As you reflect –

Thank you for making such great presentations.  It was an interesting day for everyone.

Tomorrow in class, we will be discussing your thoughts regarding the ways in which Art can impact a community.  Among other things, we will consider:

  • What is art supposed to do?  What is the purpose of art?
  • What made a good installation?
  • What counts as art?  What makes good art?
  • What surprised you about ‘Art Day’?
  • What made you think most?

Either tonight or over the weekend, you will be doing your written reflection on the project.  Please recognize these details:

  1. Each student will do an individual reflection [one per student, NOT one per group]
  2. You should have examples and share specific observations in your reflection.  IF you took photographs of your art installation (or of students interacting with your art), you may imbed them into your reflection [but you can’t put those photos online].
  3. The observations you did today in class may be included in your reflections.
  4. So, when you turn it all in, you will submit:
    1. your in-class observations
    2. tomorrow’s in-class discussion notes
    3. your written reflection that answers the questions below:

Reflection ideas [total length should be 2+ pages]:
a) How did people react to/interact with your art? 

b) What did you learn (about self, peers, art, artists) by doing the project?

c) How would you do things differently?

Quality Reflections include specific examples from observations made during ‘Art Day’ in their analysis.

ToK art day…

is tomorrow – Thursday, May 30th.  IF you have not spoken with Mr. Braman AND THEN SUBMITTED AND SEEN YOUR PROPOSAL APPROVED, THEN YOU ARE NOT TO PUT UP YOUR ART DISPLAY.  Mr. Braman will be available at 7am to have your installation approved tomorrow if necessary.  DO NOT, however, put your installation up prior to having it approved.  You will have time in class to both install your art and to view the art of others.

Your installation should be up long enough to have students interact with it and long enough for you to document those interactions in some manner.  If you fail to document the interactions that others have with your project, then your reflection will be inadequate.  Here are the relevant portions of the handout distributed Tuesday in class which clearly labels these expectations:

Your Art assignment is as follows:  Create some form of art and display it in a public place.  ALL   ART   INSTALLATIONS   MUST   BE   APPROVED.  Your art may be anonymous… but you will need to install it before the end of class on 5/30.

You will need to evaluate others interacting with your art.  If no one sees it… not good.

You will need to tell Mr. Braman where your art is located so it can be observed, & evaluated.  You need to plan for the possiblity that he is unavailable or unable to see it and to make your own record of its existence.  Take a photo or record people interacting with it.

You will be evaluated on:

the thought invested into your plan [due Tues. 5/28] the observations and reflections you make as others interact with your art when they see it on Thursday.

the art you create – Does it get noticed?  Does it have a deliberate intent or message?  Is it a quality effort? Did you manage it appropriately?  Did others misuse it?  Did you prevent harm?

Is the installation completed by EOC?  Is the location appropriate? Did you avoid brick?

the cleanup – [Is your art taken down by 3:00 on Thursday 5/30?  Don’t forget you have the Senior Meeting and the Senior Picnic late in the day – figure out when you are going to take it down before 3pm.  Why not take it down after 2nd Lunch?]

Remember, that this is not the time for the philosophical discussion suggesting all is art.  To turn in a rock, or to do a stick drawing is not going to cut it.  Your purpose is to create art that will inspire thought in individuals.  What thoughts you hope to inspire is up to you.

Now, it is unacceptable for you do anything illegal, inappropriate, potentially life-threatening, or possibly preventing the learning of others. Though this isn’t the place for mischief, there is something wonderfully interesting about provoking thought by leaving some form of art in public places.

 [these will earn a failing   grade for Display]

Disrupts the learning of   others


Causes damage or leaves a mess   for others to clean


Breaks school rules or creates a dangerous situation

     Does not get noticed by a substantial number of people

Happy Manifestoing…

Hopefully, you are getting some well-deserved sleep and relaxation during the weekend.  The fifteen or so of you who have already submitted your Manifesto are probably looking for something to do. 🙂

with that in mind, I’m offering an extra credit opportunity to take what you’ve already thought about and put it to work. Seattle Times columnist John Talon is encouraging consumers in the Northwest to think about the ethical role that they play in our global economy. Sound familiar?  I give you permission to use your knowledge for good. I’m sure that you are all internally motivated to add your thoughts to the community forum in order to make it a better place, but just in case, I’m going to sweeten the pot for you.

Here’s the deal- Sign in to the Seattle Times

  • comment on the article in the comments section
  • Follow both the Seattle Times expectations and keep your identity protected
  • Add value by sharing lucid insights, giving examples from experts, personal experience or other sources
  • send me an email with ‘Ethical Extra Credit’ and your name in the subject heading and with your name in the message.
  • I will evaluate your comments based on the criteria above and raise your Manifesto grade up to three percentage points. (I give you permission to use what you already have written, but it must link to the current conversation.) Multiple posts will not be considered as best. Quality of responses will.
  • You must enter your comments into the Times before the comments close.  No alternate method For earning points will be available. Good luck.

Editing your Manifesto

When you’re editing the work of others, consider several of these main areas:

  •  Consider using headings and subheadings in your Manifesto
    • distinguish the parts of your “assumptions” section showing where you discuss Human Nature and Moral Goodness
    • Do the same in your “proposal” section – clarifying where you discuss the problem and your solution (and its implications)
  •  Make sure you provide expert support, personal examples, and -where relevant- support from your peers in your Manifesto.  Avoid hypotheticals as much as possible.
  • Create a strong hook for your Manifesto that introduces both the topic and leads to your thesis.
  • Try to avoid repeating arguments and/or making the same argument in a subsequent section of the work.  There is a fine line between referring to something you stated or established earlier and recycling that argument.  Be concise and streamline your argument.
  • Make sure you consider several other expert sources beyond what was assigned.  In theory, you did some outside research of documents that were important to you.  Here is the place to use them.
  • Use Expository Format to help the reader.  Not all paragraphs must be formulaic, but they should serve the Central Thesis of the paper.  This means:
    • Paragraphs usually have one main idea and include support for that idea.
    • Paragraphs usually begin with a “Body Thesis” that explains the argument contained in the paragraph.
    • Paragraphs usually end with a restatement of the main idea in the paragraph and transition to the next point.
    • A simple editing question that your evaluator will be asking is:
      • What is the point in this paragraph?
      • Is this point/paragraph necessary?
      • If a student makes assertions, does he/she clarify what makes the assertion valid?  [Is the assertion supported?]
      • Has the author considered the counter-argument?
      • Has the author considered the implications of his/her assertions?

As you get ready to peer edit, consider the editing that I have done on this decent first draft from one of your peers.  As a first draft, this work is strong.  If it were a second draft, it would lack sufficient support and clarity.  If it were a finished product, it would earn points but fall below the passing mark for the project.

Consider the comments given as suggestions and opportunities.  If you read your peers’ work with the same mindset, you will make strong comments and help them greatly.  Please put your name on the work you edit so I can recognize the quality efforts you have made.

Now that you’re focused on revising the Manifesto…

You’ll want to consider the required elements and quality expectations in the 2013 Manifesto Rubric.  The good news is that there’s very little that you might find unexpected.  The quality expectations are the same kinds of things we’ve been learning throughout the year:

  • Form a unique thesis and support it with expert testimony
  • Be sure to do more than just explain your view in a report
  • Consider the counter-arguments you should provide
  • Write as efficiently as possible with a focused scope of work [if you’re more than 4k words, there’s likely a problem]

With this in mind, you should read and consider the attached rubric.  It should guide your revision and peer editing steps.  Get help from others who can help you see the shortcomings of your own work.  The rubric tells them what to look for.