The Parallels of Creativity Nick Gutierrez Project Mentor(s): Ali Ünal, PhD
Having dabbled in literature, drawing, music, and film, I have noticed that the process of creation hardly differs across each genre. All creativity stems from one small idea. For instance, when an author is brainstorming what to write in an essay, they have examples and quotes they know will be helpful, but are unsure where to include them in their argument. Or when a painter is beginning a new piece, they already have a color scheme in mind, but no clue what the final design will look like. The great E.L. Doctorow once said, “Writing is like driving at night in the fog. You can only see as far as your headlights, but you can make the whole trip that way.” This concept applies to more than just writing. The artist knows they have something that will be impactful on their project; they just need to figure out how to reach that moment. For my short film, the creation process rooted from the title of the radio show that I cohost with my friends called “Settin’ the Record Straight.” I knew I had to include a scene where I hear a record player malfunctioning in another room so I could physically set the record straight, I just didn’t know the before and after of that scene. At SOURCE, I will share my 5–6-minute short film and then use the rest of my time to talk about my writing process and my argument on creating art. Presentation Type: Oral Presentation (May 20, 9:30am–5:00pm) Keywords: Film, Art, English, Storytelling, Creation SOURCE Form ID: 134 Learning Across Borders: Composition, Nationalism, and the Rise of a Multiculturism Pedagogy Jaime Hernandez Morales* Project Mentor(s): Dan Martin, PhD Composition classrooms and standardized English are often presented as neutral spaces, but they have historically been shaped by nationalist and racial hierarchies. The exclusion of people who do not speak “good” English is reflected more in society now, but the composition course can be a solution to an ever- developing problem. I will explain how nationalism is rooted within Standardized English and within Composition rhetoric, and how, by using a multicultural approach through a multimodal pedagogy, we can promote inclusion. As well as fostering empathy within all the students, making the underrepresented groups finally feel like they are being seen and heard. By stepping away from Eurocentric literature and expanding from the box we have put literature into, being just referred to as books. We can use multicultural and multimodal pedagogy to show how film, art, and music can create a neutral space. By doing that, we can create transferable knowledge and empathy for all the groups within a composition course. The nationalist term of “good” English within our society, but most importantly within academia, should not determine who gets to learn, succeed, or be called a “true” American in the US. Presentation Type: Oral Presentation (May 20, 9:30am–5:00pm) Keywords: Composition rhetoric, Multiculturism, Standardized English, Nationalism, Multimodal SOURCE Form ID: 123
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