Writing a Final Project Description Paper

The final project has two phases

1. phase one: beginning work 2nd may, submit online by evening 7th may: In phase one, decide which topic on which you will work and begin work on the following pieces

(1) your question and a brief thesis statement

(2) an annotated list of sources, in which you list and briefly describe your primary and secondary sources, obviously, the sources should include articles or books we have read this semester (list with some text).

in class 8th may, we will work on sources and drafts. come prepared to share your work with other people and to give suggestions to your colleagues. posting a response on the course site to help one of your colleagues out is also useful

3. phase three: submit by 11th may. the final draft of your essay

the final draft of your essay should be 6 to 8 double spaced pages in times 12, Cambria 12, or Helvetica 11, normal kerning and margins

remember that essays without citations in text and works cited page will be returned summarily with a failing grade

**remember the distinction between primary and secondary sources? if not, look it up!

grading and brief warnings

rubric for evaluation:

argument about theme / question 10

work with primary source example 10

use of secondary sources 5

writing 5

process 5

(For a total of 35 points)

explore, experiment, enjoy. these questions can send you to the mfa, the library, MIT’s visualizing cultures website, canopy, or YouTube. the most important consideration is how you work through a theme (laying it out through secondary sources, working it out with primary source)

remember that your work should include primary source and secondary source material that we read in class. other material should only appear if it is from (1) secondary sources in peer reviewed academic journals (2) primary sources from course links or other reputable primary source collections to repeat the above.

Essays without proper citations will be given a failing grade not meeting the deadlines for the phases of the project will lead to reduction or a zero for process grade essays without close engagement with primary source material will not receive credit for the work with primary source example grade question one,

in which saturated potentials muddle the science of the possible Zhang hongtu, “soy sauce Mao drawing” soy sauce on rice paper mounted on pages of the red book and sealed with epoxy resin.

31x 23.5 inches, united states 1994 (Zhang hongtu 2001)

untitled

Three years ago, the music stopped

Freed fingers drew circles on a glass surface

A small patch of sky

Cut out by the window

Talked

But no longer emitted sound

Words dispersed outside the window

Looking at them they turned into apples

Sounds slowly penetrated fruit

(Duo 2002 [1995])

First think about the historical context and meaning of the above primary sources. How might they engage in nostalgia for the past? Political Resistance? What metaphors do they employ? How might the metaphors be connected to context? Resonate with or resemble other primary sources?

Now, focus on one of the meanings or metaphors that you have thought about. Making that meaning or metaphor the topic of your essay, think of one other primary source from our course this semester that might illuminate your topic.

For example, if your topic is “resistance” think about another primary source in which resistance is disguised or oblique. Write an essay in which you describe the context of your sources, interpret your sources, and show how they illuminate your topic.

hint: it could be something about the critical power of nostalgia, whether if it really is resistance if it doesn’t have an explicit ideology, the role of artists in complicating our view of history, or something else that you see in the above primary sources

one of our favorite theorists in this regard is Weller (1994). look at the last two or three paragraphs of this link to a chapter of Weller’s _chaos and control_ , for example

question two, in which sampled motifs remix tradition

“Confuses the ear.” reworked religious iconography in Taiwanese hip hop. Image courtesy nongli cultural creation studio

go to the museum of fine arts as you face the museum’s main entrance on Huntington, look toward the lawn in front of the left side of the main building. there, you will find a sculpture that resembles a large rock. continue into the museum and visit the following locations:

1. The exhibit on Chinese furniture. in this exhibit, look more closely at the sculptures that most resemble the one that you saw outside. reading the notes on the sculptures will be useful
2. Go to the linde family wing and enter the exhibit called “seeking stillness.” there you will find a room with sculptures like the ones you have seen, one in reflective metal. look at the sculpture and take some time to learn about how it was made.

Compare and contrast the two sculptures: How do they resemble each other? How are they different? How might they have different contexts or meanings? With that in mind, think of an example from our reading, viewing, and listening so far.

To what extent have East Asian artistic, philosophical, or political thought and movements identified with yet reworked the past? How have these responses, revisions, or inventions of tradition positioned East Asia internationally?

Remember to illustrate your essay with useful context from secondary source material and to work carefully through a primary source example. Question how the pieces you look at exemplify, challenge, or challenge that concept

hint: it is more important for you to work through the case that you choose than deal at length with the material above

Question three: in which found objects resonate with a theme send off for takasago giutai (indigenous volunteers) in taitung, ca. 1943. photograph courtesy meijin misak

think of two contrasting primary sources we have looked at in this course. they may be from different countries in east Asia or from different decades the primary sources may include visual art or music, eyewitness accounts, a letter, pieces of creative writing, lectures we have looked at or read in this course. these two primary sources will serve as an example of the theme that you will develop.

Alternately, you may begin with one of the below themes then choose the example for your essay, make sure that you write a short description of the pieces (what is it? when was it made / written / produced? where was is made? any other pertinent information?).

chose a theme to bring your examples together:

1. gender 2. hybridity 3. nationalism
2. art and revolution / politics
3. democratisation

To create the essay, show how one of your primary sources exemplifies the topic through reference to secondary sources that outline the historical context. for your essay, make sure that you write a short description of the pieces

(What is it? when was it made / written / produced? where was is made? any other pertinent information?). also discuss in relationship to the theme something about historical memory–for inspiration… send off for takasago giutai (indigenous volunteers) in taitung, ca. 1943

a piece of popular culture–from the work of the Taiwanese death metal band, chthonic

Seagulls open their wings, flying ever further

Calling to me as I cross the ocean

Each brilliant shaft of blood red sunlight

Sends off the young men in search of glory

Worn uniforms, worn skin

Blood-soaked army insignia impressed in the soul

Accompanying the white clouds, blue sky above me

The memory of battle flags flying

Our ancestors’ souls are held in bondage

The glory of tattooed faces has dimmed

Seagulls open their wings, flying ever further

Calling to me as I cross the ocean

Each brilliant shaft of blood red sunlight

Sends off the young men in search of glory

My devastated soul leads me Our ancestors’ souls are held in bondage

Sun’s explosion lights the sky The glory of tattooed faces has dimmed

Worn uniforms, worn skin

Blood-soaked army insignia at peace in the soul

Accompanying the white clouds, blue sky above me

The memory of battle flags flying

As the gale blows in the harbour

The men embark for battle

Their imposing spirit shakes Takao

And impinges on our future

You sent me off at the harbour

Teary eyes watching the reflection of my boat

Wait for me to return in triumph

To complete our unfinished dreams

–Chthonic, “Imperial Army” (Chthonic 2011)

link to video of above song at YouTube

(Yes, click on me)

Bibliography

Chthonic 2011. “Huang Jun [Takao]” music video, Taiwan. 4:20. available online at http://www.youtube.com/watch?v=c3t-0MIy-fc last accessed 3 December 2015.

Duo. 2002. The Boy who Catches Wasps: Poetry of Duo, tr. Gregory B. Lee. Brookline, MA: Zephyr Press.

Hatfield, DJ W., n.d. “Keeping’ It Real in Taipei: Hip Hop as Historical Practice” article

presented at the annual meetings of the International Conference for the Study of Popular Music,

U.S. / Canada joint meetings, spring 2005.

Zhang Hongtu, 2001. Material Mao. Multimedia installation mounted at the Bronx Museum of Arts,

1995. Images and reviews available at momao.com

Weller, Robert 1994. Resistance, Chaos, and Control in China: Taiping Rebels, Taiwanese Ghosts, and Tiananmen. Seattle: University of Washington Press.

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