Mythic Mirror - Culminating Project

Look in the Mythic Mirror
Culminating Project

Project Description ]|[ Due dates ]|[ Scoring Guide

Overview
The final project for this arts- and Internet-integrated curriculum demonstrates students' understanding of the role of myths as a cultural force and ways in which culture can be expressed through the arts. It is a collaborative project, and requires use of the Internet in the research and collaborative process. If the Internet is not a tool that is easily available to students in the classroom, this project can be completed by groups of students from one class, using the Internet only when possible for research (and publication).

Assignment
Students work in collaborative groups of six (ideally, two from each class, three classes connecting online) to create a mythological society. For the sake of logistics, the groups work collaboratively online part of the time (through either real-time chats, an interactive discussion center, or email), and collaboratively off-line with a classroom partner from their group. Students use a broad base of information and research gained from classroom assignments and lessons during the first seven weeks of the curriculum, and make decisions about the mythological society based on their understanding of:

Archetypes in myths of different cultures
The use of various artistic means of expression in conveying the lessons of myths and specific characteristics of culture (e.g., poetry, music, painting, sculpture, oral storytelling)
How different artistic means of expression can affect the representation of culture
Their own role in the collaborative group process and presentation

Procedure
Pick one of the archetypal qualities discussed in class from a list posted to and use that as the "control" for the final project.

Write a round-robin description about an imaginary society that the archetype would inspire, with each student from the group contributing a paragraph to the description. The society may exist in the past, present or future, reflecting qualities of the archetype (e.g., warrior, trickster, lover, etc.) in the way its culture is structured. Students should consider:

What qualities would the culture honor or despise?
How would the character of the archetype be reflected in the day to day life of the society?
As a means of grounding the work from this point forward, the group should make a mask of the archetypal character that is revered by their society, if possible, working collaboratively on the computer using a paint program and uploading the image for review and editing by the online partners in other classrooms. If a paint program is not available to all classes participating, another option is for each pair of students to work on a drawing of their mask in class (offline), then scan it and upload it for viewing by others in their group for review. Together, the online team can decide which qualities in the versions of the mask should be kept, thrown out, or altered.

Each group should pair its members, either two students from each physical classroom involved, or two online collaborators communicating via email, with three pairs per group of six. Each pair takes on a job in helping to develop the images that would be reflected in this society:

First pair: Draw the temple that the society would build to honor the archetypal figure.
Second pair: Select music that would be appropriate as the society's anthem.
Third pair: Find or make a sample of artwork that would be glorified by this society.

Now the collaborative group should write their myth, using all the components of their mythological society (which are based on their archetype) as the guide. They should already have determined the setting, time period, and perhaps the mood of the story, but they should consider other aspects, such as the characters that inhabit this land and the plot, as well as how their story will be told. What will be the lesson (the theme) of their story? Again, the process of writing can be done both offline and online, and as a round robin, with members from each class contributing to the story. The final presentations will be done within each physical classroom offline, requiring that each pair of members from an online collaborative group will have to understand and be able to convey the story of a myth that includes the following:

a description of the day-to-day life of the society

a picture or description of the temple

the mask of the character worshipped by this society

a description of the people that inhabit this society

the playing of the society's anthem

showing the artwork that depicts elements of this society

Mythological Story Development Stages

The culminating project will take about four weeks to complete, so it should be introduced at the end of Week 5. Each teacher involved in the online collaborative classrooms should communicate in advance to determine the scoring guide that will be used for the project, and the process and timeline that will work best for their classes. As an example, use the scoring guide provided to explain clearly what is expected from each student, their collaborative online partners, and how they will be evaluated on their projects. It is important to be clear about evaluation, grading procedures, and expectations. Due to the magnitude of the project, the students will need to work in manageable stages, as outlined in the list of due dates below. Remember, online communications may take longer than in-class discussions. First have the students create their mythological beings, based upon the archetypes they have drawn from a hat. They need to have a clear idea of this controlling aspect. Then they can start developing their story.

Due at the end of Week 6: Develop a round robin description of the society that reflects the qualities of your group's archetypal figure and turn it in (or email it) to your own (all three) classroom teacher(s). Draw (using paper or a paint program on the computer) the archetypal character that controls everything in this society. Collaborate in the process and come to agreement among members of your group. The character may have special powers or be part man/part beast or a combination of beasts. Turn in (or email) your picture to your own (all three) classroom teacher(s).
Due the middle of Week 7: Work with a partner from your group, preferably from your own class (logistically, this will be easier). Each pair must complete one image that helps to better define the society your group is creating.

First pair: Draw the temple that the society would build to honor the archetypal figure. Make sure the temple reflects the qualities of your archetypal character. Share it and get the "okay" from other group members online. Turn it in to your own teacher in hard copy.

Second pair: Select music that would be appropriate as the society's anthem. Listen to music that seems to mirror the qualities of the archetype. (Suggestions for classical music selections and links to music sites are included in the resources provided with this curriculum.) Record the music (or provide the URL for it if you found it online) and share it (if possible, stream the audio). Get the "okay" from other group members online. Turn in the tape/CD or URL to your own teacher.

Third pair: Find or make a sample of artwork that would be glorified by this society. Print it from the Internet and/or create it on paper or in another medium. Share it (if possible, scan image) and get the "okay" from other group members online. Turn in the end result to your own teacher.

Due the beginning of Week 8: Work with your group online to develop a myth that tells the story of your mythological society. Consider the setting, other characters, and the plot, using a story map like we have used before, to guide you in the writing. There may be many characters or a few. Consider your audience and what they will appreciate. Use a round robin online writing activity to collaboratively build your story. The writing can be in prose or poetic style, depending on the choices of the group. Turn in your first draft and story map to your own classroom teacher. Keep a back-up copy on disk or on each classroom computer, labeled by date of the draft.
Due the end of Week 8: Everyone in the group should review the first draft and correct any mistakes. Read the story/poem aloud to the group member that is in your own class. Think together about ways to make it stronger and whether dialogue should be included. Revise the first draft with your group online, resulting in one complete draft for the whole group (not 3-6 separate ones); it may help to have a system whereby the two students from one class are editor team #1, followed by two students from another class as editor team #2, ending with the last two students from the third class as editor team #3. Turn in the second draft. Begin to think about your presentation, which will be done with your classroom partner offline, using the collective thoughts, images, and myth created by your whole group online. It may be in the form of a report, a story, or Reader's Theater.
Due Week 9: Be sure you have all the pieces you need to do a presentation with your classroom partner. Start to practice your presentation, adjusting the second draft and decisions you have made about the presentation, as needed. Remember, the presentation will bring together everything your group has decided to convey the culture of your mythological society, including all art forms that help to tell the story. If the teacher feels it is necessary, share the final draft with illustrations, temple, mask, and society anthem with your classroom teacher. Complete the scoring guide for self-evaluation. Make improvements as necessary and practice, practice, practice!.
Due Week 10: Present your mythological society through the telling of your myth (with dialogue and descriptions) and incorporate the temple, mask, anthem, and artwork. Remember, your presentation can be done as Reader's Theater, a report (preferably incorporating the computer as a presentation tool), or as a story, told in the storytelling style practiced in Week 7.
Publish the components of the mythological society electronically on the Internet, one publication per online collaborative group.
Discuss the results of the project in your own classroom with your teacher and classmates.

Scoring Guide for Culminating Project

This scoring guide is meant for use with the presentation of the final project to assign a score to each individual student in the class, though the score will be based upon both the collaborative work of the online group and on the presentation of two classroom partners from the group. This scoring guide allows teachers in the three classes involved to make a consistent evaluation of the culminating project of each student. This scoring guide can be used by students for self-evaluation, both as they work on the project and after its completion. Teachers may also use it to clarify instructions for the project and for evaluation after completion. (Note: The cooperative learning group scoring guide may be used throughout the weeks of preparation, both online and off-line.)

Culminating Projects will be evaluated using the following criteria:

For a score of 4:

The working sequence was followed and all stages were ready on or before the due date.
The myth and description of the mythological society clearly demonstrate an understanding of the archetypal quality.
The personalities of the characters are well developed and are obviously influenced by the cultural attitudes of their society.
The story setting is clear to the reader and is obviously placed in either the past, present or the future.
The plot is logical and based on the story map, with clear transitions from scene to scene.
The writers use effective descriptive language and correct grammar.
The written and artistic products are turned in in a clean, final draft format, effectively demonstrating the use of the computer, as possible in the classroom/at home. Appropriate credits are provided.
The dialogue is believable and consistent with the personalities of the characters.
The temple and mask are produced neatly and reflect the style of the archetypal society.
The music selected is presented in an appropriate way and reflects the character or mood of the mythological society.
The presentation performance is detailed, and contains all the required elements.
The presentation performance is presented clearly and with poise.
The mood of the presentation reflects the archetype upon which the society is based.
The presenter demonstrates mastery of the project's presentation components (regardless of whether he/she was responsible for creating or choosing them in the group setting).

For a score of 3:

The working sequence was followed and all stages were ready on their due date.
The myth and description of the society demonstrate an understanding of the archetypal quality chosen.
The story setting is clear and seems placed in the past, present or future.
The plot makes sense and transitions are clear.
The writers use somewhat descriptive language and correct grammar.
The dialogue is consistent with the personalities of the characters.
The temple and mask reflect the appropriate style for the archetypal society.
The artwork chosen or created reflects the culture of the society.
The written and artistic products are turned in in final draft format, though some improvement in presentation is possible; some credits are provided.
The music somewhat reflects the character and mood of the archetypal society.
The presentation contains the required elements.
The presenter maintains his/her poise.
The presenter demonstrates an understanding of the project's presentation components (regardless of whether he/she was responsible for creating or choosing them in the group setting).

For a score of 2:

The working sequence was followed and all stages were completed.
The myth and description of a society are completed.
The story is set in the past, present or future.
The plot makes sense.
The writers use clear language with few grammatical errors.
The characters have dialogue or play an obvious role in the story.
The temple and mask are produced neatly.
The artwork was chosen.
The written and artistic products are turned in; credits are missing or incomplete.
The presentation has most elements in place.
The presenter is able to complete presentation.
The presenter demonstrates a moderate understanding of the project's presentation components (regardless of whether he/she was responsible for creating or choosing them in the group setting).

For a score of 1:

The project is completed.
There is a myth and description of a society.
There is a plot, but it is confusing.
The writer uses clear language with many grammatical errors
The temple and mask are produced
The written work is not well organized.
The presentation does not contain all of the required elements.
The presenter has a difficult time completing the presentation.
The presenter has difficulty incorporating the project's presentation components due to a lack of understanding of the components he/she did not create or choose.