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Skip ahead to: Analysis assignments; final projects
Leading ClassEvery student must lead class at least once during the semester; we will divvy up classes at the beginning of the term. (Classes not led by students will be led by the professor.)
Goals of a class leader Being a class leader means more than just making sure everyone talks; it's also your job to shape conversation. There are (theoretically) infinite ways to talk about a particular text/movie/play. What do you want to focus on? What do you think your classmates will find interesting? It's also your job to provide the necessary tools to get at those interesting subjects. This may mean doing a little extra reading (or doing the supplementary readings with extra care), having some background information, or even thinking of in-class assignments to spur discussion.
So, in brief, your job as a class leader is to: focus, support, and guide discussion.
Tools of a class leader So how do you do that? You have many tools at your disposal, some of which you are required to use on your day as class leader.
a. Discussion points on Sakai. By 9am of your class day, you must post some discussion points in a forum on Sakai, so that everyone has time to peruse them. What are discussion points? These are your opening questions/comments/ideas for what you think the class should be discussing with respect to the day's assignment.
Your discussion points could be provocative ("Jesus Christ, Superstar strikes me as completely communist in its outlook"), informational ("In Quo Vadis?, all of the good guys have American accents and all of the bad guys have British accents"), or even leading questions, for which you should have some answers ready ("Which is more striking in A Charlie Brown Christmas: the lack of gender conflict or the lack of class conflict?")
You should find a few discussion points and be ready to dig into them when we get into class. Your classmates, in turn, should have read the talking points and be ready to discuss them.
b. Background information. You may choose to do some additional background reading/research on your day's subject. This could be as simple as perusing imdb.com or Wikipedia, or looking up reviews or other materials in an online database. You certainly should make sure to do the day's reading with extra care, and be ready to pull out interesting or useful information to help lead class. If you like you can also post these on Sakai before class so we all have the information to share; or you can spring it on us during class time.
c. Don't forget the Bible. The core of this class is analyzing how creative work adapt biblical narratives, so you should certainly be ready to guide the class in that general discussion.
d. The class space is yours. You should take this opportunity to experiment with leading a small group. If you want to arrange the physical space--chairs, students, etc.--do so. If you want to arrange the class time in a particular way (open discussion, small groups, etc.) you can do that as well. You can use audio-visual materials, props, handouts, whatever you like.
Tips (your professor's secrets revealed!) A few things to keep in mind as you lead discussion, which your professor take years to learn:
1. If you ask your classmates a question, try to make it an open-ended question with lots of answers that can take us in lots of directions. Asking very specific, right-or-wrong, informational questions ("How many brothers does Joseph have?") will not open up discussion. Asking thoughtful, broad questions ("How realistic is the interaction between the brothers in Genesis, and in the musical?") will elicit more discussion.
By the same token, don't ask questions that are too broad and fuzzy ("What do you think about brothers?"): try to lead us somewhere.
2. Think in terms of topics you want to be discussing, and don't be afraid to approach those topics from different angles. If you want to talk about gender representations, but your first try doesn't get us anywhere, try something else.
3. Don't fear the silence: when you are leading a discussion, every pause and silence feels like it lasts a million years, and the temptation to fill that silence is very strong. But your goal is not to fill the dead air: your goal is to prompt discussion. If you have asked a question or posed a point and you are waiting for a response, and you're not getting one, then just wait. Count to 10. If you're still not getting anything, rephrase. Still nothing? Then ask if your question is clear or if there's some way you can approach it from another angle. But try never to answer your own questions and not to speak just to fill the silence.
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Analysis AssignmentsStudents must complete four analyses of biblical fictions of their choice throughout the semester, in which they compare the fiction to its biblical source text and explore the changes the biblical fiction has made. Any biblical fiction, beginning on September 13, is eligible for analysis. Analyses are due by the last day of class. However: I guarantee that analyses written closer to the time we actually read (or view) and discuss the biblical fiction in question will be richer and stronger. As an added incentive to timely writing, papers may be revised and regraded; all revised papers are also due by the last day of class.
Analysis papers should be 500-1000 words, typed, and double-spaced. You should not consult any outside reading or resources, but you may cite any resources we use in class. Your analysis should address the following questions:
1. How does this biblical fiction adapt its original source material (changes, additions, alterations, and so forth)? Which of these adaptations are due to the genre into which the material has been adapted? 2. Have the adaptations, in your view, fundamentally changed the central ideas (themes, messages, morals) of the original biblical story, or have they enhanced those central ideas? 3. In your view, is the adaptation about the Bible (i.e., attempting to illuminate a particular biblical story/issue) or is it using the Bible to think about other issues?
You may structure your analysis however you wish: you may pick a few examples, focus in on a particular element of the biblical narrative and biblical fiction, or survey the entire biblical fiction. You should not summarize either the biblical narrative or the biblical fiction: assume your reader has read both. Any summaries should be directly relevant to your points.
You do not need a thesis or central argument, but your should write in complete sentences and clear, structured paragraphs: do not turn in diagrams, lists, impressions, or fragments. The purpose of this exercise is to engage in clear, analytic writing.
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Final ProjectsYou have two options for a final project:
(1) Research project: An extended analysis of a biblical fiction not otherwise studies in class. The final form of this project should be a term paper of no more than twenty pages (not including images, tables, or other non-textual media). Your research project should include the following:
You should also consider what this biblical fiction is about: is it about the Bible (seeking to answer questions the Bible has left unanswered, grappling with difficulties that are found in the Bible, making the Bible more palatable for certain audiences, contexts, etc.) or is it using the Bible to think about other issues?
You may include, in your introduction, a brief summary of the biblical fiction and its source text.
You are free to borrow a biblical fiction from the professor's library; resources may also be available for you to purchase copies of biblical fictions not otherwise available (see below).
(2) Creative project: Production of an original "biblical fiction" in any medium, with an accompanying brief analysis of the methods, ideas, and contexts engaged with in the work. In your brief analysis you should explain: (a) Why you chose this biblical source text (b) Why you chose to adapt this text to this particular medium (c) What choices you made in terms of adaptation (what did you add, remove, change?) (d) What you think your biblical fiction is "about"
You must consult with the professor before fall break to finalize your project, and you should not change your project midstream.
You may put together a proposal for a group project, if you wish.
In-class presentation: All students must complete an oral presentation of their final project in progress during the last two weeks of class. Presentations should take no more than 10 minutes (you will definitely be cut off at the 12 minute mark), and should include a brief description of the biblical source text, the biblical fiction, and your preliminary conclusions. For those of you doing a creative project, you should be ready to show part of your creative work in progress and explain what kinds of adaptations you have made, and why. You should try to leave time for one or two questions.
Available resources: Thanks to a grant from the Mellon Foundation to the Core Curriculum in the Humanities, resources are available to assist in your final project, including:
All materials must be ordered through the professor: you may not be reimbursed if you purchase the materials yourself.
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