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Jen Zellner 2089 Fairy Tales Focus Syllabus Rough Draft Course Description and Goals: This course,

ENGL2089, focuses on the spaces between discourse communities and how students as readers navigate those spaces. The focus of this course is on fairy tale narrative and the course will touch upon a wide variety of fairy tale genres. The use of fairy tales shows how single, or similar, stories can be translated across genre and audience. Required Texts: Fable Vol. 1 ISBN: 978-1563899423 ($8.00 roughly) TBD Video Game ($25 Max) Disneys Cinderella (Available from $4.00, honestly there are a bunch of free versions online) Access to Season 1 of Once Upon a Time (Available on Netflix) Proposed max cost of class for students: $35-40 Brief Project Descriptions: Project 1, Literacy: The focus of this project is on the development of public literacy through fairy tales. From the Grimms to Disney and modern TV shows, fairy tales have permeated public discourse. The focus of this assignment is to explore how literacy has developed through fairy tales. You will pick one fairy tale and examine the messages and themes it presents, focusing on a version of the fairy tale that you are familiar with. Your discussion should focus on how the version of the fairy tale you are familiar with presents its message and creates that literacy. (Im still fleshing out this project and figuring out the exact wording of the assignment) Project 2, Genre: This is a multi-part project. You will choose one fairy tale to focus on (a Grimms fairy tale, to be specific) and recast that fairy tale 3 times. Each time you will change the genre of the fairy tale, with at least one recast being visual and one recast being written. These recasts should be brief, written recasts not exceeding the length of the original story, and visual recasts limited in their scope (or a mere hint of the intended genre). Each recast will include a 2-3 page discussion of the recast. This discussion should analyze the tropes of genre used, etc. Project 3, Discourse Community:

Laura Micciche! 4/2/14 6:27 PM Comment [1]: Not sure this focus will work for 2089 since its not a course organized around themes. Might propose it as a lit course.

This is a multi-part, group focused project. This assignment will include 2 ethnographies and the practical application of the information learned in these ethnographies. The focus of this assignment is on the feasible presentation of a fairy tale game concept. Youll work in groups of 4 to create a video game concept and meaningful presentation of that concept. The two ethnographies (5-6 pages each, or a 10-12 page single ethnography if the two groups are very similar) will focus on two separate groups: the games funder (a large corporation, Kickstarter, Steam Greenlight, etc.), and the games audience. In essence, the first ethnography focuses on who you are trying to sell the concept to and the second focuses on who youre trying to sell the game to. The concept itself should include a proposed game design, sample game play (if possible), a rationale for your game design and other choices, and the actual presentation of your game. You have already, separately focused on how fairy tales develop public literacy and how genre impacts fairy tales, so I suggest you use that knowledge to develop a game concept and presentation that influences the two groups your ethnographies focus on. Project 4, Blog Assignments: This would be a weekly blog post, structured around the idea of a commonplace book. Students will be asked to pick a paragraph from their reading for the week (or, on weeks that are reading light, from their reading for another class) and perform careful analysis of each paragraph. Projected Grade Weights: Project 1: 20% Project 2: 25% Project 3: 30% Project 4: 10% Attendance and Participation: 10% Small Writing Assignments: 5% Schedule: Week 1: Course Introduction, Icebreakers, The Origins of the Fairy Tale Zipes, Little Red Cap, Little Red Riding Hood (Modern childrens version and Perrault version), Walkers Little White Riding Hood, and Dahl, Little Red Riding Hood and the Wolf (in class?) Week 2: Bettelheim Little Red Riding Hood, and Cinderella (Grimms, Perrault, and Modern Childrens versions), Lowe and Zemlianskys Writing Spaces Week 3: Cinderella Disney movie (at home), Zipes Breaking the Disney Spell, selected Bettelheim readings, and Part 1 of Genre project due Week 4: Ever After (in class showing), Selected readings from Orensteins Cinderella Ate My Daughter

Laura Micciche! 4/2/14 6:28 PM Comment [2]: Only concern I have with these assignments is that they might be too far afield from whats supposed to happen in 2089. You can check with Joyce on this.

Week 5: Part 2 of Genre project due, Fable Vol. 1, Once Upon a Time The Price of Gold and Red Handed Week 6: Literacy Final Draft Due, Assign Discourse Community Project, Week 7: Part 3 of Genre Project Due, Tabletop Once Upon a Time, Once Upon a Time Card Game (in-class, students attend one of two classes for to play game), Conferences Week 8: Collaborating through Space and Time in Educational Virtual Environments, Using Video Games to Think About Distributive Justice, and in-class group work time Week 9: Gees Semiotic Domains: Is Playing Video Games as Waste of Time?, Knobel and Lankshears Remix: The Art and Craft of Endless Hybridization Week 10: Literacy final essay due, The Wolf Among Us or The Path out of class play through, I would also like to introduce an article or two about game theory (I havent picked any out yet) Week 11-14: Genre Project Final Portfolio Due (Revisions of the three parts), Ethnography Draft Due, In-class group work time, Im still figuring out the readings for these weeks (I would like a few ethnographies and readings about ethnographies, and I havent picked them yet.) Week 15: Discourse Project Presentations Rationale: My course developed in a rather circular way. One of my primary interests is fairy tales, and Ive been interested in developing a fairy tale course for a while. Several of our readings helped me develop my initial class idea, a fairy tales course that focused on exploring audience; purpose; and genre (with an emphasis on morality) through critical rewritings of fairy tales. I remember Pressing an Ear Against the Hive being particularly influential. Her discussion of My Papas Waltz reminded me of the complexity of fairy tales, and the rich opportunities for comparison between different versions of the same fairy tales. From there, the research for my praxis report inspired me to consider a video game based project. I began to develop a video game oriented, fairy tale focused class. However, one of my primary concerns while developing this class was the structural similarity to 2089. 2089, with its focus on literacy; genre; and discourse community, closely mirrors my courses focus. I was concerned, however, that my course, while incredibly similar, did not fulfill enough of 2089s course goals to work as a substitute. However, reflecting on Teaching about Writing, Righting Misconceptions and Reflections on Academic Discourse, I remembered the unease I felt about undergraduate academic discourse. I saw an opportunity to address what I see as a problem in the way we situate undergraduate academic discourse. I decided that using the ethnography assignment in conjunction with my video game assignment would be a good way to encourage students to apply academic discourse to a real world application. I decided to situate the video game assignment as a business based proposal. The

ethnography allows the students to really understand their audiences, and then they have to present their concept based on that understanding. One of the difficulties Im still trying to deal with incorporating playing a video game into the class. As this is the rough draft, Im still on the fence about incorporating a video game. Im not worried about the cost, Ive found several affordable options, but I am worried about students ability to play the game. Some students may not have a laptop, or if they do, it may not be capable of running the game. I would purchase a version of the game for students to play on school computers, but I dont think they would be able to install the game because of the administrator blocks. I will likely only really address this problem if I end up teaching 2089. It seems counter-productive to worry about it now.

Laura Micciche! 4/2/14 6:30 PM Comment [3]: Yes, this is the part I have questions about too. I think youll need a work-around.