Learning Outcome One:

Students, first or second year of undergraduate, will read three non-fiction post modern literature books of their choice. They will then write three non-fiction stories of their choice in which they mirror the styles of the three books they have read, understanding methods and styles used to interpret intended meanings.

Students will demonstrate an understanding of the writing styles while mimicking these styles to make effective stories of their own using the same writing styles. They will identify methods of writing and structures of writing. This activity will be less about creativity and more about understanding writing styles and methods and structures of published books from the post-modern era. They will interpret these writing styles into their own stories and understand the different effectiveness and components of non-fiction writing, in order to gain an understanding of what it takes to turn personal issues into readable formats and effective methods of non-fiction writings.

　

Learning Outcome Two:

Students, first or second year of undergraduate, will compare and contrast the poetry and writing styles of William Wordsworth and William Blake and their connections to prophecies and the pre 1800 era of literature, and also to one another.

Students will compare the authors considerations of nature as the one and as the divine (considering all texts equal, just for this course, as consideration, if students are uncomfortable doing this they are allowed to withdrawal from course initially). Examples of these different religious texts include the Holy Bible, The Koran, The Bhagavad-Gita, The I-Ch’ing, The Egyptian Book of the Dead, The Mayan Prophecies, or any other a student may have in mind. Although this may be controversial, this is only a literature exercise and must be treated as such, otherwise students do have options initially to withdrawal from course. These comparisons and interpretations are in order to understand the political and religious conditions of the past and through the different revolutions through pre 1800’s, the time periods of which both writers were creating different prose, poetry, and stories. Once These simplistic connections are drawn to these sacred and religious texts, the students are to find specific passages from the works of both William Blake and William Wordsworth, and similarities in prophecies intended through the two writers great works. This is only intended as an exercise and is not intended to challenge religious or divine texts of the past.

The students will then draw comparisons to the great old religious texts and the proposed prophecies of two poets various works, and they will explain the connections of Wordsworth and Blake to the great texts that have carried through history to be considered prophecies and students will find the connections and depictions of nature the grandeur throughout all texts considered in order to understand religious literature and to interpret texts considered as prophecies.

　

Learning Outcome Three:

Students, college levels drama, will be preparing for a production of the musical “Billy Elliot” for a music drama course.

Since “Billy Elliot” is based on true story, the students will research historical facts of the boy dancer and his existence through the times of the coal miner strikes during the year of 1984. They will research the British National Union of Mineworkers and the strike they underwent to save the coal mining industries. They will research Prime Minister Margaret Thatcher and her oppositions to the state-owned industries and unions.

The students will learn through research of the history of these times whether they can develop empathy and understandings to the different characters of the story, their positions and their passionate roles. They will continue research of the current circumstances of the coals miners, and understand the statistics being performed, and how in 1984, there were more than 300,000 men working in the industry, and how today they are less than 1000 workers in England. They will explain the moral an ethical positions of the culture and politics, considering the fact that currently more than 98% of coal used for British Energy is now imported from abroad. They will interpret the intimidations it took for this young boy to pursue ballet dancing, and they will develop an understanding of the severity of the times and the judgments that may have up against the young aspiring dancer.

This research and the reflections will give students the opportunity to better understand the social and political discretions and use it towards characters they choose for the try outs.

In addition, students will collaborate in designing different stages for the story/play, and incorporate their research about the times and circumstances, giving positions, to both union workers and police state workers.

Students will combine their understanding to produce adjustments in scene scripts and scene settings to better the authenticity and accuracy of this true story as it will be composed into a play. Students will combine their increased compassions and understandings into bettering the stage and scripts of the productions to come.