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Viewing: T_A_M 3520W parsonsjl : 19th and 20th Century Western Dress - Writing Intensive

Last approved: Wed, 09 Nov 2016 18:01:56 GMT

Last edit: Wed, 09 Nov 2016 18:01:56 GMT

Proposal Type

Writing Intensive

Contact Information

parsonsjl
Jean
Parsons
parsonsjl@missouri.edu
573/882-6457
Textile and Apparel Mgmt
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
parsonsjl
Jean
Parsons
parsonsjl@missouri.edu
573/882-6457
Textile and Apparel Mgmt
Subject Area’s Department Chair/Director:
norump
Pamela
Weagley
NorumP@missouri.edu
573/882-2934
Textile and Apparel Mgmt

Term for Proposal

 
Spring 2017

Course Catalog Information

HES
Textile And Apparel Management (T_A_M)
Textile And Apparel Management
3520W
3
 
100
19th and 20th Century Western Dress - Writing Intensive
A study of nineteenth and twentieth century Western dress as influenced by time, place, and culture. Graded on A-F basis only.
Social Science
Lecture/Standard with Discussion
A-F (allow student to choose S/U option)
ENGLSH 1000. Restricted to Textile and Apparel Management majors only.
 
 
 

Instructor Information

parsonsjl
Jean
Parsons
parsonsjl@missouri.edu
573/882-6457
Textile and Apparel Mgmt
(numbers only)
Tenured Associate Professor
129 Stanley Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course surveys dress and related art, design, technology, advertising and retailing from 1865 through today. We will focus on fashion as a system of design and production, fashion change, commerce and on intersections of fashion and trends in society. In addition, social, economic, political, technological, and cultural developments that have influenced the fashion industry will be considered, with particular attention to the changes in retailing and manufacturing processes in the U.S. ready-to-wear apparel industry. Our overarching theme is to understand the various meanings and contexts of dress. Students in this course will read both primary and secondary sources related to dress scholarship as well as evaluate articles, documents and commentaries written by historians, editors, curators, and bloggers. This is not part of a sequence, but is required for our majors. There is only one short group assignment - the object analysis.
I am adjusting the reading list to include several short essays on dress. Students will be asked to respond to these readings (one page) with their assumptions about dress and/or with an analysis of how the reading may or may not have had an impact on preconceived ideas about dress and meaning. These will be part of the discussion section times. In addition a short group assignment will require analysis of an artifact from the department historic costume collection.
Face-to-face
Self paced?

100
100
Should this course be considered for funding?
Yes
Large Enrollment Courses:
This course has 2 large lectures and one smaller enrollment discussion section per week. This is no more than 25 students.
Student performance will be monitored through graded writing assignments, short response writing (unannounced) at the end of some lectures, and short writing assignments during the discussion, in addition to the peer evaluation during discussion.
I will meet with TAs weekly. TAs are also required to attend lecture. We will do some grading as a team to assure consistency. Because they are not always familiar with specific dress history, it is sometimes necessary for me to double check student papers where they were required to select specific styles for discussion.

Writing Intensive Assignments

Pages
1. Understanding meaning and connecting it to the object
There will be 3 preliminary writing assignments to provide students background to understand how research in the field is approached. Starting with a short reading (Ticknor, Caroline. "The Steel Engraving Lady and the Gibson Girl" Atlantic Monthly, 1901) students will be asked to analyze the two characters in the essay and then to identify 2 outfits from online museum collections that connect to the 2 women. They will have to justify their choices and discuss how these reflect the clothing and lifestyle depicted. 3 pages (revised)
Length of assignment:
3
Professor or TA (discussion section leader)
3
Professor or TA
6

2. Family Interviews:
The importance and meanings of clothing. Students will interview a family member or friend about an item of clothing that had significant meaning to them (with the stipulation that the date be at least 25 years ago). I will provide them with a list of types of questions to ask, what touchstones to look for in finding context, etc. This will be evaluated by myself/or TA for the section, and also presented in discussion section. I draft prior to final - 3 pages
Length of assignment:
3
Instructor/TA
3
Instructor/TA
6

3. Living with regulations/ WWII.
Students will be asked to view the Smithsonian's online exhibit about WWII, evaluating both the objects chosen and the manner in which the text connects historic context to the object. This will be a response paper: how did the exhibit lead them through the history, how did the objects (material culture) assist them in understanding, was text connected to the images helpful, and did they want more (less). 3 pages.
Length of assignment:
3
INSTRUCTOR/TA
 
 
3

4. Virtual Exhibit
The primary writing assignment, with the above understanding of clothing and meaning, is to Create a Virtual exhibit, choosing the objects that will be included, writing the didactic material for the exhibit, and the text for the objects that explains why they were chosen and the link to the topic. This assignment will be in three parts, acting as drafts, but also as a way to build the content in an orderly manner. Each section will be peer reviewed and evaluated by faculty/TA's. a. Proposal: 2 page defense of topic, why it addresses the historic meaning of dress and the context. How dress can serve to illustrate technology/class/status/etc. 2 pages (Will be sent back for a second draft is needed - the goal is for them to have a sound purpose/topic at the beginning) b. Proposal part 2: Explanation of sources, annotated bibliography, proposed design of exhibit and how it will lead the audience through the visuals and descriptions. 3 pages (revised and resubmitted) c. Draft: didactic material for the exhibit, including overview, history, clothing in context and description of garments and why they were chosen. (5 pages) d. Final paper: 5 pages not including images. This will go through a preliminary draft/revision before it is submitted for final grade.
Length of assignment:
10
Instructor / TA
5
Instructor / TA
15

5. Object Analysis
To use a material culture approach to evaluate historic objects brought into discussion. It will be done with a partner or group. This will be a short in-class writing project.
Length of assignment:
1
TA
1
TA
2

Total pages for all assignments:
First drafts:
20.00
Revisions:
12.00
32.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
It depends on the assignment, but mostly the first two. There will be one oral presentation of their exhibit proposal for class discussion and defense.
 
There is opportunity for various interpretations of the importance of clothing with all the assignments. For the final "virtual exhibit" project, they will make decisions about what objects to include, defend their choices and decide how to interpret it within the context of the period, of social or technological changes, the economy, etc. There are always multiple ways to understand an object (in this case clothing) in context and how humans interact with these objects. People interpret clothing and meaning in various ways and there is often no single "right" answer. They will be required to analyze in context and time period.
It will be distributed evenly throughout the semester. The first projects are intended to provide opportunities to read and understand context and how others have interpreted dress, along with opportunities for their own interpretations. This leads to the final 4 part project.
80
%
 
2
TAs are chosen by my chair, based on writing ability and interest in the subject, from both a research and teaching perspective. TAs will be assigned discussion sections (although I will also teach one to learn from the process and see where adjustments may be needed). We will most likely be able to use TAs who have already been in another writing intensive course in the department.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Wed, 09 Nov 2016 18:01:51 GMT): I have added T_A_M 3520W, 01 with labs 01A-01D to the Spring 2017 Schedule of Classes and cancelled the regular sections of T_A_M 3520, 01 and labs 01A-01D for Spring 2017. The students that were enrolled in the regular section of T_A_M 3520 have been moved to the new section of T_A_M 3520W.
Key: 536