Day Eight – Final Project Proposal

Creativity in Activities of Digital Humanities

This project will propose a constructed, ideal class within a high-school setting, examining Frankenstein as an English subject and utilize digital sources and tools. Specifically, this class will also utilize creative-writing in most of the assignments for digital humanities such as a final group project.

As presented in Battershill and Ross’s academic writing on designing classroom, activities can serve as exploration but require balancing integration and flexibility. As described in their textbook, “creative exploration in classroom activities is nothing new for instructors… the digital humanities offer new compasses and maps for such exploration” (Battershill, Ross, pg. 80). I would utilize these examples of classroom activity design (such as ‘character role-play or debate’ for example) but combine elements of creative writing to see how students react and display their results and findings to the classroom.

To that end, I’ve come to the theory that activities for digital humanities can begin at the earliest stages before college by using a more common subject of humanities (or English). I’ve reached the position and idea that speculates that creative writing could be conducted through digital humanities and I would like to examine how such a relationship could benefit the classroom. If proven accurate, these modified digital activities for humanities could benefit the student’s learning of both technical and creative writing.

The methodology would be from the syllabus (or sequence of activities) planned out for this ideal class. Primarily, however, I wanted the project to focus on a final group project that would be theorized as the clearest example of my reasoning, digital activities utilizing creative writing by examining Mary Shelley’s Frankenstein. In this final group project, I would essentially have groups of three or more students work together in writing a “chapter” that would serve as a hypothetical addition to the story of Frankenstein. The assignment would require using The Memoirs of Elizabeth Frankenstein as a template to how to present another perspective of a character for example.

The sources that I’ve chosen for this thesis and proposal are deprived from studies that examine creativity (or creative writing specifically) in academics or examine creativity in part of digital humanities now. I also intend to use common sources of Frankenstein for my main focus for the students while a more recent novel reflecting on a minor character (Elizabeth Frankenstein) as a secondary source. There would be referencing studies of digital humanities within the classroom to complete my understanding and develop the thesis as well.

 

Bibliography

Battershill, Claire, and Ross, Shawna. Using Digital Humanities in the Classroom: A Practical

Introduction for Teachers, Lecturers and Students. Bloomsbury Academic, 2017.

Dalbello, Marija. “A Genealogy of Digital Humanities.” Journal of Documentation, vol. 67, no.

3, 2011, pp. 480-506, ProQuest, http://proxymu.wrlc.org/login?url=https://search-

proquest-

com.proxymu.wrlc.org/docview/864087852?accountid=27975,doi:http://dx.doi.org.proxy

mu.wrlc.org/10.1108/00220411111124550

Fan, Lai-Tze. “”Efficient” Creativity and the Residue of the Humanities.” English Studies in

Canada, vol. 40, no. 2, 2014, pp. 19-24, ProQuest,

http://proxymu.wrlc.org/login?url=https://search-proquest-

com.proxymu.wrlc.org/docview/1658887109?accountid=27975.

Macdonald, D.L., Scherf, Kathleen, ed. Frankenstein, or, The Modern Prometheus. By Mary

Wollstonecraft Shelley. Ontario, Canada: Broadview Editions, 2012.

Mandell, Laura. “William Blake and the Digital Humanities: Collaboration, Participation, and

Social Media.” Studies in Romanticism, vol. 53, no. 1, 2014, pp. 133-146, ProQuest,

http://proxymu.wrlc.org/login?url=https://search-proquest-

com.proxymu.wrlc.org/docview/1549544530?accountid=27975

McVey, David. “Why all Writing is Creative Writing.” Innovations in Education and Teaching

International, vol. 45, no. 3, 2008, pp. 289-294, ProQuest,

http://proxymu.wrlc.org/login?url=https://search-proquest-

com.proxymu.wrlc.org/docview/210673934?accountid=27975

O’Neill, ,C.E. “Composition, Creative Writing Studies, and the Digital Humanities.” Choice, vol.

54, no. 11, 2017, pp. 1633, ProQuest, http://proxymu.wrlc.org/login?url=https://search-

proquest-com.proxymu.wrlc.org/docview/1915872176?accountid=27975

Roszak, Theodore. The Memoirs of Elizabeth Frankenstein. Bantam Books, 1996.

 

Vanderslice, Stephanie. “Beyond the Tipping Point: Creative Writing Comes of Age.” College

English, vol. 78, no. 6, 2016, pp. 602-613, ProQuest,

http://proxymu.wrlc.org/login?url=https://search-proquest-

com.proxymu.wrlc.org/docview/1799924542?accountid=27975

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Project Proposal

5 thoughts on “Day Eight – Final Project Proposal

  1. I’d be curious to know whether you’ve had any luck finding sources that address both aspects of your project simultaneously – digital pedagogy and creative writing. Just glancing at your bibliography, it looks like each of them addresses either one topic or the other. Your classroom assignment will be a good way of synthesizing the two on a practical level. As for the research paper, it might be helpful to think about how to synthesize them on a theoretical level as well.

  2. This project sounds interesting, Vincent—I like the idea of integrating creative writing into a course of literary study. However, I am still unclear of the nature of the class and the scope of the project, as well as how the digital humanities are incorporated. Can you focus the scope of your activity on, for instance, using Twitter, Facebook, Tumblr, or some other specific social platform to frame your work? I agree with the comment from Alec asking about your sources—a specific platform and assignment will help you find sources. Social authorship, collaborative writing, role play and social media—these may in that case be useful search terms for you. The Mandell source (in particular, though not exclusively) seems disconnected from your interests.

  3. I really like your idea Vincent, especially the creative writing aspect of it. If I were you I would mostly focus on the creative aspect of this research and have it be the idea that moves the research along, but I would make sure that I have enough sources to help reach the limit of the research paper and actually provide an answer for my research. What I would worry about this proposal is not finding a final answer for this research topic.

  4. Vincent,

    I really like your idea to connect literary studies, creative writing and DH in a high school classroom. That is an intriguing idea and a great way to get students to be more engaged with the material. I came across a title that might be of interest to you: “Composition, Creative Writing Studies, and the Digital Humanities,” by Adam Koehler (I just checked and several libraries in the DC consortium have it). It seems synthesizes those three fields and might provide some additional ways that you could further clarify your project. I like that you are examining practical, tangible, hands-on application of what we’ve been working on this semester. Your idea seems very promising and I look forward to seeing how it evolves!

  5. Vincent, I really like the potential of character role-play because you could incorporate that in many ways via social media. By doing so, you aren’t taking away the creative writing aspect, in fact you’d be adding onto it with the integration of digital humanities. What kind of conversations would Shelley’s characters have on Facebook or Twitter if they were set in the 21st century? Character role-play certainly reminds me of my informal presentation on role playing games and the inclusion of the literary world in it. I would recommend looking at A Companion to Digital Literary Studies for more sources that connect to your classroom activity design.

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