Neuse+River+Anthology

[ Project Title ]
Neuse River Anthology (created by Ike Smith, Freshman English teacher, Craven Early College)

[ Project Idea ]
Students read excerpts (selections TBD) from Edgar Lee Masters’ //Spoon River Anthology// and Sherwood Anderson’s //Winesburg, Ohio//. After discussing these works (e.g. comparing/contrasting, examining details of character and setting), students embark on the process of creating works (in any chosen medium -- written, visual, etc) that evoke a sense of place -- namely that of the New Bern/Craven County area. To develop inspiration for their pieces, students may take field trips to local points of interest (e.g. public art installation on Middle Street, historic homes, Cedar Grove cemetery -- full list to be generated by students as a class) and meet with area residents to gain different perspectives on what makes this area unique. As they work, students also write reflections about the process of artistic creation and post them to a class blog in the form of podcasts and/or vodcasts.

Once finished (i.e. after being taken through the peer feedback and revision process), these works will ultimately be collected as a class anthology (the allusively-named Neuse River Anthology) that will be published both online (via a class blog or wiki) and in print (using an online self-publishing service like lulu.com). The published work will be presented in a public gala exhibition event held at a local venue, during which time published copies of the anthology would be available for purchase.

[ Content ]

 * Skills addressed:
 * Reading comprehension
 * Close reading
 * Literary analysis
 * Critical thinking
 * Process-based writing
 * Standards addressed (from Common Core ELA standards):
 * **RL.9-10.1** -- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * **RL.9-10.2** -- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * **W.9-10.4** -- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * **W.9-10.5** -- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

[ Driving Question ]
How can we, as local authors and artists, use our work to show the world the uniqueness of our community?

[ Major Products ]

 * Description of and reflection on local field trip
 * Interview of local resident with reflection
 * Artistic product proposal (e.g. character sketch(es) and plot summary, diagrams and materials lists for sculptures, pencil sketch(es) of paintings, film storyboard)
 * Reflections on creative process
 * Artistic product for //Neuse River Anthology// (in draft, first revision, and final form), to be selected from the following:
 * Written work (e.g. short stories, poetry)
 * Visual art (e.g. painting, sculpture, installation, short films)
 * Performance art (e.g. spoken word/slam poetry, interpretive dance, plays/skits, musical compositions)
 * Evidence (written or observed) of peer conferencing on draft of artistic piece

[ Public Audience ]

 * General public (via Internet)
 * Community authors and artists (in-class guest speakers/workshop participants)
 * Craven County residents (via gala exhibition at a public venue -- possibilities include Craven Community College, Civic or Masonic Theatres, Bank of the Arts, Next Chapter Books, City Hall)



Image source: http://pics4.city-data.com/cpicv/vfiles16028.jpg