Schedule

AUGUST 18
IN CLASS: Hello! Introductions. Preview of course.
FOR HOMEWORK: Read Ted Chiang’s “The Truth of Fact, the Truth of Feeling.”

AUGUST 20
IN CLASS:
Discuss rhetoric and evidence in “TFTF.” Assign video response to “TFTF.” * FOR HOMEWORK: Brainstorm video response to “TFTF.”

AUGUST 22
DUE:
Evidence of “TFTF” brainstorm.
IN CLASS: Discuss technology in “TFTF.” Workshop next steps for making video. Preview WCP Evaluation Rubric.
FOR HOMEWORK: Upload “TFTF” video response to Tsquare by classtime Monday. Read WOVENText chapter 1, especially “Critical Concepts.”

AUGUST 25
DUE: “TFTF” VIDEO RESPONSES.

IN CLASS: Written reflection on video response. Review syllabus. Introduce Sound and Listening with WOVENText, “Critical Concepts.”
FOR HOMEWORK: Read Sounding Out! blog posts, “Learning to Listen Beyond Our Ears” and “The Better to Hear You With, My Dear.” Sign and return syllabus acknowledgement and permissions statement.

AUGUST 27 
DUE: SIGNED SYLLABUS ACKNOWLEDGEMENT.
IN CLASS:
Discuss Sounding Out! posts. Listening activity.
FOR HOMEWORK: Listen to RadioLab episode 2.2, “Musical Language” and On the Media segment “You’re Being Manipulated by Reality TV.”

AUGUST 29
IN CLASS: Visit from Communications Center. Introduce course blog. Assign Blog Post 1. Discuss “Musical Language” and “You’re Being Manipulated by Reality TV.”
FOR HOMEWORK: Read WOVENText chapter 7, especially the sections about online etiquette and blogging (104b; 105a; 106b, d, n, q; 107c). Listen to On the Media segment “How to Create an Engaging Comments Section.”

SEPTEMBER 1
Labor Day. No class.

SEPTEMBER 3
IN CLASS:
Discuss blogging, comments, and online forums.
FOR HOMEWORK: Blog Post 1. Read Michel Chion, “Three Modes of Listening” (chapter 5 in The Sound Studies Reader, available online through Georgia Tech’s ebrary).

SEPTEMBER 5
DUE: BLOG 1 POSTS.
IN CLASS:
 Discuss Chion essay. Assign Thesis Pantomime. Introduce Pascoe, Sarah Siddons Audio Files.
FOR HOMEWORK: Determine thesis of your pantomime and phrase as a single, complete sentence. Blog comments 1.

SEPTEMBER 8
DUE: THESIS SENTENCE. BLOG 1 COMMENTS.
IN CLASS:
 Discuss and workshop thesis statements. Brainstorm pantomime gestures. FOR HOMEWORK: Read WOVENText ch. 8. Select 4–5 gestures for your pantomime.

SEPTEMBER 10 / CLASS MEETS IN STEPHEN C. HALL BLDG., RM. 102.
IN CLASS:
Pantomime workshop with Brittain Fellow Jon Kotchian.
FOR HOMEWORK: Read Pascoe, chs. 1–4 (the lost voice) if you haven’t already.

SEPTEMBER 12
IN CLASS: Discuss Pascoe, chs. 1–4. Plot pantomime and brainstorm props and soundtrack.
FOR HOMEWORK: Read Pascoe, chs. 5–8 (finding the lost voice).

SEPTEMBER 15
IN CLASS: Discuss Pascoe, chs. 5–8. Sample Romantic poetry.
FOR HOMEWORK: Read Pascoe, chs. 9–12 (body as voice).

SEPTEMBER 17
IN CLASS: Discuss Pascoe, chs. 9–12. Rehearse pantomimes.
FOR HOMEWORK: Finalize pantomime and rehearse.

SEPTEMBER 19 / LAB DAY

SEPTEMBER 22
DUE: PERFORMANCES (8).
IN CLASS: 
Up to 8 performances. Reflection.

SEPTEMBER 24
DUE: PERFORMANCES (8).
IN CLASS:
Up to 8 performances. Assign Blog FORUM 2.
FOR HOMEWORK: Attend Poetry@Tech Bourne Poetry Reading, Richard Blanco and Jericho Brown.

SEPTEMBER 25 / 7:30pm: Poetry@Tech Bourne Poetry Reading, Richard Blanco and Jericho Brown, Kress Auditorium, FREE.

SEPTEMBER 26 / PROGRESS REPORTS DUE
DUE: PERFORMANCES (8). VISUAL DOCUMENTATION AND REFLECTION (MW PERFORMERS).
IN CLASS: 
Up to 8 performances.
FOR HOMEWORK: Read Pascoe, chs. 13–15. Blog post 2.

SEPTEMBER 29
DUE: BY NOON! VISUAL DOCUMENTATION AND REFLECTIONS (FRI PERFORMERS).
IN CLASS:
Project 1 debrief. Discuss poetry reading. Blog 1 reflection. Conclude Pascoe.
FOR HOMEWORK: Blog 2 Posts DUE TUESDAY AT NOON. Read R. Murray Schafer, “The Soundscape.”

SEPTEMBER 30
DUE BY NOON: VISUAL DOCUMENTATION AND REFLECTIONS (FRI PERFORMERS). 

OCTOBER 1
DUE BY MIDNIGHT: BLOG 2 COMMENTS.

IN CLASS:
 Discuss Portfolio requirements. Discuss “The Soundscape.” Watch performance of John Cage’s 4’33”.
FOR HOMEWORK: Listen to Radio 3’s broadcast of the BBC Symphony Orchestra’s performance of 4’33”. Read “Searching for Silence,” by Alex Ross, The New Yorker (October 4, 2010). Read John Cage’s “Manifesto” and part I of “Composition as Process” (from Silence: Lectures and Writings, 1961).

OCTOBER 3
IN CLASS: Discuss argument and evidence. Organize John Cage debate.
FOR HOMEWORK: Read WOVENText ch. 6. Listen to John Cage on silence.

OCTOBER 6 *
IN CLASS:
John Cage debate. Watch BBC Radio 3 performance. Discuss visual analysis. Group image analysis (compare performances of 4’33”).
FOR HOMEWORK: 
Read WOVENText ch. 6. Watch Radio 3 BBC performance of 4’33”. Screen-grab a shot from a music video and upload to Tsquare Drop Box with YouTube video link for in-class analysis on Wednesday.

OCTOBER 8
IN CLASS: Group image-sound analysis. Assign Textual Analysis Essay.
FOR HOMEWORK: None.

OCTOBER 10 / ALL SECTIONS MEET IN HALL 102.
IN CLASS: Watch Pina.
FOR HOMEWORK: 
Brainstorm possible sections for analysis.

OCTOBER 13 *
Fall recess. No class.

OCTOBER 15 ALL SECTIONS MEET IN HALL 102.
IN CLASS: Finish Pina.
FOR HOMEWORK: Brainstorm possible sections for analysis. Draft proposed argument.

OCTOBER 17
DUE IN CLASS: PROPOSED FILM SEGMENT FOR ANALYSIS AND INITIAL THESIS ARGUMENT.
IN CLASS: Introduce Mediathread. Use Mediathread to analyze music video screen grabs.
FOR HOMEWORK: Create first Mediathread composition for analysis with rough draft of image-sound analysis.

OCTOBER 20
DUE FOR CLASS: FIRST BODY PARAGRAPH DRAFT, WITH MOVIE CLIP, ON MEDIATHREAD.
IN CLASS:
Mediathread peer review.
FOR HOMEWORK: Draft the remaining body paragraphs needed to support your (revised) argument, analyzing additional clips from the movie.

OCTOBER 22
DUE IN CLASS: DRAFT OF BODY PARAGRAPHS OF IMAGE-SOUND ANALYSIS ESSAY.
IN CLASS:
Discuss the movie. Discuss sound-image analysis. Peer review body paragraphs.
FOR HOMEWORK: Complete final draft, including introduction and conclusion, of Listening to Pina essay.

OCTOBER 24 / ALL SECTIONS MEET IN THE COMMUNICATION CENTER (CLOUGH 447)
DUE IN CLASS: COMPLETE ROUGH DRAFT, INCLUDING INTRO AND CONCLUSION, OF PROJECT ESSAY.
IN CLASS:
Communication Center Workshop.
FOR HOMEWORK: Revise and proofread essay for submission and evaluation. Read two short English Journal columns by Geneva Smitherman, “Soul ‘n Style” 1 and “Soul ‘n Style” 2.

OCTOBER 27
CLASS VISITOR to P2: ASST. DIRECTOR OF THE WRITING AND COMMUNICATION PROGRAM, ANDY FRAZEE, OBSERVES LAUREN’S TEACHING.
IN CLASS: Inserting figures with captions into your essays. Discuss Smitherman, code switching, and the politics of the vernacular. Write a letter to your high school teacher about a party you’ve attended since you came to Georgia Tech.
FOR HOMEWORK: Final polishing and proofreading of Listening to Pina essay for submission and evaluation on Tuesday by 5 p.m. Listen to the October 10 episode of Atlanta Sounds. Choose one additional episode and listen in preparation for in-class activity on Wednesday. Start reading Dante.

OCTOBER 28
DUE BY 5 P.M.: UPLOAD REVISED AND POLISHED DRAFT OF LISTENING TO PINA ESSAY TO TSQUARE FOR EVALUATION.

OCTOBER 29
IN CLASS:
 Listening to Pina group and individual reflections. Continue discussion of Smitherman columns. Atlanta Sounds activity.
FOR HOMEWORK: Read Dante, De vulgari eloquentia, Book I.

OCTOBER 31
IN CLASS: Discuss DVE, Book I.
HOMEWORK: Read DVE, Book II.

NOVEMBER 3
IN CLASS:
 Discuss DVE, Book II.
FOR HOMEWORK: Listen to Ira Glass perform the American vernacular in “When Ira Glass Met Michael Jackson.” Read WOVENText, ch. 5. Read through the Podcast Assignment and bring questions.

NOVEMBER 5
IN CLASS: Discuss Podcast Assignment. Group-formation survey.
HOMEWORK: Brainstorm your home sound, the characteristics of your vernacular, and a “home” for your sound at Georgia Tech.

NOVEMBER 7
IN CLASS: Watch excerpts from American TonguesGroup meetings to begin podcast proposal.
HOMEWORK: Begin drafting podcast proposal.

NOVEMBER 10 / ALL CLASSES MEET IN THE HOMER RICE CENTER (Library, second floor).
IN CLASS:
Podcast workshop with Alison Valk.
FOR HOMEWORK: Read “Spaces and Places,” by Seth Horowitz.

NOVEMBER 12
IN CLASS:
Podcast group work day.
FOR HOMEWORK: Draft podcast proposal, including outline.

NOVEMBER 14
IN CLASS:
 In-class presentation of proposals. Group regrouping to plan script.
FOR HOMEWORK: Draft podcast script.

NOVEMBER 17
DUE: PODCAST PROPOSAL TO T-SQUARE. GROUP PITCHES TO CLASS. 
IN CLASS: Discuss Blog 3. Group pitches and Google forms feedback.
FOR HOMEWORK: Draft script. Read from Linklater, Freeing the Natural Voiceskim the introduction (or at least its first few pages), read “Preparation for the Work” and “Workday 3.”

NOVEMBER 19
IN CLASS: Discuss voicing. Group work.
FOR HOMEWORK: Prepare for podcast studio day. Blog Forum 3 audio posts.

NOVEMBER 21
DUE AT MIDNIGHT: BLOG FORUM 3 POSTS. // G1 AND P2 MEET IN THE HOMER RICE CENTER.
IN CLASS: Podcast workshop day.
FOR HOMEWORK: Start editing podcast. Comments on Blog 3 audio posts.

NOVEMBER 24
DUE BY MIDNIGHT: COMMENTS TO BLOG 3 POSTS.
IN CLASS: Discuss listening walks for Wednesday. Podcast group assessment. Group meeting to tie up loose ends.

NOVEMBER 25
DUE BY 5 P.M.: VERNACULARS PODCAST.

NOVEMBER 26
IN CLASS: Listening walks.
FOR HOMEWORK: Take a pic of your listening walk map and upload it to T-square. Enjoy your holiday.

NOVEMBER 28
Thanksgiving break. No class.

DECEMBER 1 / DEAD WEEK
IN CLASS:
Portfolio workshop.

DECEMBER 3 / DEAD WEEK
IN CLASS:
Portfolio workshop.

DECEMBER 5 / DEAD WEEK
IN CLASS: Portfolio workshop.

FINALS WEEK
Portfolios are due on Tsquare by the end of your section’s scheduled final exam time, as follows:
       

* J5: Fri., Dec. 12, 11:30am–2:20pm
* G1:
Wed., Dec. 10, 11:30am–2:20pm
* P2: Fri., Dec. 12, 2:50–5:40pm