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Reading/writing folio:
Article review – Creative Darwinism
Revised summary of 'How to make a music scene'
Evaluative paragraph on Nick Allbrook's theory of 'Creative Darwinism' (250–300 words)

Report:
Choose topic for research report
Do survey for research report
Introduction of research report and two references

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Artist profile (500 words)

Album review (500 words)

Summary – factors that create music scenes (200–250 words)

Reflective journal (your perspective on music scenes)

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How to make a music scene summary writing

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How to make a music scene summary writing

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Structure:
TS: Main idea – Byrne's overall pespective on how builds a music scene
SSs: Explain each factor in your own words and summarise the CBGB example used by Byrne. Do not go into specific details.
CS: Summarise main idea and how it was demonstrated through the example of CBGB.

Referencing info: David Byrne, 2012, How to make a music scene (book chapter title)

Editing checklist:
Ideas/content – main idea (thesis statement), 8 factors, a CBGBs example for each factor, referencing info
Structure – TS, SSs (body) & CS Paraphrasing skills – is it too similar? does it retain the original meaning? have enough paraphrasing techniques being used
Mechanics - grammar, spelling, vocab, punctuation, sentence structure, reporting verbs, linkers
Don't forget – KILL YOUR DARLINGS!

Example SS:
Byrne maintains that the layout and positioning of a venue is integral to the success of a music scene. He uses the example of CBGB’s intimate spacing to demonstrate how this factor influenced the development of the punk scene by diminishing boundaries between audiences and musicians, and creating more of a community vibe.  Similarly, Byrne also discusses social transparency as an important factor in consolidating a music scene. He uses the example of...

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Reflective journal entry (150–200 words)

Argumentative paragraph with paraphrase or direct quote.

Read Alice Munro short story.

Reading folio review – Improvisation.

Vocabulary progress test: https://tcole.trinity.edu.au/mod/quiz/view.php?id=87746

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Review vocabulary from 'alloparenting' article.

Dual-earning

Lean in/opt out

God-parenting

Alloparent/alloparenting

Dysfunction

Adulterous

Erratic

Monopoly of care

Childrearing

Peer review 'alloparenting' argumentative paragraphs.

Reading folio - reflective journal writing (weeks 3-5).

What are your first impressions of ACE?

What have you learnt so far?

What kind of family do you have? What issues affect your family? (relate this back to the activities we have done in class, such as the readings and the video).

What is a book you have recently read and why did you enjoy it?

Read your Alice Munro short story.
Consider...
Who are the main characters? What is their relationships to each other?
What happens in the story? (map out a basic plot structure)

Underline/circle
Character names
Recurring motifs/images/symbols
Metaphors/analogies
Intertextual references
Any unusual/unknown vocal

Silence - Hulk, Zoe, Michael, Sunny, Louise, Josh, Thea, Jenny

https://www.newyorker.com/magazine/2004/06/14/silence-4

Soon – Yue, Cloud, Allan, Louise, Yeeree , Rebecca
https://www.newyorker.com/magazine/2004/06/14/soon-2

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Reflective journal entry (Study techniques for listening and speaking test/challenges and expectations).

Listening and speaking test preparation.

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Reflective journal entry (test prep).

Integrated listening and speaking test.

Reading folio part B article review and group presentation.

Edit academic paragraph on 'shaming'.

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Semester 1:
Reading and writing folio A (week 10)
Vocabulary test (week 10)

Semester 2:
Group report (week 18)
Oral presentation (week 19)

Semester 3:
Integrated reading and writing test (week 24)
Vocabulary test (week 24)
Reading and writing folio B (week 25)

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All learning modules can be accessed here: https://padlet.com/edwardrush2013/fn2vmu77jj2f

Module 1:
Family, weeks 3–5
Module 2:
Learning to learn, weeks 6–10
Module 3:
Immigration, weeks 11–13
Module 4:
Music, weeks 14–16
Module 5:
Food and diet, weeks 17–19
Module 6:
Social media, weeks 20–22

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Argumentative paragraph on smaller families.

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Upload all of the writing you do in class and at home to your personal folder on Google Drive. All important documents will be uploaded here.

https://drive.google.com/open?id=0B8MjGguYJ-iHdE5wbDFhb0Y0dEU

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Reading folio review – 'Tiger mothers'.

Comparative paragraph on nuclear and extended family structures.

Grammar progress test on TCOLE.

Vocabulary progress test: https://tcole.trinity.edu.au/mod/quiz/view.php?id=82932

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Descriptive paragraph on family roles.

Comparative paragraph on families in the past and present.

Argumentative paragraph on alloparenting.

Reading folio review – 'Alloparenting'

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Reflective journal entry.

Extended writing – restaurant review (for writing folio).

Read Alice Munro short story in spare time and make notes/flag any difficult vocab to cover in class.

Keep working on improving and editing your reading and writing folios.

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Clean up Google Drive folder.

Review paragraphs and choose best three for writing folio.

Extended writing – reflective journal.

Extended writing – short story.

Read novel of choice and complete reading folio template.

Vocabulary progress test (practise for actual vocab test – not the real test): https://tcole.trinity.edu.au/mod/quiz/view.php?id=87746

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Clean up reading and writing folio (3 paragraphs, 3 article reviews and 2 book reports - due Friday).

Review Alice Munro short stories from week 6 and complete book report.

Reflective journal entry.

Vocab test prep (scheduled for Friday).

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Article review (family): Tiger mothers
Article review (family): Alloparenting
Article review (learning to learn): Improvisation
Short story book report (family): Alice Munro
Novel book report (learning to learn): Novel of your choice

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Article review (music):
Article review (music):
Article review (music)
Article review (food):
Article review (food):
Short story report (food):
Novel report (food):
Article review (social media):
Article review (social media):
Article review (social media):

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Learning to learn – Listening

Discuss: Hw do you like to learn?

Watch video and take Cornell style notes

Complete reading comprehension questions

Write as summary of the video and add new words to your vocab lists.

Jigsaw reading – Improvisation

Work in groups on one part of the reading

Underline/circle any new vocab and add to vocab lists

Discuss the main idea for your section

Discuss the sub-ideas for each paragraph

Discuss the method used by the author to develop their main points

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Reflective journal writing overview

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Jigsaw reading – improvisation - review

Work with another group who completed a different part of the reading and explain the main points covered in your group's section

Introduction to paraphrasing, quoting and reference

Read the two paragraphs from the improvisation reading – how are they different?

Add a direct quote or paraphrase to your argumentative paragraph on alloparenting

Reflective writing
Write a reflective journal entry about your learning experiences.

Consider…

A new learning technique you tried since starting ACE (I.E Pomodoro technique)

What learning style you prefer (auditory/visual/kinaesthetic) and how you have used this in ACE

Difficulties you’ve had with learning/studying (procrastination)

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Learn about the Integrated Speaking and Listening Test

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Reflective journal questions

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Reading and writing folio debrief and feedback

Writing folio:
- One compare/contrast paragraph
- One argumentative paragraph
- One descriptive paragraph
- One extended piece (500 words)

Reading folio:
- One article review - Tiger Mothers
- One article review - Beyond the Nuclear Family
- One article review - Improvisation
- One short story review - Alice Munro
- One book report - Novel of your choice

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Analysing story: Alice Munro & short story writing

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Learning how to improvise – reading folio

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Learning how to improvise – reading folio

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The Chinese philosopher Han Fei Zi ( c280-233 BCE) had a deep influence on the development of Chinese bureaucracy, because he proposed that decision-making be taken out of the hands of individuals (with their unreliable intuitions and methods) and placed within a set of rules (simple, impartial and inflexible). This is the principle of xingming: a ruler can best rely on officials who follow his rules, not their own impulses.

Han Fei Zi tells a revealing story of Lord Zhao, who had a cadre of personal and professional servants, including a cap valet and a separate cloak valet. One day, while the lord was out on an expedition, he became drunk and fell asleep. The Valet of Caps, seeing that the lord was cold, placed the cloak over him to keep him warm. When the lord awoke, he was pleased to find the cloak on him and asked who put it on. The Valet of Caps proudly stepped forward to take credit, but when the lord heard this, he punished both the Valet of Caps and the Valet of Cloaks. The lesson: never do another person's job. Rather than use your own judgment to solve a problem, just conform to the system's division of labour.

Moving decision-making away from people and putting it in stable institutions is a successful strategy for large, complex and expansionary societies, which are increasingly made up of strangers. On the other hand, bureaucracy is soul-crushing and alienating in its inflexibility and inhumanity. What is more, it exacts a psychological price.

In their book Engineers of Jihad: The Curious Connection Between Violent Extremism and Education (2016), the social scientists Diego Gambetta and Steffen Hertog characterise the rule-following mindset as thin-skinned and inflexible. Rule-followers are easily bruised, when expectations are not met, and uncomfortable with ambiguity: seeking 'cognitive closure' wherever possible. They tend to accept prevailing hierarchies of power and thrive within predetermined institutional structures. Interestingly, the rule-follower also shows high degrees of psychological disgust when encountering unfamiliar experiences or norms.

Yet life is intrinsically changing, moving, disappointing and positively surprising. Meeting life with unbending expectations is a recipe for disaster. Those who expect the world to conform to their preset calculations and predictions are destined to be frustrated. They are uncomfortable with spontaneity, and rail against deviations.

Another important Chinese philosopher, Laozi (5th century BCE), promoted fluid and improvisational thinking to bring the sensitive person in line with the Dao (the Way of Nature). According to Laozi, it is by being receptive to immediate experience ( wu-wei) that the wise person adapts perfectly to the unique needs of the situation. Perhaps the Valet of Caps was an under-appreciated Daoist in a court of Han Fei Zi bureaucrats.

Given what we know about rigid and doctrinaire thinking, the Daoist approach sounds pretty appealing. Our bohemian tendencies assume that improvisation is the antidote to rigid thinking. But improvisation isn't foolproof either. We live in an age of chaotic political improvisation, which is hardly reassuring at a global scale. So if we want to overcome the rigidity of the bureaucrat, how do make sure our improvisations don't go sour?

Many of us have had the excruciating experience of watching bad jazz players struggle to articulate a solo, or uncreative comedians writhe painfully on stage, or public speakers go off-script and crash magnificently on the rocks. Some of us have been those jazz musicians and public speakers. And it reminds us that, while ad-libbing can produce novel solutions and genius expressions, sometimes it flounders horribly and does damage instead.

Anyone who has played improvisational music with others is familiar with the virtuoso who has great skill and expertise but bad social sensitivity. In performance, he tears into melodic acrobatics, but never listens enough to know when to stop, or hand it over to another player, or modify and adapt to the aural environment. His narcissism undoes his own musicality. And it can go the other way too, since the overly shy improviser never gets courage enough to assert his musical ideas. A psychological balance of humility and hubris facilitate good improvisation, not just in music but in art, science and business.

Sometimes, the problem is a kind of domain overreach. The great physicist, for example, is not automatically qualified to make good poetry. The great business-person is not inevitably effective in the domain of government. And yet, sometimes, overreach is exactly what is needed. One is reminded of George Bernard Shaw's quip that 'All progress depends on the unreasonable man.' Perhaps good improvisation is discernible only in hindsight; we know it's good because it worked.

However, this cannot be entirely correct. Often, we do know good improvisation when we see it in action. Watching a football game, you can tell when a player or team is making smart adaptive moves - responsive to the immediate conditions - even when some bad luck or last-minute mistake derails an otherwise skilful trajectory. Even when they lose, we can still see good improv in process. It's just that there is also bad luck and, sometimes, even better improvisers on the other side. And we can similarly recognise good musical and medical improvisation while it's happening.

The bad improviser makes moves that are maladaptive. And the single greatest predictor of quality improv is simply experience. But there's nothing simple about experience. A great jazz improviser such as Miles Davis had thousands of hours of practice and problem-solving underneath every one of his improvisational flights. This kind of experience makes good improv highly intuitive in a biological sense, not a mystical sense. It taps into the subtle systems of animal awareness, mostly unconscious, that we all possess, such as body-awareness (proprioception), personal space (proxemics), and arousal states such as fight or flight. Muscle memory is loaded with this kind of intuitive wisdom.

Improv is also highly adaptive because it seeks to fit (adapt) to an environment, to fit a structure to a function, a part to a whole. Primates and other mammals improvise occasionally (eg, piling boxes to reach food, etc), but humans are masters of repurposing materials to new functions - turning reading-glasses into fire starters, dental-floss into fishing line, and duct tape into everything else. We are the improvising apes.

This kind of decision-making is particularly valuable in situations of resource deficiency. The perfectly provisioned kitchen or tool shed has an implement for every task. But the improviser does not have such optimal resources. And this paucity of resources is the very condition of creativity because it forces a kind of lateral thinking. Think of the army surgeon in the field performing a procedure under very difficult conditions: the resources are poor, but with sufficient experience, these can induce improvisational creativity in medicine as much as in kitchen tinkering.

Improvisation is rule-governed in some cases, but moderately so. It is a flexible practice that sees rules as elastic. Improv is serviceable rather than optimal. If I'm playing with a pianist who plays an A-minor chord, then I can play a solo in a pentatonic scale for a bluesy flavour, and I can throw in a Dorian modal phrase for darker shades, and a natural minor for Aeolian mode. But I cannot do much with a D b note (unless I'm deliberately flaunting the rules for dissonant purposes). The point is that improvisational manoeuvres already exist within a system of received conventions, and only experience can help you decide to respect or ignore them.

Failing is a major aspect of improvisation. Failure is the thing we learn from, so it's the cornerstone of productive experience. Aristotle described improvisational decision-making as 'practical reason', distinct from rule-following logic. He says that young people can become experts in geometry, maths and similar branches of knowledge, but we don't usually consider a young person to have good improvisational skills. 'The reason is that [practical reason] includes a knowledge of particular facts, and this is derived from experience, which a young person does not possess; for experience is the fruit of years.' I think we've all known enough young talent to doubt his generalisation about age, but his wider point about experience is correct. And there's something especially impressive about the deeply experienced improviser, whether conducting a symphony, performing surgery or teaching in a kindergarten.

Ultimately, improvising is a form of receptivity to experience, and also a behavioural style based upon that experience. It evolved as part of our cognitive operating system to make good use of available resources. It is a fundamental inheritance, emerging out of our primate evolution. But the narcissistic improviser and the inexperienced improviser - so popular these days in politics and celebrity culture - leaps tragically into delicate situations with no plans, practice, tact or ability to read the room. That is an improvising ape of an altogether different kind.

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We could all do with learning how to improvise a little better - Stephen T Asma | Aeon Ideas

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The Chinese philosopher Han Fei Zi ( c280-233 BCE) had a deep influence on the development of Chinese bureaucracy, because he proposed that decision-making be taken out of the hands of individuals (with their unreliable intuitions and methods) and placed within a set of rules (simple, impartial and inflexible).

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Silence – comprehension questions

What is Juliet and Penelope's relationship to each other? Describe it in one sentence.

What is Juliet's job?

Where is Penelope when the story begins?

Why does the author use italics?

What does the birthday card indicate?
Who is Eric?

What were Eric and Juliet fighting over?

What happened to Eric?
Who is Heather?

Hold old were Penelope and Heather when Eric died?

What is the significance of the middle section in the story that reflects on Eric's death? How does this illuminate Penelope's motives and character?

When Juliet says she told Penelope 'everything' what does she mean?

What is the significance of the story about the queen of Ethiopia?

Do you think Penelope and Juliet should have reconciled at the end?

Soon – comprehension questions

What do you think Juliet's parents are like based on the prints she buys them st the beginning of the story?
Who is Sam and Sara? Describe their relationship to Juliet. Who is Sara? What is her job?
What is wrong with Sara? Why does she need 'help'?
What kind of 'Dad' do you think Sam is/was?
What is the significance of Juliet's dream?
Who is Don?
Why does Juliet 'turn away' from Sara at the end? How would you describe the state of their relationship by the end of the story?

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What kind of language will help me follow the lecture

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Wednesday: integrated reading and writing

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Wednesday: integrated reading and writing

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Speaking and listening example test sheet

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Speaking and listening example test sheet

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Vocabuary test

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Task: Written summary & argumentative paragraph

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Task: Written summary & argumentative paragraph

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Write a summary of the lecture we listened to this week in your own words, then write an argumentative paragraph:

Do you agree or disagree?

Use a quote/paraphrase from the transcript in you paragraph.

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The pressures and pace of modern life has made parents and children stressed and miserable. With the rise of dual-earning families, mothers, and increasingly, fathers are struggling with work-life issues, forcing many to lean in or opt out. But is it truly modern life that's at fault or is it our expectation that two people - whether hetero or same-sex - can do it alone and do it well? Is the nuclear family all it's cracked up to be?

Despite the belief that monogamous male-female bonding is how mothers and children were supported and thrived, the anthropologist Sarah Blaffer Hrdy and others believe it was actually female cooperative breeding, or alloparenting - 'sharing and caring derived from the pooled energy' of a network of 'grandparents, aunts, uncles, siblings, distantly related kin, and non-kin' - that shaped our evolution.

Shared parenting is likely in our genes. It works. So why do we cling to the idea that the nuclear family is the best way to raise children?

The nuclear family can be extraordinarily dangerous for children. Some - often children of educated and privileged families - are buckling under pressure to succeed and are committing suicide at alarming rates. Those in the United States who experience parental divorce are overwhelmingly being raised in poverty, which has lifelong ramifications on their health, wealth and education. At the extreme, some 500 children a year are murdered by their parents in the US, and millions more are abused and neglected, with inadequate systems to help them until damage is done.

But even in so-called 'normal' families, children can't escape some sort of dysfunction, whether they're being raised by a parent who is depressed, adulterous, emotionally cold, smothering, absent, angry, passive-aggressive, narcissistic or addicted. The moral philosophers Samantha Brennan and Bill Cameron suggest that love-based marriage, with the ' instability, tension, and even violence that too often forms a central part of romantic conflict,' doesn't always offer children the stability and security they need.

Parents, too, struggle. It is a lonely, isolating and exhausting business, especially for mothers, who still typically do the bulk of childcare. They pay a huge price for it. Not only do many forsake career opportunities and income, but they also are subject to societal idealisation of motherhood and then shamed and blamed for any perceived failings, most often by their own children.

With all that, can we raise children better? Yes. Rather than leave childrearing solely in the hands of one or two people, it would help everyone if we approached it more along the lines of the old African proverb: 'It takes a village to raise a child.' We should take alloparenting to the next level: quality and trained caregiving that is shared, continuous and, most important, mandatory.

For the philosopher Anca Gheaus, communal childrearing makes a lot of sense. In a series of papers, Gheaus explores what childrearing ideally would look like based on children's rights and emotional needs. While acknowledging that some parental power and decision-making is essential until children can care for themselves, parents often use their power arbitrarily and in their own best interest - not necessarily their child's. Being a parent shouldn't automatically give someone a 'monopoly of care' over a child, she says, especially since anyone can become a parent without having any training or undergoing any testing to see if he or she's up for the job.

Which is why Gheaus suggests that some non-parental care should be mandatory. If childrearing became more of a communal obligation, all children, whether subject to disadvantaged socioeconomic backgrounds or just bad parenting, would benefit. More people would be invested in their lives, and the children would be exposed to a variety of opinions and lifestyles that would enhance their budding autonomy. Having numerous caregivers would expose bad parenting earlier, too, and help to mitigate it. And as they grew into adulthood, children would be more likely to be compassionate - or at least open-minded - toward people whose beliefs and values differed from their parents'.

But how to make that happen?

The collective childrearing on Israel's kibbutzim has been lauded for giving children high-quality care in a supportive environment, despite problems with its approach to communal sleeping in its early years. While many parents might not opt to live in a communal setting, there are other ways to provide children with a network of people, ideally not related, who care for them.

It could take the form of formalised, but non-religious godparenting, in which children are assigned caregivers who live outside the family home and are willing and able to help care for them several hours a week while they are young, and then become trusted confidantes as they age. There are many men and women who either don't have children or whose children are grown - or perhaps disenfranchised - but still want to make a difference in a child's life. Allowing more people to be involved with the lives of children would create a real, communal investment in the future.

It's easy to see how parents would benefit. Having a trusted, loving network of caregivers would give moms and dads a much-needed break to spend time with each other or alone. They would feel less overwhelmed, especially if they have children with learning challenges or physical disabilities, or have erratic work schedules. It would also help them better manage the ambivalent feelings that parenting elicits, which is 'inevitably accompanied by anger, frustration, and occasionally even hatred,' Gheaus writes.

In some ways, we are already doing a form of alloparenting. Many children are raised with multiple parents, whether through same-sex coupling, divorce, open adoption, polyamory or reproductive technology. The sociologist Karen Hansen notes that dual-employed parents rely on friends, paid caregivers and relatives to help. Teachers, coaches, tutors and mentors often fill in the gaps. But many come and go.

And that's the problem. Children can be cut off from loving caregivers, often because of parental needs or whims. Sometimes they lose access to relatives after a divorce, or to beloved neighbours because of moves or rifts; long-term nannies or babysitters are fired with no regard to a child's desire to continue the relationship. Parents have no moral right to do that.

Besides helping children and parents, alloparents would benefit, too; they'd have richer, deeper relationships with more younger people who just might be more inclined to care for their caregivers as they age.

It would, of course, require a revolution in childrearing, Gheaus admits. And parents would have to get over the jealousy they often feel when their child loves someone else. But as parents struggle with work-life issues and the divide between the haves and have-nots grows, who is truly keeping our children's best interests in mind? Alloparenting is the best way for both children and parents to flourish.

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There is a better way to parent than the nuclear family - Vicki Larson | Aeon Ideas

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The pressures and pace of modern life has made parents and children stressed and miserable. With the rise of dual-earning families, mothers, and increasingly, fathers are struggling with work-life issues, forcing many to lean in or opt out.

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Yue & Rebecca
Allan & Louise
Jenny & Ludex
Yeree & Cloud
Sunny & Josh
Michael & Zoe
Thea & Hulk

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Edit argumentative paragraph on 'shaming'.

Submit article review on music, arts or culture to Google Drive.

Reflective journal entry (how did you go on the listening and speaking test? What areas do you need to work on in the future?).

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Speaking practise in pairs using the 'Boost' example.

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Morning: Listening test

Afternoon: Speaking tests begin

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In groups of two/three, find an article for your R&W folio on music, art or culture.

While the other students are doing their speaking exams, complete your article review in your groups and prepare a short presentation for the class. Everybody in your group must speak.

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Orientation
Topic introduction
Context
Focus & personalisation
Lecture plan
Thesis
Evidence
Analysis
Theory
Rebuttal
Evaluation
Conclusion

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12:30 – Evan Burge Room 4 (for any students who couldn't do the test or had major issues with the WiFi).

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Continue to work on your article review and group presentations.

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Yue & Rebecca

Allan & Louise
Jenny & Ludex
Yeree & Cloud
Sunny & Josh
Michael & Zoe
Thea & Hulk

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Wednesday: Reading and writing folio feedback

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Wednesday: Reading and writing folio feedback

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Do some research on your favourite band or musician and write three descriptive paragraphs about them for your writing folios. Begin with a bio, a paragraph about why they are important to you and then a paragraph about your favourite song (this can be submitted for your extended piece).

You will also do a short presentation on your favourite artist on Friday. Either create a Padlet or PPT presentation to go along with it, including pictures and videos, and an example of your favourite song.

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Friday: Descriptive language - Adjective (Relative) Clauses

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Friday: Descriptive language - Adjective (Relative) Clauses

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The grammar focus in the unit is the use of appositives and adjective (relative) clauses. These are great tools which allow you to give more information and be more descriptive.

First, the video below refreshes our knowledge of relative pronouns eg. who, whom, that, which. Then, it looks at using these pronouns as part of relative clauses which make your sentences more descriptive.

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Relative Pronouns & Clauses - English Grammar Lesson

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Appositives are another nice way to add information and description.
Let's have a look at them

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Introduction
Tell the audience who you will be talking about. Outline the overall structure of your presentation

Body
1. the artist: who they are, and what's special about them
2. the song: what it is about, and why you chose it. Does it resonate personally with you in some way or remind you of a particular person or time in your life? Or perhaps you just like the way the music makes you feel?
3. the effect of the song: how it made you feel, and how it is different/similar to other music you like
4. recommendation: who would like this song, and why.

Conclusion
A final statement about the song and the artist. Has the song changed the way you think about music?

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Article review – David Bowie (upload to Google drive)

Reflective journal entry (your perspective on music personas).