I gave my students the option of final creative projects (accompanied by an artist exegesis) instead of doing final papers (they all did papers earlier in the semester), and it just brings me a lot of joy as I’m reviewing the projects for final grading today. My munchkins are adorable. (Some of them wrote kick-ass papers too!)
I really want to share them with you, but I’d have to get permission from the students, and it’d be a whole thing, so just trust me, they’re great. 🙂
I mean, even this title excites me:
Outsourcing Humanity: Labor, Control, and Autonomy in All Systems Red, “The Tartarus of Maids,” and “Repent, Harlequin! Said the Ticktockman”
But here is a pic from early in the semester — I’ve taken to bringing in various storytelling games for the first few days, which work really well in various ways:
• as ice breakers (and learning names)
• starting us talking about the structures of fiction
• helping us bond and get the students to start trusting me, which I’m finding is even more important now than ever, as I work to ‘get them on my side’ in the whole AI usage issue. When I tell them that I’d rather see a very rough paper they’ve written themselves than a polished AI paper, and that it will actually be a BETTER paper, it takes a lot for them to trust me on that. This is how I started working on that.
This particular game was Once Upon a Time, I think. StoryCubes also works well.
