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When the Emperor was Divine

Final Group Project on VISUAL RHETORIC

Now that you have completed your reading and analysis of When the Emperor was Divine, you will find or design an image(s) that makes an argument related to a moment(s) in the text.

Instructions: Follow these steps to get started

1. Select one scene, or a related selection of scenes, to base your project on. This should be a relative short scene, or a collection of interrelated moments.

2. Annotate these moments for purpose & effect (you may mention any literary strategies you can think of). Keep the focus on how Julie Otsuka is using language and storytelling to develop an overall idea.

3. Based on your chosen moment(s), the developing concept, and your annotations, create or find a visual representation that expresses some of the same sentiments.

4. Create a presentation that analyzes the image(s) you’ve created or found and discuss how it/they relate(s) to the moment(s) you are choosing to analyze.

Options:

· An image / cartoon / photograph(s) / piece of art that you create

· A piece of visual art you’ve found (and cited)

· A collage of images you’ve found (and cited)

· Another idea of your choice (get this approved before proceeding)

*Regardless of which option you choose, you must have an element to your visual that you and your group have found or created/designed yourselves. For example, if you choose to use stock photos, your arrangement and design must be original and purposeful.

**You may also not create or find a literal representation of the chosen moment(s) or scene. You must think creatively/symbolically.

Create a presentation:

Slide

(may have more than one for each)

Topic

Suggestions

You should fill a slide with analysis based on the topic specified on slides 2-8. The questions provided are meant to get you started, but not meant to limit your presentation.

Note: ALL of this information should not be put word for word on your slides. You are PRESENTING this, so the bare minimum goes on your actual slides.

1

Title and members’ names

Pay attention to the theme, font, background, etc. Your presentation should be both visually appealing and easy to follow. This is true for the entire presentation.

2

PDF of your annotated passage(s)

This should be a link to a PDF that we can access.

Things to Consider:

· What should we notice about this passage?

· What details are intended to stand out?

· What questions might we ask ourselves about those details?

· What is the overall tone / mood / purpose / intended effect / relationship to a developing theme / etc?

3

Link to your visual(s) OR the visual itself

Make sure that any links you use are accessible.

4

The First Approach to Your Image

Things to Consider:

· What should we notice when we view this image overall?

· What details are intended to stand out?

· What questions might we ask ourselves about those details?

· What does the title tell us about the image?

5

Making Observations

Things to Consider:

· After taking an initial look, what are we to make of these observations?

· How can we link or relate the observations to one another?

· How is the image framed? How is space used?

· What is the relationship between contrasting elements in the image?

· How do all the elements in the image relate to and accompany each other?

· How does this image relate to similar images in subject or genre you might find elsewhere?

· If there is a caption present, what do we make of this statement? Consider: tone, form, content, font, etc

· How does any text in the image link to the details you’ve previously described?

6

Making Connections to the Text & Drawing Inferences

Consider all the things you’ve talked about already…

· How do the image and passage(s) relate to one another?

· What connections do you see in terms of message/mood/tone/overall intended purpose/effect?

· What might we infer from what we have noted and queried so far?

7

Formulating a Conclusion

· How might we formulate a conclusion about these two pieces in conjunction?

· Based on our analysis of these two pieces, what can we conclude on a larger scale? This should not just be a reiteration of the original claim, but apply it to a bigger picture.

8

Works Cited Page (if necessary)

This should include the MLA citation for any outside research you’ve done whether it be for the creation of the visual or your analysis.

Effective

Adequate

Inadequate

Needs Improvement

Analysis of Scene RL.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Student effectively and accurately analyzes the message of the scene(s) by looking at the literary elements that create that message. Explanations and reasoning are valid and thorough.

Student adequately and accurately analyzes the message of the scene(s) by looking at the literary elements that create a message, but may be slightly vague or overly simplistic in either part of analysis.

Student inadequately or inaccurately analyzes the message by either not directly addressing the message of the scene(s) or by not discussing the literary elements that create the message.

Student either does not identify a message or literary elements. Responses in this category might only mention a related topic or talk about the scene(s) in vague generalities.

Analysis of Art RL.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Student effectively and accurately analyzes the message of the piece, by looking at the visual elements that create that message. Explanations and reasoning are valid and thorough.

Student adequately and accurately analyzes the message of the piece by looking at the visual elements that create a message, but may be slightly vague or overly simplistic in either part of analysis.

Student inadequately or inaccurately analyzes the message by either not directly addressing the message of the piece or by not discussing the visual elements that create the message.

Student either does not identify a message or visual elements. Responses in this category might only mention a related topic or talk about the piece in vague generalities.

Analysis of Relationship Between Scene and Art RL.7

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Student effectively and accurately analyzes the relationship between the message of the scene(s) and the art. Explanations and reasoning are valid and thorough.

Student adequately and accurately analyzes the relationship between the message of the scene(s) and the art, but may be slightly vague or overly simplistic.

Student inadequately or inaccurately analyzes relationship between the message of the scene(s) and the art by only vaguely addressing the relationship.

Student does not identify the relationship between the messages. Responses in this category might only discuss the painting and scene(s) separately.

Use of Digital Media

SL.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Student’s slide presentation effectively makes strategic use of digital media to enhance the understanding of their reasoning and evidence to their classmates. Slides include an appropriate amount of information and are visually appealing and interesting.

Student’s slide presentation adequately makes strategic use of digital media to enhance the understanding of their reasoning and evidence to their classmates. Slides may be too overcrowded but are overall visually appealing and interesting.

Student’s slide presentation inadequately makes strategic use of digital media to enhance the understanding of their reasoning and evidence to their classmates. Slides may be too overcrowded or limited and/or may not be visually appealing.

Student’s slide presentation does not make strategic use of digital media to enhance the understanding of their reasoning and evidence to their classmates. Slides may be too overcrowded or limited and/or may not be visually appealing.

Presentation SL.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Student makes strategic use of digital media during their oral presentation to their classmates by effectively and purposefully referring to the slides to add interest and understanding to their presentation to their classmates.

Oral presentations add information and enhance the visual component.

Student makes adequate use of digital media during their oral presentation to their classmates by purposefully referring to the slides to add interest and understanding to their presentation to their classmates.

Oral presentations add information and enhance the visual component.

Student makes some use of digital media during their oral presentation to their classmates but may only occasionally refer to the slides to add interest and understanding to their presentation to their classmates.

Oral presentations may not add much information or enhance the visual component.

Student fails to make use of digital media during their oral presentation to their classmates. Presentations may be difficult to follow or lack major components or connection to the material presented.

Oral presentations may be a verbatim restatement of the slides, and may not enhance the visual component.

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