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Autor/inSmith, Cynthia Duquette
TitelThe Memory Mosaic Project and Presentation
QuelleIn: Communication Teacher, 29 (2015) 1, S.42-48 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1740-4622
DOI10.1080/17404622.2014.985598
SchlagwörterLeitfaden; Unterricht; Lehrer; Memory; History Instruction; College Students; Public Opinion; United States History; Cultural Awareness; Critical Thinking; Rhetoric; Group Activities
AbstractThis article describes a unit-length project involving students in the analysis of how public memory is shaped by multiple factors and functions persuasively to influence one's understanding of historical events. This project was designed for an upper-division undergraduate course in Rhetoric and Public Memory, but could be adapted for use in a Persuasion or Rhetorical Criticism course. In the Memory Mosaic project described here, student groups work together to assemble the key pieces of a public memory. They develop a critical framework for examining representations of public memory, engage in a collaborative rhetorical analysis of how that public memory operates persuasively to shape citizens, and synthesize the results of this analysis in a group presentation (alternatives include a group or individual papers, a collaborative video, or a blog with multiple contributors). This project focuses on public memory in the United States because American culture and history are familiar terrain for most students. Since collective memory depends significantly on shared experiences, the American context provides an important foundation for the course. (ERIC).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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