Summary

This assignment asks students working in groups to outline an alternate reality based on the aesthetics of a specific artist independently researched for the corresponding ARH 206: Artist in Film course. These alternate realities can take one of three forms:

• An online virtual world (game or other), ex:
• Minecraft
• Second Life
• World of Warcraft
• MUDs
• A modern urban legend, ex:
• Slender Man
• A conspiracy theory, ex:
• The CIA and Expressionism

Groups

Sequence

To complete this assignment, students will progress through four stages:

1. Pitch (individual participation grade)—All students will present a one-minute pitch in class identifying the artist they researched and introducing the specific prospective alternate reality utilizing this artist's aesthetic that they seek to develop. Students may use the instructor station for pitches, but this is not necessary. Based on these pitches, the class will vote on a limited number of concepts to pursue and form corresponding groups. Individuals whose pitches are selected will receive extra credit.


2. Analysis (group, 40% of project grade)—Each group will identify and analyze an effective example of the kind of alternate reality it seeks to develop (online virtual world, urban legend, conspiracy theory). Analyses will be documents of at least 1,000 words in MLA format (including a Works Cited page). Analyses should include at least one source; multiple effective sources will make an analysis stronger. Analyses will be broken into five sections:
1. Summary—Briefly identify the alternate reality's name and type (online virtual world, urban legend, conspiracy theory), and give background information about its creation or origins.
2. Audience—Explicate specifically who is drawn to this alternate reality. Discuss demographics and concrete traits of this audience group. Point to specific features of the alternate reality that explicitly or implicitly appeal to its audience. Make this discussion as focused and tangible as possible. Nothing is for everybody; make clear determinations about who this alternate reality actually targets and how.
3. Context—Address the social, political, financial, personal, etc. themes that are relevant to this alternate reality. Discuss how it connects to issues outside of itself and the kinds of expectations or biases people might bring to it. Cover how it is similar to and different from related entities. Again, make this discussion as focused and tangible as possible.
4. Purpose—Discuss what this alternate reality provides to its audience and the effect it has. Identify specific evidence of what it does and how.
5. Aesthetic—Summarize the alternate reality's overall artistic traits and principles. Identify the features that unify the different parts of the alternate reality. (The aesthetic likely will tie into contextual issues.)


3. Outline (group, 40% of project grade)—Each group will forward an original alternate reality that utilizes the aesthetic of a particular artist. Outlines will be at least 1,000 words in MLA (including a Works Cited page). Outlines should include at least one source; multiple effective sources will make an outline stronger. Outlines will be broken into the same five sections as the Analyses:
1. Summary—Briefly identify the alternate reality's name and type (online virtual world, urban legend, conspiracy theory) and summarize it.
2. Audience—Explicate specifically who would be drawn to this alternate reality. Discuss demographics and concrete traits of this audience group. Identify specific features of the alternate reality that explicitly or implicitly appeal to its audience. Make this discussion as focused and tangible as possible. Nothing is for everybody; make clear determinations about who this alternate reality actually will target and how.
3. Context—Address the social, political, financial, personal, etc. themes that are relevant to this alternate reality. Discuss how such outside issues might connect to this alternate reality and the kinds of expectations or biases people might bring to it. Cover how it is similar to and different from related entities. Again, make this discussion as focused and tangible as possible.
4. Purpose—Discuss what this alternate reality would provide to its audience and the effect it would have. Identify specific evidence of what it will do and how.
5. Aesthetic—Summarize the alternate reality's connection to its corresponding artist and aesthetic.


4. Presentation (group, 10% of project grade)—Each group will deliver a presentation lasting no more than five minutes based on its Outline. The purpose of the presentation is to explain the group's proposed alternate reality to the class. Presentations need not include every group member. Presenters will have access to the instructor station, and thus may use projected visual aids. 


5. Reflection (individual, 10% of project grade)—Each student will complete an online reflection form that articulates his or her contributions to the project and provides an assessment of the group's experience and the contributions of individual members. All group members will provide confidential ratings of each other in the reflection form. These ratings will factor into this grade component.