Sign In
Not register? Register Now!
Essay Available:
Pages:
5 pages/β‰ˆ1375 words
Sources:
5 Sources
Style:
APA
Subject:
History
Type:
Book Report
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 18
Topic:

Object America History Book Report Research Paper Essay

Book Report Instructions:

5 pages, around 1500 words

 

1. Essay of approx S pages synthesizing process and outcomes of observation with readings. Pull from at least five sources.
2. Create an abstract of your essay: 1 page OBJECT AMERICA Submission: Distillation of paper with documentation of your object through three views.RESOURCES: (All readings are available under “flies" on canvas)
1. Ackerman, D. (1990). [Excerpt recommendations: The Social Sense; The Hearing Heart; How to Watch the Sky.] A Natural History of the Senses. New York: Vintage Books, Random house.
Inc.
2. Crary, Jonathan. (1990). Modernity and the Problem of the Observer. In Techniques of the Observer (pp. 1-24). Cambridge, MA: MIT Press.
3. Crary, Jonathan. (1990). Subjective Vision and the Separation of the Senses. In Techniques of the Observer (pp. 67-96). Cambridge, MA: MIT Press.
4. Highmore, B. (2011). Familiar Things. In Ordinary Lives, Studies in the Everyday (Pages 58-86). New York, NY: Routledge.
5. Jay, M. (2011). In the Realm of the Senses: An Introduction, The American Historical Review, Volume 116, Issue 2,1 April 2011, Pages 307-315
6. Jutte, R. (2005). Approaching the Suprahistorical. In, A History of the Senses: From Antiquity to Cyberspace. (Pages 8-20). Malden, Mass: Polity.
7. Jutte, R. (2005). Psi Phenomena, or the Exploration of Extra-Sensory Perception (Pages 309-324). In, A History of the Senses: From Antiquity to Cyberspace. (Pages 8-20). Malden, Mass: Polity.

 

8. Norman, D. (1990). The Psychopathology of Everyday Things. (Pages 1-33). The design of everyday things. New York: Doubleday.
9. Norman, Donald A. (2005).Three Levels of Design: Visceral, Behavioral, and Reflective. (Pages 63-98). Emotional Design: why we love (or hate) everyday things. New York: Basic Books.
10. Park, K. (2011). Observation in the Margins, 500-1500. In Histories of Scientific Observation (Eds. Daston, L. and Lunbeck, E.). (Pages 16-44). Chicago and London: University of Chicago.
11. Meli, D. (2011) The Color of Blood. In Histories of Scientific Observation (Eds. Daston, L. and Lunbeck, E.). (Pages 117-134). Chicago and London: University of Chicago.
12. Mirzoeff, N. (2006). On Visuality, journal of visual culture London, Thousand Oaks, CA and New Delhi: SAGE Publications, Vol 5(1), Pages 53-79
13. Sacks, O. (2005).The Mind's Eye, What the Blind See. In Howes. D. (Eds.), Empire of the Senses: The Sensual Culture Reader. (Pages 59-69). Oxford, UK; New York : Berg.
14. Stewart, S. (2005). Remembering the Senses. In Howes. D. (Eds.), Empire of the Senses: The Sensual Culture Reader. (Pages 59-69). Oxford, UK; New York: Berg.
15. Panagia, Davide (2010) "‘Partage du sensible': the distribution of the sensible." In Jacques Ranciere: Key Concepts, edited by Jean-Philippe Deranty. Durham: Acumen. Pp. 95-103.
16. Pratt, M.L. (1992). Alexander von Humboldt and the reinvention of America. In Imperial Eyes (pp 111-143). London, Routledge.
17. Ranciäre, Jacques (2004) “The Distribution of the Sensible: Politics and Aesthetics." In The Politics of Aesthetics, trans. by Gabriel Rockhill. NY: Continuum. Pp. 12-19.
18. Szendy, P. (2008). Listen: A History of Our Ears. US, US: Fordham University Press. ProQuest ebrary. Web. 20 September 2016.
PRACTICUM/ On writing Instructions:
1. Cortäzar, Julio (1999) "Instructions Manual" (Selections) in Cronopios and Famas Translated by Paul Blackburn. NY: New Directions Classics
2. See also: A visual essay based on Cortazar's “Instructions on How to Climb a Staircase” available at: https://vimeo(dot)com/96104610
3. Sennett, R. (2008). Expressive Instruction. In The Craftsman (Pages 179-193). New Haven & London: Yale University Press.
4. Ono, Y. (2000). Excerpts in Grapefruit. New York: Simon & Schuster.

Book Report Sample Content Preview:
OBJECT AMERICA
Student’s Name
Institutional Affiliation

OBJECT AMERICA
I would like this essay to arrive packed away at the bottom of a heavy box of carefully selected things. Each item piled on top of this narrow volume would be individually wrapped in tissue paper. There would be no labels. On the way to the buried title page, the potential reader would be challenged to differentiate seaweed from sago, whalebone from India rubber, slate from granite, and mace from fragrant ginger. Perhaps the reader might stop to unwrap an oyster shell, a bone-handled penknife or a smooth ceramic cup or to slip a thin blue cyanotype from its acid-free envelope. A particular item might force the thwarted reader to pause and to wonder.
To the curious reader, this box would be filled with both things and questions. Why was this item included? What it is? Where did it come from? Is it familiar? How is it used? These queries would not simply be about the material world, the physical qualities of the items or their potential functions. Upon further consideration, the items in the box might also provoke inquiries into the nature of knowing and perceiving. How does one know what an item may be? How are those conclusions expressed? What is assumed and what is known? Maybe it draws one back to a nature walk, a dusty mineral collection, or a display in a museum. Some might just look closely and try to tell a plausible story.
As a prologue to this study of object America, this box of varied material things would not be a metaphor, but an orientation or, better yet, a medium for disorientation. Nearly any material thing, placed at the center of one's sustained analysis, may become surprisingly foreign, complex, and confusing. Empirical tools of classification and the disciplinary boundaries of academe may not be useful when faced with an object - whether collected or created—as an end in itself. Upon close examination, one may discover the limits, the wobbly assumptions, and distant associations that undergird what most think they know about the material world. More significantly, the words used to identify and explain those things may be shaky, imprecise, or misleading. An observer is often unable to express what he or she doesn't know.
Object America, the topic of this essay, was designed to address this intellectual gap by attempting to teach children how to find and express the ideas in the things around them. Notions of this material and linguistic instability or disconnect are key to the origins of object lessons and to the debates and transformations that surrounded this practice in the nineteenth-century United States. To take this historic practice seriously, something neither historians of education nor scholars of material cultural have done, one must consider the potential of this interpretative unsteadiness to structure both classroom pedagogy and intellectual culture. Object lessons shaped the ways Americans reasoned from the material world and may parallel the ways some twentieth- and twenty-first-century material culture scholars have worked to find meaning in that world.
A scholar of material culture does not need to be directed to pause in front of an object. The interdisciplinary study of material thi...
Updated on
Get the Whole Paper!
Not exactly what you need?
Do you need a custom essay? Order right now:
Order

πŸ‘€ Other Visitors are Viewing These APA Book Report Samples:

HIRE A WRITER FROM $11.95 / PAGE
ORDER WITH 15% DISCOUNT!
Order Now