Aesthetics Through the Classical Masterpiece--An Introduction and Program Development Blueprint

8/3/2019 Aesthetics Through the Classical Masterpiece--An Introduction and Program Development Blueprint

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Blueprint Plan for the Program entitledAesthetics through the Classical Masterpiece 1 |

Blueprint: Program Development

Discovering, Understanding, and Developing Aesthetics through the Classical Masterpiece

Eight MainCategories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)

CoreCompetenciesand Skills

Course LearningOutcomes (MEd)

1. Statement ofPurposeClearStatement ofPurpose andBenefit

Catharsis is important to the revelation of truth and knowledge; hence, the essence ofdeveloping insight and understanding, not only philosophically but in the manner in which weobserve and comprehend art forms. One must purge oneself of dysfunctional or irrelevantactions and/or thought processes before those capacities of thinking may be transformed withmore desirable actions and/or thought processing. From the ancient Greek academy, the term

catharsis was coined; likewise, other words and expressions important to the creation,understanding, and evaluation of all the forms, including the model masterpiece. The purposeof this Program Development is to introduce such concepts and functions that are important toour educational communities as they maintain relations with the foundation of their academianationally and internationally.

2. RationaleHow the Projectwill ProvideEvidence of MEdCompetencies

Both andragogy and literary aesthetics incite aspirationthe motivation or quest that anindividual may require to discover, understand, and apply general and/or detailed knowledge.The program that I am developing and implementing for this Capstone Course does involvethe metacognitive principles that incite improvement; hence, rationale and learning. Adultlearning theories that pertain to the adult leader, from the Greek aner for adult and agogus

for leader or guide, refer to the same impetus that compels the metacognition of languagedevelopment. Should one abandon the roots of cognition and language development, whichhave been derived immensely from the classical and cultural traditions that are influencedthrough the art and science of individual inquiry, also known as Socratic inquiry? Withoutthat initiating process, the Inquisition, which had begun in the 12 th century, would not haveresulted in the reaction of scientific and philosophical-educational scholars to protect thereliable findings and lives of individuals such as Galilei Galileo (1564-1642). Why condemnsomeone to exile or to execution over a conventional misinterpretation of sacred scripture?For example, Galileo had proven that the earth orbited on its axes and about the sun

Explaining andapplying adultlearning theory


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CoreCompetencies

and SkillsCourse Learning

Outcomes (MEd)

3. Explanation ofthe Educationaland PracticalRelevance(ConciseExplanation ofEntire Project:Also seeCategory 4b)

evidence that the sun rather than the earth was the center of the universe, and that the earth didin fact move constantly in its orbits. However, not even the first Inquisition did prevent thepersecution of such thinkersthe exile of Galileo, for example, from his homeland where hewas originally disciplined academically. The art or science of inquiry is important to adultlearning theory, as John Dewey (1859-1952) learned and addressed while he treated thosewho were oppressed byJoseph Vissarionovich Stalin (18781953)and his Bolshevik party.

Compounding academic and religious practices, the aesthetics of poetics must exist asa program that preserves literary intentions, current events, history, and aspiring rationale inall areas of discovery and concern. The psyche of adult learning theory does clearly pertain to

literary aesthetics. The program that I am developing and implementing includes thediscovery of literary aesthetics through a classical masterpiece, and I have acquired lettersfrom reputable sources who support the program, most which is included in my web,www.ancientskybridge.com, which is associated with other learning organizations andassociations, such as book publishers, marketers, editors, and critics. I will be adding newpages and new volumes that are also published on other sites and through other sources.During the timeframe of the course, I will circulate more informative literature about theprogram, which has culminated in numerous written responses thus far, including myrecognition by the National Quill and Scroll while I was yet 15 years of age.

Diversity and similitude; oxymoronic resolutionsandragogy and literary aestheticscompel incentive to discover and perfect due to the diffusion of opposites as well as throughinquiry. Two real problems prevail, however, that Simon Schama and peers identify as thedestabilizing consequences of class-structured society and social insurrection or revolution(1989). Rampant violence typically results in the overall destruction of cultural and nationalmonuments, and the American Revolution impressed its inhabitants with a double-sidedcomplex that Comte de Sgur describes as a gay step from a carpet of flowers that

concealed the abyss below (Schama, 1989, 49). Studies of andragogy and aesthetics aredialectic even as they evoke a focus on a work for the sake of art alone, as related judgmentmay infer numerous interpretations, even misinterpretationthe very essence and meaning of

Apply researchmethods toimprove learningorganizations


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CoreCompetencies


Outcomes (MEd) Project designand rationale arebased uponcurrent learningtheory andresearch Specific

measurableoutcomes of

learning areaddressed (see farright column)4a. Identificationof the TargetPopulation andLearningCommunity thatthe Project WillEngage (How theProject offers animportantcontribution tothe EducationalCommunity, thusprovidingevidence of thefulfillment ofMEd)

dialectic. Alan Singer and Allen Dunn refer to the antithetical properties of beauty and reasonand sublimity and dramatized limits, as defined by Edmund Burke (1729-1797) and ImmanuelKant (1724-1804) (Singer & Dunn, 2000, 6). Quintus Horace (65-8 BCE) and Aristotle (384-322 B.C.) regarded literary aesthetics as a rhetorical instrument that suggested much morethan its mere physical components, including historical incidents, issues, and ethicalimplications. Of foremost importance, the included definition in Aristotles Poetics didhighlight the aesthetic as an art that aspires insight into profound or sublime dimensions, anapex or climax, then a resolution or denouement.

Research continues in the work of Aristotle, who applied taxonomic principles to his

description of the mechanics of tragedy as a meditative ploythe revelation and perseveranceofperipeteia (a turning point or reversal of circumstances) and anagnorisis (the compellingrealization of knowledge). Principles in dynamic activities exhibit universal characteristicsthat Aristotle observed in philosophy, rhetoric, and the sciences. Important concepts that herecognized continue to be important to literature and poetic masterpieces with monumentalitythat for centuries influenced organizations of writers and publishers with the literary quest torealize cleansing and revelation, even to those who avoid the ancients. Also coined byAristotle, katharsis (spelled catharsis in English) which involves a purging of ideas andrelated emotions or impressions as they are replaced with new ones. This process is ongoingin the revelations of the developing world of social and technical interaction; hence,community communications and the educational-governmental institution that cannot restrictthe structure of poetics to any one area.

Critics such as Joe Sachs of Annapolis criticize Aristotle for his irregular usage oflogikos, the Greek term for logic (Sachs, 2005). However, Sachs implements a dialecticapproach to his reference of those who disregard the powerful thinking of the ancienttheorists extensive analysis of the praxis of Nichomachean Ethics, the perception that hecovers in De Anima, the sublimation he addresses in his Metaphysics, the continualsublimation he addresses in his Metaphysics, and the continual evolution of the tragic flawthe hamartia that andragogic beings must experience as they are transformed through

Apply researchmethods toimprove learningorganizations


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CoreCompetencies


Outcomes (MEd)

4b. Programdesign,instruction, andgraduate studiesare beingcompleted by thesame pupil

through theconstruction of ablueprint andprogram sharedwith professionalpeers on the weband throughdiscussion

metacognitive experiences. The accomplishment of imitation is also a gaze into the universal,as the process is implanted at least since infancy (Butcher, 2011, 15). To Aristotle, rhetoricwas the faculty of observing in any given case the available means of persuasion (Jowettstranslation) (Aristotle, Butcher, & Fergusson, 1961, 26); and many kinds of poetry besides theepic and heroic verse remain prominent emanations of Aristotles manifestations. Thesequalities are evident in some of the most excellent work that this Program Development willcontinue to address.

Assessment GoalsGoal #1: To motivate

students in literature todevelop metacognitive andmentor-oriented writingdisciplines

Goal #2: To interest

current and new membersin classical style as auniversal and a frameworkfor the contemporarymodel

Goal #3: To reveal guiding

principles and revelationsthat have shaped literaturethroughout time

Benefit-Cost Ratio (BCR) and Return-on-Investment (ROI)

Costs BenefitsRequired Resource Expense Qualitative QuantitativeConference Room Donated To achieve goals,

learning objectivesPotentialdonations

Computer lab/terminalsfor processingassessment responsesand other analyticalwriting,communications

Donated Instruction ofmembers

Potentialdonations

Lavatory facilities Donated Accommodationsof learningcomposition

Potentialdonations

Demonstrate andapply strategic

planning

Demonstrate andapply businessmanagement forlearningorganizations


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CoreCompetencies


Outcomes (MEd)studentsWriting instruments $30 To achieve the

learning objectives,goals of theevaluation plan

Potentialdonations

Paper $30 To nurture andcultivate thelearning objectives,goals of the

evaluation plan

Potentialdonations

Stamps $100 To avoid potentiallaw suits, and tooffer greaterinstruction andreporting

Potentialdonations

Attorney Fees *-? Compensation tofacilities manager

$3500/month

Compensation tofounder

$3500/month

Compensation toinstructor

$3500/month

$160 $10,500*The instructor had won the legal assistance of a late reputable Attorney, Austen D.Warburton, who was also among the judges of her award-winning essay and featurearticle,El Camino Real Fiesta Days andHome: the Heart and Hope of the Nationduring the 60s; another attorney associated with the same barassociation retiredseveral years ago; the late Attorney managed several necessary cases out of court as a

courtesy. However, the program developer is continuing to seek renewed legalrepresentation.

Demonstrate andapply businessmanagement forlearningorganizations


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CoreCompetencies


Outcomes (MEd)

Benefits/Costs = $10,500 / (160 + x) = [10,500 (160 + x)] / 1(Assuming that Attorney fees are $2840, the Benefits/Costs = 3000/1)

_Return-on-Investment (ROI) = [10,500(160 + x)] / 160 + x = 2.16 or about 2.17(100)= 217%

5. Statement ofthe Benefit to beRealized and the

EvaluationCriteria to beUsed toDemonstratethese Benefits

Individual reactions are products of philosophical, cultural, and educational conditioning thatfollow distinguishable patterns in their relationship with ethical standards that cannot reallychange, and that therefore continue to follow the course which even highly educated ancient

scholars did recognize and document. To focus on the specific components of these productsis to fathom the very incipience of literary and fine art form essential to the development ofthe model masterpiece. This occupation engages our communities in valuable thinking,design, construction, and renovation of resources that promote individual and communityhealth; hence, the realization of benefits to a sustainable social systemthe ability to resolvethe dialectic or revolution. Criteria used to ascertain these qualities appear in componentnumber 6, which follows.

Demonstrate andapply strategicplanning

6. DetailedProject Plan,including the

Timeline thatshows how theProject will becarried out in the6-weektimeframe Developedtimeline; Identified

TIMELINE

Week I (Module 1A)Foundations in Literature

Identify leaders in the work;Send electronic and regular-mailintroductions to the new Program which willbe featured on the literary web,ancientskybridge.com, Facebook, and throughother sources to be announced1. Develop the rationale for the ProgramDevelopment;2. Include the Rationale and all components of

Week II (Module 1B)Further Foundations in Literature

Briefly review and analyze exemplaryworksIdentify principles of masterpiece style

Generate significant completion of theProgram Development/ Implementation ofthe contents of the blueprintSubmit the Weekly Progress Report (10/16)


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CoreCompetencies


Outcomes (MEd)critical successfactors to indicateprogress andresults; Defined rolesandresponsibilitiesfor eachparticipant Resourcesrequired and howthey may beacquired Developed plan

for attainingnecessaryapproval andbuy-in ofeducationalstakeholders inthe community,includingstrategies formanaging riskand addressingany politicalimplication

the Project Blueprint;3. Submit the Blueprint to the Gradebook aftersharing it in the Forum no later than 10/09the first day of Week II

Demonstrate andapply strategicplanning

Week III (Module 2A)The Importance of Tragedy

How tragedy is important to the revelation ofnew knowledge and rationale;How tragedy is important to all areas ofliterature;How concepts and relations of Katharsis

apply to other dynamic functions

Implement Project according to Blueprint andTimeline; submit weekly progress reportSubmit the Weekly Progress Report (10/23)

Week IV (Module 2B)Considerations: Conventional Style

Review common literary termsRelate those terms with the influence of the

ancients, such as Aristotle, Plato, Socrates,Aristophanes, Euripedes, Sophocles

Submit first draft of the final CompetencyReport and Capstone Project (as described inSubmit the Weekly Progress Report(10/30)Module 3, Assignment 3.1)

Week V (Module 3A)Victor Marie Hugos Environment (1802-

1885) andLes Annes Funestes

Look forinfluences of Aristotle

1. Review Module 3, and provide the draft ofthe final Project with the Competency ReportComponents as described in Assignment 3.1(11/20)

Week VI (Module 3B)Hugos Environment, Philosophy, Ethics,

Style and Les Annes Funestes Identify evidence of revolutionary ideas,such as influences of Franois-RenChateaubriand (1768-1848) and Jean-Jacques Rousseau (1712-1778)

Must have submitted first draft of theCompetency Report and Capstone Project to


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CoreCompetencies


Outcomes (MEd)2. Submit to Gradebook3. Provide evidence in a separate document ofthe goal statement, resume, and professionaldevelopment plan created in the ProfessionalProgram identified in Assignment 3.1.3, andsubmit to the JIU Online PortfolioSubmit the Weekly Progress Report (11/06)

the Gradebook by the end of the first day ofModule 3BSubmit the Weekly Progress Report (11/13)

Integrateassessmentstrategies toimprove adultlearning

Week VII (Module 4A)More Topics that Relate to the Romantic Era

and Revolutionary Literature

Publish, Publicly Present, Finalize ProjectWork

Week IIX (Module 4B)New Terms, Concepts, and Issues to Add tothe Pedagogy (very brief, may be completed

in Week VII)

Competency Report (11/20)Peer Reviews (11/21 and 11/24)Final Capstone Report (11/26Saturday)Resumes (11/26)Sponsor Comments (11/26)

Submission Date: Type of Work:

Title, if any: Date of Evaluation:

Levels of competency inspecific objectives

Learning ObjectiveSome

FluidityDeveloping Little

Interest

1. Recognizes aesthetical and cultural qualities ofliterature

2. Applies approaches to their reading and criticalanalyses of rhetorical, literary, aesthetical issues ofnumerous genres.


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CoreCompetencies


Outcomes (MEd)3. Synthesize understanding for progressive educationin respect to integrated aesthetical values withincultural texts.

4. Demonstrate competency in respect to literary genre,philosophic foundation, and literary form.

5. Consider and write about analytical characteristicsof the psyche in terms of characterization, plotdynamics, conflict, and aesthetic.

6. Objectively and persuasively combine the

rhetorical strategies of narration, exposition,persuasion, and description that demonstrates acommand of standard English and the research,organizational, and drafting strategies of WritingStandard 1.0 (ICAS, 2002, p. 70).

7. Recognize and validate the language acquisitiondevice associated with linguistic universals andtransformational grammar.

8. Demonstrate understanding of the innateknowledge of universals, linguistic experience, and

idiosyncratic, language-particular properties of atarget languagethe language of the mind--from apsycholinguistic approach (Radford, 1989, p. 37).

9. Demonstrate an ability to critique diction andsyntax to the purpose of oral communication and the

impact of words, and to analyze the technique used inmedia passages and to evaluate their effectiveness

(ICAS, 2002, p. 76).10. Recognize instances of subconscious, conscious,

Integrateassessmentstrategies toimprove adultlearning


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CoreCompetencies


Outcomes (MEd)unconscious, subliminal associative thought.Comments:

7. Materials andResourcesRequired forSuccessfulCompletion

A recent edition of the Oxford Encyclopedia of Literature

This is only an introductory program, but the following are recommended, affordable copieswhich may be located through online searches and as described:Aristotle and S. H. Butchers The poetics of Aristotle (2011);

Aristotle, S. H. Butcher, and F. FergussonsAristotles poetics (dramabook) (1961);A. Dunn and A. SingersLiterary aesthetics: a reader(2000). Sachs, J. (2001; 2005). Aristotle: poetics.Internet Encycopedia of Philosophy athttp://www.iep.utm.edu/aris-poe/ ;S. Schamas Citizens: A chronicle of the French Revolution (1989)Victor HugosLes Annes Funestes (if you cant find a copy, I will provide one from anoriginal undated and instructional work published by Collection Nelson, Charles Sarolea (thelate Doctor of Letters at the University of Edinburgh)

Complete acapstone projectthat demonstratessuccessfulapplication of theknowledge andskills acquiredduring tenure at

JIU to a realeducational issueor opportunity

8. PresentationOutline that

explains how theproject will bedisplayed forfinal review

Although each course will be placed on a new page of an instructional web, the contents maybe so lengthy that a scan of the screen in which the web contents appear may exclude some of

it. Therefore, the following will be displayed for final review: A sequence ofthe courses by title and that follow; The content of each course following each title; and A feasibly sized screen shot of important features that are a part of the web content


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References

Aristotle & Butcher, S. H. (2011). The poetics of Aristotle. Martino Fine Books. Eastford, CT: Martino Fine Books.

Aristotle, Butcher, S. H. (Translator), & Fergusson, F. (Introduction). (1961).Aristotles poetics (dramabook). NY: Hill and Wang.

Dunn, A., & Singer, A. (2000).Literary aesthetics: a reader. Oxford UK: Blackwell Publishers Ltd.

Intersegmental Committee of the Academic Senates (ICAS) (Spring, 2002). Academic literacy: A statement of competencies

expected of students entering California public colleges and universities. Sacramento, CA: ICAS. Retrieved from http://icas-

ca.org/Websites/icasca/Images/Competency/AcademicLiteracy2002.pdf

Radford, A. (1989). Transformational grammar. Cambridge, UK: Cambridge University Press.

Sachs, J. (2001; 2005). Aristotle: poetics.Internet Encycopedia of Philosophy. Retrieved from http://www.iep.utm.edu/aris-poe/

Schama, S. (1989). Citizens: A chronicle of the French Revolution. NY: Alfred A. Knopf.

Aesthetics Through the Classical Masterpiece--An Introduction and Program Development Blueprint

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