectations and share an evaluation rubric
Technical Role: DoIT, question board

Activity Three

Activity:Reading course material, online discussion
Description:The readings (articles, chapters, lecture notes) will turn from a general discussion of region to focus more specifically about the Upper Midwest and the Upper Peninsula. I will provide a prompt for an online discussion in the small groups that were formed for Activity One.Modality: Online
Activity Sequence: Pre and in class (this unit of the course will be asynchronous and online)
Required Knowledge: Readings from Activities One, Two and Three
Time on Task: 180 minutes
Objectives Supported: UO2, UO4
Horton Type: Absorb, Do, Connect
Bloom’s Level: Understand/explain
Evidence: iscussion grade, instructor feedback
Pedagogical Role: The discussion prompt will directly engage UO2 and UO4; provide minimal online comments to demonstrate I am present but not dominating discussions; provide clear expectations for discussion posts and a grading rubric.
Social Role: Community building among groups, set clear communication and participation expectations for groups.
Managerial Role: Remind students of the course netiquette policy, step into discussions when needed
Technical Role: DoIT, question board

Activity Four

Activity: Illustrate course glossary
Description:Students will return to the course glossary they completed in small groups in Activity One, illustrate the terms and concepts with examples from the Upper Midwest or the UP, and make an argument for how the historical and cultural forces make these illustrations unique.Modality: Online
Activity Sequence: Pre and in class (this unit of the course will be asynchronous and online)
Required Knowledge: Course readings, glossary from Activity One
Time on Task: 180 minutes
Objectives Supported: UO2, UO4
Horton Type: Do, Connect
Bloom’s Level: Understand, Apply, Evaluate
Evidence: Grade of illustrated glossary, instructor feedback
Pedagogical Role: Encourage peer-to-peer interactions by showing them how they can work synchronously as groups through Google Docs.
Social Role: Community building among groups, set clear communication and participation expectations for groups
Managerial Role: et clear expectations for how they should be illustrating these key terms and concepts (use of images/video/audio, for example)
Technical Role: DoIT, question board

Activity Five

Activity: Watch film At Laskiainen in Palo, Everyone is a Finn, write response paper
Description:Students will view this film about a Finnish celebration on the Iron Range of Minnesota and write a reflection paper, making connections to their own experiencesModality: Online
Activity Sequence: Pre and in class (this unit of the course will be asynchronous and online)
Required Knowledge: Course readings, course materials
Time on Task: 120 minutes
Objectives Supported: UO3, UO4
Horton Type: Absorb, Do, Connect
Bloom’s Level: Understand/explain, Analyze
Evidence: Grade of reflection paper, instructor feedback
Pedagogical Role: Point out key elements of the film to take note of before watching the film
Social Role: NA
Managerial Role: Communicate clear assignment expectations and share an evaluation rubric
Technical Role: DoIT, question board

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