Scandinavian-American Folklore

Affiliation

Name: Marcus Cederström
SCID: College of Letters & Science
Department: German, Nordic, and Slavic
Course Name: Scandinavian-American FolkloreCourse Objectives:Content Learning Objectives:

  1. Students will gain a consciousness of self and other by demonstrating a familiarity with Nordic-American immigrant and ethnic communities in a cultural and folkloristic context.
  2. Students will gain awareness of history’s impact on the present by demonstrating an understanding of migration to and from the Nordic countries.
  3. Students will be able to recognize and question their own assumptions by demonstrating a familiarity with folkloristic traditions and their relevance to contemporary issues.

Skills Learning Objectives:

  1. Students will be able to apply fieldwork methodologies for interviewing, photographing, and filming community members.
  2. Students will be able to produce a documentary project, in partnership with community members.
  3. Students will be able to present their understanding of Nordic-American folklore to a variety of audiences, including the general public and academic audiences.

Course Units:

Unit One: Packing Your Bags

  • Week 1: Introduction
  • Week 2: Folklore Fieldwork and the Public
  • Week 3: Public Folklore and the Humanities

Unit Two: Arriving in the New World

  • Week 4: Immigrant Identity
  • Week 5: Nordic-American Places
  • Week 6: Nordic-American Politics

Unit Three: Learning the Lingo

  • Week 7: Nordic-American Language
  • Week 8: Nordic-American Letters
  • Week 9: Nordic-American Humor

Unit Four: Settling Down

  • Week 10: Nordic-American Celebrations
  • Week 11: Nordic-American Food
  • Week 12: Nordic-American Dress

Unit 5: Leaving a Mark

  • Week 13: Nordic-American Folk Art
  • Week 14: Nordic-American Music
  • Week 15: Nordic-America Today

Unit Objectives:

Unit One: Packing Your Bags

  1. Demonstrate familiarity with key concepts of folklore by describing what folklore is in your own words.
  2. Define “public folklore” in your own words.
  3. Identify key concepts of fieldwork methodologies.
  4. Demonstrate familiarity with Nordic American by being able to describe immigration waves.

Activity One

Activity: Reading for class
Description:Dregni, Vikings in the Attic, “Preface” and “Introduction,” pp. xi–xiv, 1–13Modality: Online/Book
Activity Sequence: Pre-class
Objectives Supported: UO4
Horton Type: Do
Bloom’s Level: Remember
Evidence: Index card assignment: turn in an index card at end of class with one comment or question specifically about the reading and one comment or question specifically about in-class discussion.
Time on Task: 30 minutes.
Required Knowledge: None
Pedagogical Role: Designed knowledge check
Social Role: N/A
Managerial Role: N/A
Technical Role: Make sure reading is available through Canvas
Technical Role: Online/Book

Activity Two

Activity: Reading for class
Description:Bartis, “Folklife and Fieldwork”Modality:
Activity Sequence: Pre-class
Objectives Supported: UO1, UO2, UO3
Horton Type: Do
Bloom’s Level: Remember
Evidence: Index card assignment: turn in an index card at end of class with one comment or question specifically about the reading and one comment or question specifically about in-class discussion.
Time on Task: 60 minutes
Required Knowledge: None
Pedagogical Role: Designed knowledge check
Social Role: N/A
Managerial Role: N/A
Technical Role: Make sure reading is available through Canvas.
Technical Role: Online

Activity Three

Activity:Mock interviews
Description:Having read Bartis, “Folklife and Fieldwork,” we’ll conduct mock interviews in the classroom using digital recorders and USB microphones.Modality: Face-to-face
Activity Sequence: In-class
Objectives Supported: UO2, UO3
Horton Type: Connect
Bloom’s Level: Apply
Evidence: Think-pair-share following mock interviews to discuss what went right, wrong, questions, etc.
Time on Task: 45 minutes
Required Knowledge: Activity two
Pedagogical Role: Designed knowledge check, facilitate think-pair-share activity.
Social Role: Make sure students feel comfortable with their interview partner and sharing to class afterwards.
Managerial Role: Ensure that the class is structured so there is time for each person to conduct an interview and discuss afterwards.
Technical Role: Make sure recording equipment is available (and working!).
Technical Role:

Activity Four

Activity: Group Discussions
Description:What does a folklorist do? And what is your responsibility as a folklorist?Modality: Face-to-face
Activity Sequence: In-class
Objectives Supported: UO1, UO2, UO3
Horton Type: Do
Bloom’s LevelUnderstand/Explain
Evidence: Share out with entire class
Time on Task: 30 minutes
Required Knowledge: Activity two and activity three
Pedagogical Role: Make sure that questions fit the pre-class preparation.
Social Role: Give students time in small groups to discuss, before returning to the full class.
Managerial Role: N/A
Technical Role: N/A
Technical Role: N/A

Activity Five

ActivityPre-fieldwork for (Re)Writing Nordic America interviews
Description: Identify at least one person to interview for the (Re)Writing Nordic America semester-long fieldwork project.
Modality: Face-to-face/At home
Activity Sequence: Post-class
Objectives Supported: UO2, UO3, UO4
Horton Type: Connect
Bloom’s Level: Apply
Evidence: Email me potential interviewees name and connection to Nordic America.
Time on Task: 45 minutes
Required Knowledge: None
Pedagogical Role: Ensure that students have had a chance to interact with fellow students and materials to personalize their approach to finding an interviewee.
Social Role: N/A
Managerial Role: Ensure that students have the skills necessary to complete the task.
Technical Role: N/A
Technical Role: N/A

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