HNRS 125 - Queens College Academic Senate - CUNY

HNRS 125 FALL 2011
Queens College Professor M. Healey
Office Hours: M/F 12:15-1:30 meghanhealey@hotmail.com
Office is located in COLWIN HALL 410-411
HONORS 125: THE ARTS IN NEW YORK CITY
Seminar 1 explores the diverse arts in New York City. During the semester,
students attend performances and exhibits of the current cultural season.
In addition to the four genres (opera, dance, theater, and the visual arts)
covered in all sections of the Seminar, faculty choose from a variety of
textual, photographic, musical, and performance genres. Students tackle
such questions as: What does each genre offer? How does each speak to
us? How does art create, serve, and represent the people of the city and
its diverse communities? Aesthetic appreciation is supported by social
and historical investigations so that students are provided with
opportunities for different kinds of engagement with art forms, including
interpretation, analysis, and creative endeavors. The culminating event of
the Seminar, Snapshot NYC, is an ongoing accumulation of photographs
of student views of New York City.
This semester, we will explore artists’ contrasting views of New York City-
light and dark, rich and poor, insider and outsider- and discuss our
community’s role in the larger American culture as iconic dreamland and
urban blight. You will be asked to write and reflect on the work you see, as
well as create your own original work that reflects your view of this
particular cultural moment in New York City.
UPTOWN AND DOWNTOWN: HAVES AND HAVE NOTS?
CLASS #1 (8/29):
Introduction and Discussion of the Syllabus
Discussion of performances and assignments, and proper etiquette
for performances.
o Assignments for next class:
1. READINGS:
• What is Theater? Reading: handout from class
2. PERFORMANCES:
• Anthony Caro on the Roof, Metropolitan Museum
of Art- FRIDAY 9/2 at 7PM
• Theater for a New City Street Festival, Washington
Square Park- Sunday 9/11 at 5PM
3. FILMS:
• Manhattan (Allen, 1980)
4. BLOGS:
1

• BLOG #1 (Due Sunday 9/4 by 12am): Give your
impressions of the theater day performance. Did
you enjoy it? Why or why not? Did this
performance qualify as art? What does that word
mean to you?
• BLOG #2 (Due TUESDAY 9/13 by 12am): Compare
the experience at Anthony Caro to the Street
performances we attended. How did each
reflect on stereotypical ideas of uptown and
downtown art? Which fit into your idea of art,
and which did you like most?
CLASS #2 (9/12):
We will discuss how to meaningfully evaluate a live performance
Discussion of the performances and the film and how they related
to the readings. What do the terms “uptown” and “downtown”
mean? How do artists portray these communities?
o Assignments for next class:
1. READINGS:
• God of Carnage by Yasmina Reza
2. PERFORMANCES:
• The Bald Soprano at The Pearl Theater- date TBD
3. BLOGS:
• BLOG #3: Review the performance at the Pearl.
How did the performance speak to a New York
Audience? (DUE MONDAY 9/19 12am)
CLASS #3 (9/19):
Discuss The Bald Soprano, particularly how the play was similar or
different from God of Carnage. How do the plays and the film you
saw portray people of a privileged economic class? Discussion of
Photojournal Project and a short history of photography.
o Assignments for the next class:
1. READINGS:
• In Arabia We’d All Be Kings by Stephen Adley
Gurgis
2. FILMS:
• Taxi Driver (Scorsese, 1979)
3. BLOG #4: Is there an image or artwork that you think
epitomizes your idea of “Uptown”/wealthy New York?
What is it and why do you think this image has meaning
to you?
4. Your photo journal is due every Sunday at midnight
from now until 12/1. Please include this assignment in
your weekly plans from now on.
CLASS #4 (9/26):
2

We will compare and contrast the portrayals of economic class in
the plays, films, and artworks that we have viewed. Where do you
see yourself in this spectrum? How accurate were these portrayals?
o Assignments for the next class:
1. FILMS:
• Do the Right Thing (Lee, 1990)
2. PERFORMANCE:
• New Music Tuesday at INTAR New York (500 52 nd
Street @ 10 th Avenue) 7:30 PM 9/27
3. BLOG #5: Queens is the most diverse borough in New
York City, and one of the most diverse communities
anywhere. To what cultural or ethnic communities do
you belong? Is there an artwork (it can be a song, a
piece of fine art, a dance, or a performing art piece)
that has a special significance in your culture? What is it
and what does it signify to you?
CITY OF IMMIGRANTS: ART AND ETHNICITY IN NEW YORK CITY
CLASS #5 (10/3):
We will be discussing the significance of artworks that relate to and
reflect cultural and ethnic identity. How have different immigrant
groups added to the culture of New York City? How do they create
a new culture that fuses their identities to the city as a whole? We
will also have a discussion of the role of fine art in culture.
o Assignments for next class:
1. READINGS:
• Art and Politics Reading (handed out in class)
• Yellow Face by David Henry Hwang
2. FILM:
• Maria Full of Grace (Marston, 2004)
3. BLOG #6: Video Blog! This is an open topic blog for you
to speak about any topic (that relates to this class) that
you have something more to say about.
CLASS#6 (10/17):
Many of the films and plays that we have watched and read in this
unit are addressing racial stereotypes and prejudices. How can art
comment on or address social issues such as racism? Is art an
effective way of bringing attention to these issues?
o Assignments for Next Class:
1. READINGS:
• A View from the Bridge by Arthur Miller
2. PERFORMANCE:
3

• Asuncíon at Rattlestick Playwright’s Theater
(10/19 @ 8PM)
3. BLOG #7: Review of Asuncíon. Was the play effective?
Why or why not?
CLASS #7 (10/24):
In this class we will reflect on what way the portrayals of immigrant
experiences in New York compare and contrast with the views of
rich and poor in New York?
1. READINGS:
• The Matchmaker by Thornton Wilder
2. FILM:
• In America (Sheridan, 2004)
3. BLOG #8: What was the piece from our unit on
immigrant views of New York that affected you the
most and why?
CITY OF DREAMS OR URBAN NIGHTMARE?
Class #8 (10/31):
Of the millions of people who have immigrated to New York City,
thousands were drawn here to pursue a dream. We will discuss the
view of New York as an iconic place, versus the reality of New York
City.
o Assignments for next class:
1. READING:
• Kindness by Adam Rapp
• Opera Reading (handout in class)
2. EXHIBITS:
• Intervals: Nicola Lopez (Guggenheim Museum)**
• **PLEASE NOTE this exhibit closes on 10/25
3. BLOG #9: New York Neighborhoods blog. This
assignment will be passed out in class.
Class #9 (11/7):
We will discuss and show video from your New York Neighborhoods
assignment. Why is New York such an iconic image in art and
popular culture? What is it about New York that captures the
imaginations of such a diverse body of people? We will choose
groups for your multimedia final project and you will have a
chance to discuss inhabited in your groups.
o Assignments:
1. READING:
• inhabited by Michael John Garcés (will be
distributed in class)
2. PERFORMANCE:
4

• Don Giovanni at the Metropolitan Opera
TONIGHT!!!!!! 11/7 at 8PM
3. BLOG #10: What did you think of Don Giovanni and the
opera experience? First address how successful you
thought the performance was in appealing to a young
opera viewer such as yourself. Second- how did your
opera experience reflect the ideas that we have been
discussing about New York as a fantasy/nightmare?
Class #10 (11/14):
We will discuss the performance of Don Giovanni and Opera as an
art form.
o Assignments:
1. READING:
• The Mercy Seat by Neil LaBute
2. FILMS:
• Fahrenheit 9/11 (Moore, 2003)
3. EXHIBITS:
• 9/11 Peace Story Quilt at the Metropolitan
Museum of Art (view This by 12/5)
4. BLOG #11: Is New York your Eden? Or your inferno?
Class #11 (11/21):
We will discuss the plays and films you viewed/read in this unit and
how these images of New York relate to the views of New York we
viewed in the previous unit in the first half of class. In the second
half of class you will have a work session in your groups to finalize
your storyboard which is due next week.
o Assignments:
1. Finish your storyboards. Make your shooting schedule
and secure your locations. You should have your
costume and production designs prepared, finish your
casting.
Class #12 (11/28):
We will see and discuss each group’s storyboard and concept. You
will have a chance to present your proposal and then discuss the
feedback in your groups.
o Assignments:
1. READING:
• Final Reading (handout in class)
2. PERFORMANCE:
• Supernatural Wife (BAM 11/30 8PM)
3. BLOG #12: How did the events of 9/11 change
people’s perceptions of New York? Is it more
meaningful to the people of New York City than to
others who do not live here? Can artists truly portray
5

the traumatic events of that day in a meaningful way?
Why or why not?
4. PHOTOJOURNAL:
• Your photojournal ends this week. The last photos
will be posted on 12/4.
Class #13 (12/5)
We will discuss how the 9/11 artworks attempt to address political
events through art. You will have time in class to have a meeting
with your group to work on editing your film.
o Assignments:
1. PHOTOJOURNAL: Choose your favorite image from your
journal, and bring a hard copy of it to class.
2. BLOG #13: Final blog. Reflect back on all the works you
saw this semester and all the different ways and images
that were portrayed of New York City. Which work was
your favorite? Which view of New York City is the one
you find most truthful?
Class #14 (12/12)
Final class. We will wrap up the work we have been doing this
semester with one final discussion and meditation on how place is
portrayed through the lens of art in various media.
o Assignments:
1. FINAL PROJECT IS DUE NEXT WEEK.
GRADING POLICIES AND CLASS GUIDELINES:
o Arts in NYC Blog- 40 % of your grade
Your blog will be graded on several factors:
1. Quality and clarity of ideas
2. Concise and clear expression of arguments
3. The progress of your blog over the course of the semester- meaning
your blogs and ideas should improve in quality as we go on, not
diminish as you get busy later in the semester.
4. Completion and submission of your blog no later than midnight
each Sunday before class.
There are alternative Blog topics in the event you are forced to miss a
performance that you were assigned to blog. Please see me ASAP if you
need to complete the alternative. Your blog will be critiqued every three
weeks during the semester, more if you are struggling. You should try to
respond to the suggestions given in your critique, and be consistent in your
blog. Each blog should not exceed 1.5-2 pages as a word document.
o Photojournal Project- 25 % of your grade
6

Your photojournal project will be critiqued along the same guidelines as
your blog:
1. Quality of the images
2. Choice of images- are you finding unusual ways to tell your visual
story, are you improving the quality of your images as time goes on?
3. Narrative Clarity- Are you telling a story through images?
4. Completion in a timely manner- meaning that the Tech and I can
see that you are uploading images NO LESS than 2 times a week,
meaning that you are ACTUALLY KEEPING A WEEKLY
PHOTOJOURNAL, NOT JUST TAKING A BUNCH OF PHOTOS EVERY
MONDAY AND UPLOADING THEM TO YOUR JOURNAL. I warn you that
I will know if this is what you are doing, as it will not result in quality
work, and it defeats the educational purpose of this project.
o Multimedia Final Project- 20 %of your grade
o Meet the Artists-- The Honors College requires you to attend at least
one of their common events in the Meet The Artists Series. THIS IS
MANDATORY AND NON-NEGOTIABLE. The list of the events will be
posted on E-portfolio and you can attend any event of your
choosing. Make sure you register for events you want to attend in
advance, since some professors will take their class as a group and
space at your desired event may be limited. You are required to
sign in at the event as proof of your participation, and you must
provide me with the date and name of the event you attended no
later than 12/5.
o Class Participation-15 % of your grade--Class participation
encompasses- but is not limited to- regular class attendance.
Excellence in class participation means arriving in class on time, with
your work prepared, attending the performances and events- ON
TIME- and being able to speak and offer your opinions without
being prompted. Repeated absences (exceeding three in the
semester) from class, repeated absences from performances and
events, lack of preparation, and repeated lateness will have a
negative effect on your grade.
Policies regarding the Performances and Exhibits for class
Your presence at the performances and exhibits that are arranged for this
seminar is a required element of your participation in this course. In the
course of the semester it may happen that due to illness, religious
obligations, night classes, or other sudden circumstances you are not able
to attend one of the performances or events. This is unfortunate, but
sometimes there are circumstances beyond our control that must be
7

addressed. If you have advance notice that you need to miss one of the
performances, you should contact me ahead of time to try and arrange
something. There are alternative blog topics if you need to make up for a
performance that you have missed. Missing the performance does not
excuse you from your blog assignments. You can also choose to attend
the assigned performance on another date at your own expense. The
only tickets that are available to you free of charge are the ones that
Honors College has arranged for the performance dates listed on the final
page of this syllabus. Repeatedly missing performances will have a serious
negative effect on your grade in this course and will be reported to the
Dean of Honors College. There is, of course absolutely NO TEXTING or
phone use of ANY kind during the performances.
We will meet in the lobby of the performance venue 20 minutes before
the start of the scheduled performance. PLEASE BE VERY CAREFUL TO
NOTE THE START TIME AND VENUE LOCATION OF EACH PERFORMANCE. We
will enter the performance no later than 10 minutes before the show starts.
IF YOU ARE LATE (MEANING YOU ARRIVE AFTER WE HAVE ALREADY ENTERED
THE PERFORMANCE) THEN YOU ARE OUT OF LUCK, AND YOU WILL MISS THE
PERFORMANCE.
There are some fine art exhibits that you have been assigned to view on
your own schedule. The date suggested under the “performances”
section of your assignments is the suggested date on which to view the
exhibit in relation to the lesson, but you are free to view it any time before
we are to discuss the exhibit in class at your own convenience. PLEASE
NOTE THE DATE BY WHICH YOU ARE TO VIEW THE EXHIBIT, AS WELL AS THE
CLOSING DATE OF THE EXHIBIT. You can go together as a group or as an
individual. Use your cultural passport to view the exhibits without
additional charge.
Your cell phone must be turned off (this includes texting) during all
performances- - and while you are attending exhibits. Many museums will
allow you to take non-flash photographs of the exhibits, with some
restrictions. Please observe all rules and policies of the museums you visit.
General Class Policies
The use of cell phones in class is strictly and completely PROHIBITED.
Please turn your phone to the “off” position, and store it inside your bag
during class time. This means no texting, no checking your email, and no
phone calls during class time- I do not want to hear your phone ring, I do
not want to see you texting under your desk. If I find this happening, you
8

will be asked to leave class, and you will receive a 0 grade for class
participation that day.
Laptop computers may not be used in class- except for giving
presentations, and with permission during certain work sessions. During a
work session all work on the computer must be specifically related to the
project. If I find you surfing the web and checking emails during a work
session, you will receive a 0 grade for class participation that day, and
your laptop will be banned from future classes. Laptops may not be used
for note taking. I apologize for this inconvenience, but the presence of
wireless internet has proven to be an irresistible temptation to most
students. You are welcome and encouraged to take all the notes you
want, but you will need to do so using a pen and paper.
One of the reasons for these rules is the importance of creating a positive
atmosphere for class discussion. This can only exist in a class where you
and your fellow students are focused and respectful of one another.
Some of the works we will be reading and viewing can be provocative,
controversial, and may even be offensive to some students. Your honest
reaction to these works is your own, you do not have to agree with, or
even like, what the artist is expressing- or what another student is saying
about it. But a true dialogue is only possible when we respect one
another’s differences and really try to hear different points of view. We
also need to foster an atmosphere of trust and non-judgmental listening.
Which means, what is said in class should stay in class, and students should
not be afraid to speak their minds for fear that it will be discussed in other
contexts.
Thank you, in advance for respecting these guidelines.
If you need to reach me, my primary email address, which appears on
page one of this syllabus, is the best way. That is the email that comes to
my phone and which I check throughout the day. My school email
address is fine, but I do not check it every day. You can also call my office
at 718-997-3192, but if no one answers, then I am not there, and it is also
the costume shop phone so there is no voicemail. Some of you may note
that on my hotmail email signature, my cell phone number is listed. Please
respect that this number appears there because this is my primary
business email, not as an invitation for you to call or text me on my cell
phone. I am delighted to make an appointment to see you any time you
have concerns about your work in class, or if you want to discuss a project
with me one on one.
9

The syllabus, and all other class documents, as well as lecture notes for
class will be available to you on Eportfolio. I will also be emailing you as a
group through the Eportfolio system, which means you need to check
your school email address regularly, so that you do not miss important
information.
Our Instructional Technology Fellow (ITF) is Tsai-Shiou Hsieh and she can be
reached at tsaishiou.hsieh@qc.cuny.edu for any problems with your blog
or photo uploads.
Texts for class:
Reading Handouts: will be distributed in class free of charge
PLAYS:
God of Carnage by Yasmina Reza, In Arabia We’d All Be Kings by Stephen
Adley Gurgis, Kindness by Adam Rapp, A View From the Bridge by Arthur
Miller, Yellow Face by David Henry Hwang, The Mercy Seat by Neil La
Bute, The Matchmaker by Thornton Wilder
10

Photojournal Project HNRS125: Arts in NYC
Professor Healey meghanhealey@hotmail.com
Photojournal Project Guidelines and FAQ’s
Your Photojournal project is a five-week project, during which time you will
try to tell your story using only images, which you capture or create. This
project will be 20% of your final grade in this course, so this needs to be a
well thought out project that you devote time to each week.
General Guidelines
1. The broad theme of the project is to tell your story- or to put a finer
point on it- the story of your first semester (give or take) of school
through images
2. You should try to take 1 photo (or more if you like) each day
a. This photo can be something that you capture
spontaneously, or an image that you “create” or stage, or
you could do a combination of the two. Examples of this
include:
i. Setting up a specific rule or guideline for yourself, such
as taking a photo at the same time each day no
matter where you are.
ii. One student decided to take a photo of him sleeping
somewhere strange each day, like the quad, or his
bathtub, or on a statue. This would be an example of
partly staging it (the sleeping) but being spontaneous
(taking the photo wherever he was each day). He
wanted to show that his spring break was all about
getting some sleep.
iii. Creating a theme for your project. You could choose
your neighborhood, or green spaces in the city, or
some other “theme” that you feel you will be able to
develop over the course of the month. Whatever
theme you choose should relate to you on a personal
level.
b. You should also feel free to leave things open, just keeping
your eyes peeled for great images that you discover or come
across.
3. I strongly suggest that you try to take at least three pictures every
day, so that you can have some choices in putting the pictures into
your journal, as you craft your story through the five weeks. But only
5 pictures per week are required.
11

4. You need to do this daily, like writing in a journal, in order for the
project to really work. It doesn’t work to just go out every Sunday
and take a bunch of random photos and upload them to your
journal. First, you are missing the point of the project, which is
image-based storytelling over time, and second, that is not the
assignment. I will be able to tell if that is what you are doing, and
your poor grade will reflect the lack of effort in your project.
5. You also need to balance your weekly photos with an eye for how
the project will come together as a whole. Look at your photos
together, and ask yourself- do I see a connection? Is there a story
that emerges from this journal?
6. I will view your photos and send you an email commenting on your
progress in random order about once every other week.
7. You need to be organized and vigilant about uploading your
photos at least twice a week. If you have not uploaded your photos
when I look at your page, you will be reminded to do so, and miss
your opportunity for critique. If the tech fellow and I notice that you
are always uploading on the same day once a week, we will have
to assume that you are not following the guidelines of the project,
and this will be reflected in your grade.
8. This project is not a scrapbook, or a series of “yearbook photos” of
you and your friends. You should approach this as an artistic
endeavor, and strive to dig deeper into your ordinary life. You are
not just documenting your story, you are also commenting on it, as
the other artists whose work you will study this semester do. There is
nothing wrong with having some photos of you, or your friends, or
you with friends if you feel that a particular moment or image is
important to your journal. But a journal that is just you and your
significant other partying with friends is not going to make the cut,
and you will be asked to change the theme and subject of your
portraits. In other words- if your Photojournal starts to look like a
wayward Facebook page, you’re in trouble.
9. Your journal will be really boring if you just take a bunch of pictures
of the junk that is sitting on your desk, or your furniture in your dorm
room. And for the record- I have seen a lot of photos of pencils
“artfully arranged” on a desk and “lonely” notebooks thrown on a
dorm bed… You will definitely not impress me that way. Try to seek
out original subjects for your photos, or take clichéd subjects and
explore them in a new and meaningful way.
10. Think about how your story fits into our larger theme of New York
City through the lens of art. How does your experience here at the
college change and shape your view of New York City? How can
you capture the New York City of a Queens College Student
through images?
12

11. You will be graded on the originality, thoughtfulness, and clarity of
your project, as well as how you progressed through the project.
How well you took your critiques and incorporated suggestions and
notes and whether you improve your eye for images are an
important part of your grade on this project.
12. If you are concerned about your project or need to discuss it, you
can make an appointment to come and see me during my office
hour. If you have issues uploading your photos, please contact our
tech fellow at tsaishiou.hsieh@qc.cuny.edu
13

MHC Seminar I: The Arts in New York City FALL 2010 Healey
Guidelines for Blogging
FAQ’s
What is this blog about?
This blog, which you will develop over the course of the semester, will be
part a journal of your experiences in class and at the performances you
attend, and part critique of the work you are seeing. Each blog as been
assigned a particular theme or question, that asks you to both describe
your reaction to what you have seen, and examine the place of these
works in the community of New York City/the US/The world to the best of
your ability.
How long should my Blog be?
Blog writing can seem easier than writing a paper- at first. But, in actuality,
writing a good blog is just as difficult as writing a lengthy research paper.
You should think of your blog as being something that would be about 1-2
pages long if it were a word document. Because of this, you need to be
very concise with your writing, and really organize your thoughts. Often,
students try to make their papers longer or pad out a weak or poorly
researched idea with “filler” (i.e. long introductory paragraphs and
frequent re-statement of the same idea). In Blog writing, it is best to avoid
padding, and get straight to the substance of your argument.
That being said, a blog that is only a couple of paragraphs long will tend
only to superficial analysis, and won’t give a meaningful answer to the
questions being posed. It also usually reflects a lack of effort on your part,
so try to balance find a balance between excessive loquacity and a lack
of detail.
What are some tips for writing a better blog?
Blog writing needs to make a clear point in a short amount of space, with
well-defined arguments and a passionate point of view.
You shouldn’t try to write what you think I want you to, or what you think is
“correct.” The best blogs will speak about your personal experiences, and
how these have influenced your view of the artworks you will view this
semester.
From a critical point of view, you should think of your blog as a way for
you to enter the larger conversations that the art community is having
about these works, and these issues. What do you have to add to that
14

conversation? This is the kind of thinking that makes for original ideas and
original ideas make for an exciting blog.
There are several links to well known theater blogs under the heading
“External Links” on our home page. These vary in content and style, and
you are encouraged to read them both for information and education, as
well as for inspiration. Remember that you cannot re-use any content from
the blogs without crediting the source material.
Can I use an idea/comment/quote from someone else in my blog?
Yes. But you must cite your sources. Using a quote, an idea, or cutting and
pasting something you found on the web into your blog without proper
citations is plagiarism. If you are found to be plagiarizing portions of your
blog, you will receive a 0 grade for this assignment, and you will face
discipline from the university dean, which can include an automatic F in
this course, and possible expulsion from CUNY. Plagiarism is a serious
offense, so if you are using material you found somewhere else, err on the
side of caution and always use quotes or end notes.
Can I respond to something someone else wrote on their blog?
YES. We have set up your blogs so that you can read and comment and
keep a lively dialogue with one another. Please remember that the same
guidelines of respect and listening that we use in class apply to the blogs.
It’s okay to disagree with each other, but you have to back up your
arguments with observations and facts- no snide comments and ad
hominem attacks. It’s the Internet, but keep it articulate, keep it clean…
If you think a point raised in someone else’s blog is relevant to a blog you
are writing, then you can quote them. Please see the guidelines for
plagiarism and citation above.
Other guidelines/suggestions:
You can write your blog from the point of view that the reader has
already seen or read the artwork/play/film/dance piece that you are
commenting on. This means there is not a need to summarize the plot or
simply describe the artwork. You should be trying to engage with the
piece and comment on it, not just offer a bland synopsis of what you saw.
For plays or films, when writing a review, try to touch upon all of the
following elements:
1. Acting- what performances stood out to you, good or bad? If you
thought they were good, what made them so? If you thought
15

someone gave a bad performance, why (specifically) did you feel
this way? Give examples of how the performance under discussion
affected your view of the narrative.
2. Directing- what was the concept of the work? Did the story and
ideas come across clearly? How original was the idea?
3. Writing- What did you think of the story? Was the narrative linear, or
expressionistic? Did you relate to the characters? To the story in
general? How original was the story?
4. Mise-en-scene- Carefully observe the design elements of the piece,
costumes, scenery, lighting, and sound. How are they working to
help you understand the story (creating a sense of time, place,
mood)? Go deeper than just saying “They’re pretty” Or “I liked it.”
Did they support the production’s overall concept? How so?
By examining all of these elements, you are digging deeper into these
artworks and trying to understand two key elements- a) what was the
artist’s intention with this piece? And b) were they successful in achieving
that intention?
While the emphasis of this class is not on proper English grammar, please
remember that good writing is clear writing, and blogging is not an excuse
for poor spelling, fragments, or incoherent structure. I will be commenting
on grammatical errors, especially if they interfere with the overall quality
of your blog.
Try to improve the quality of your blogs as the semester progresses. I will be
critiquing your blogs in random order every 3-4 weeks throughout the
semester, more if you need it. Make sure to read other people’s blogs so
you have a strong handle on what others are saying and doing, and also
to offer inspiration for how you might improve your own blog.
Your Blog is due Sunday at midnight each week. The subject of each blog
is listed under the assignments section of your syllabus in the previous
week. Late blogs will not be accepted, and they will be deducted from
your overall grade.
Contact our trusty tech fellow Tsai-Shiou at tsaishiou.hsieh@qc.cuny.edu if
you are having problems uploading information onto your blog, or if you
experience other technical glitches.
16

HONORS 125 FALL 2011 HEALEY
MULTIMEDIA FINAL PROJECT ASSIGNMENT AND GUIDELINES
In this project you will be the artist, and decide what role/roles you think
your piece should attempt- Social Critic? Preserving your culture? Political
Voice? You will use the text source material to create an original film. You
will work in groups of four, and you will be evaluated for your work as a
group and as an individual for your specific role within the group.
PART I: FILM/THEATER COMPONENT
Using the source text as your script, you must create a short film of the
source material. Each of the group members should take on one of the
assigned roles:
• Director- Acts as director of the film, works with the designer to
choose a palette and artistic scheme for the film, works with the
Dramaturg to turn the source material into a screenplay, chooses
the shots with the Cinematographer.
• Production Designer- Chooses locations for the film, leads the group
in putting together costumes and props, leads the group in
transforming whatever space or spaces you choose for your film,
works with Director to choose an aesthetic for the piece, helps
cinematographer to choose shots at the location, does visual
research to supplement the Dramaturg.
• Cinematographer- The person who will be responsible for shooting
the footage (meaning they will control the camera during the
shoot, this is a good role if you do not want to perform in the film),
this person will lead the editing of the film, works with the director to
transform the storyboard of the film into life, works with the designer
to create the film’s aesthetic, works with the Dramaturg to create
the script.
• Dramaturg- This person does research on the background
information for the script, works with the Designer to choose visual
research, works with the Director to help shape the script, is the
primary force in shaping the script into a screenplay.
COMPONENTS OF THE ASSIGNMENT:
1. CHOOSE YOUR GROUP
a. Choosing your group is an important part of the assignment.
The best groups will not just be friends joining together, you
should try to be in a group with individuals who balance each
others strengths and weaknesses.
17

. Once your group is chosen, assign roles within the group. If
more than one person wants a role, try compromise or
discussion, and if that fails try taking a vote. If you cannot
come to an agreement then I will help you to decide.
2. READ YOUR SOURCE MATERIAL
You have been given a 10-minute play called inhabited* by
Michael John Garcés. You may not change the dialogue as it is
written in the play, but you should brainstorm with your team about
how to interpret the material and turn it into a screenplay.
*PLEASE NOTE: This is an unpublished work, which we are using for free with the permission
of the author. You are not to share this script with people outside this class, and we do not
have permission to perform it OUTSIDE of class without paying royalties to the author.
Please respect these principles of intellectual property and use the script only for the
purposes of the project.
3. SCRIPT and STORYBOARD
a. Your script and your storyboard are the first part of your
project, and they are DUE ON 11/28. These are group
components, so you need to work on them together, and
you need to divide up the work equally. The script should be
reformulated as a screenplay, and then it should be laid out
visually as a storyboard.
i. STORYBOARDS
1. Your storyboard is almost like a comic book or
graphic novel, laying out the shots and the story
visually so that you can all look at and agree to
your plan of action. You don’t need to lay out
every single moment of the film, just the major
action.
2. Your storyboard can be hand drawn, created
through photography, animated, or created on
photoshop. Examine the skills of those in your
group to determine the best method. Make sure
that you all participate in creating the
storyboard, in one way or another. For example,
someone who likes to draw could draw the
plates, someone else could photoshop them,
someone else could take location photos to add
to the storyboard, and another person can make
sure that they follow the script.
3. You will be asked to specify each person’s role in
the creation of the storyboard.
4. You may find that your finished film is different
than your storyboard, and this is okay. Part of the
creative process is discovering that what you
18

thought would work doesn’t and adjusting to
that process.
4. CASTING AND SHOOTING YOUR FILM
a. You will receive feedback on your storyboard, and then you
can start shooting your film.
b. Make sure that you work out your shooting schedule and
scout your locations in advance. You do not need to wait for
storyboard feedback to cast and arrange your location or to
start shooting the film.
c. You can cast other people in your film who are not group
members. At least 2 group members must appear in some
way in the film.
d. You are allowed to have an animated film, or to use puppets
to create the film if you choose.
e. There must be some sort of music in your film. It does not have
to be a soundtrack.
f. You can have the same people play multiple roles, or you
can find other people to be in the film. Make sure you think
about this when choosing your project and brainstorming
your concept.
g. You are not being judged on the acting ability of your
performers, I will be mostly interested in the overall quality of
the ideas and the originality and clarity of the expression.
h. Make sure that if you need Tsai Shiou to assist you in learning
how to edit the footage on your Mac that you make a
meeting with her ahead of time. Please don’t ALL start asking
her the week before finals or she will not be able to help you.
Working with her and experimenting with iMovie or other
programs can be done well in advance.
i. You can also choose to shoot your movie in one continuous
shot, if that is the easiest method based on the skills in your
group. IF you do this, you’ll have to be creative and think of
other ways to create movement and interest in your film.
5. FINISHING YOUR FILM
a. The finished films will be presented on the date and time of
our final exam in our usual classroom
b. We need at least one group member to have a copy of the
film on their Mac, as well as the cable that connects your
Mac to the smartpodium so that we can view your film.
Again, check with Tsai Shiou to make sure you have the right
set up or to test your film in advance.
c. I would be happy to watch early cuts of the film and give
feedback on the film. This should be a good incentive to get
it done early.
19

d. Your film will be given one grade for the whole group.
e. Make sure your film is done at least a week in advance so
you have time to look it over and tweak it.
f. If you do not have a copy of your film at the exam you will
receive a 0 grade.
PART II: DOCUMENTING YOUR FILM
• Each group member should document the filmmaking process
through photos. Take behind the scenes photos of your shoot, and
the work you did creating the film. This is the second component of
the project and will be graded individually. Please burn these
photos to a CD or flashdrive expressly for this purpose. It will be
handed in at the final exam.
PART III: BLOG! OF COURSE!
• Create either a verbal or a video blog where you discuss your
feelings about the filmmaking process. This is ONE blog, not a series,
and it should sum up what you liked and didn’t like about your
experience. What did the film mean to you? What was the most
difficult task? What was your favorite moment in the process? You
can post this on your blog under the heading “FINAL PROJECT
BLOG” This must be posted before the start of the exam.
GRADING GUIDELINES:
FILM- 50 pts.
STORYBOARD- 20 PTS.
PARTICIPATION IN YOUR GROUP- 15 PTS.
DOCUMENTING YOUR FILM- 10 PTS.
FINAL BLOG- 5 PTS.
Your multimedia project is 20% of your FINAL grade in this course
20