Relate to arts and cultural policy

Annotated Bibliography The objective of this assignment is to create a record of readin" rel="nofollow">ings for a course or for a writin" rel="nofollow">ing project. By creatin" rel="nofollow">ing such a record, you have a means to refer back to what you've read and learned, as well as what is valuable (or maybe not so valuable) about a particular readin" rel="nofollow">ing. As you move through your graduate studies, it is highly useful to be able to refer to your annotated bibliography as a reference source for future papers or projects. And, it can serve as an aid for those works you want to revisit in" rel="nofollow">in the future either to read again" rel="nofollow">in or to consult for particular purposes. It can also serve you in" rel="nofollow">in your future career. Much of what you read in" rel="nofollow">in this course can become part of your personal library of resources to access again" rel="nofollow">in as needed. An annotated bibliography aids in" rel="nofollow">in retrievin" rel="nofollow">ing material that can be of use because it will remin" rel="nofollow">ind you what a particular readin" rel="nofollow">ing is about and where you can fin" rel="nofollow">ind it again" rel="nofollow">in. For this assignment, choose 10 readin" rel="nofollow">ings done in" rel="nofollow">in conjunction with this course. At least six readin" rel="nofollow">ings should be assigned, required readin" rel="nofollow">ings from our course. The remain" rel="nofollow">inin" rel="nofollow">ing four can be other articles or books read that relate to arts and cultural policy. They should be scholarly, researched books and articles. From these readin" rel="nofollow">ings, create an annotated bibliography. At min" rel="nofollow">inimum, each annotation should in" rel="nofollow">include: • Full citation of the work in" rel="nofollow">includin" rel="nofollow">ing title, author, and publication in" rel="nofollow">information. • One-or-two paragraph analytically-oriented summary of the work. (Rather than just a summary, provide in" rel="nofollow">information on the work’s usefulness for your research or for the field.) • In the summary, make sure to in" rel="nofollow">include the main" rel="nofollow">in claim or thesis, supportin" rel="nofollow">ing evidence, methods used, theoretical framework, logical structure of the argumentation, and conclusions drawn. • Note that with some books and articles, supportin" rel="nofollow">ing evidence may be in" rel="nofollow">in the form of examples rather than researched evidence. So, for these works, concentrate on the logical structure of the argument. • Conclude each annotation with a statement on how you might use the work in" rel="nofollow">in the future. Important note: Many students approachin" rel="nofollow">ing this assignment for the first time do not do a good job. They assume that they are supposed to summarize the readin" rel="nofollow">ing—as one might do in" rel="nofollow">in a book report—and then make a brief statement about whether the readin" rel="nofollow">ing is useful for research or not. DO NOT DO THE ASSIGNMENT THIS WAY! Instead, your approach is to analyze the readin" rel="nofollow">ing for its merits. Here’s an analogy that might be useful to thin" rel="nofollow">ink about how to approach this assignment and how you should write the document. Pretend you are hired for a lawyer to in" rel="nofollow">interview potential witnesses for a trial. As a big, important lawyer, she doesn’t have time to in" rel="nofollow">interview the witness herself. So, she is payin" rel="nofollow">ing you a lot of money to do this and to tell her whether the person you in" rel="nofollow">interview would be a good witness for her client. Sin" rel="nofollow">ince she is payin" rel="nofollow">ing you a lot of money, she expects you to do a good job and make a recommendation she can count on. She will want to know: • What will the witness say? • Is he reliable? • Will he help my client? • Are there gaps in" rel="nofollow">in his testimony that might cause a problem for the lawyer’s client? • What examples can you give that illustrate the above to the lawyer’s satisfaction? • And, no doubt, the answers to other questions, as well. In a similar fashion, you are “in" rel="nofollow">interviewin" rel="nofollow">ing” the thin" rel="nofollow">ings you’ve read. The scholarly term we use is “in" rel="nofollow">interrogate.” You are in" rel="nofollow">interrogatin" rel="nofollow">ing the readin" rel="nofollow">ings to discover why they are useful. Usin" rel="nofollow">ing the guidelin" rel="nofollow">ines for this assignment and the other materials provided on writin" rel="nofollow">ing an annotated bibliography, compile an analytical report of the thin" rel="nofollow">ings you’ve read. Articulate your fin" rel="nofollow">indin" rel="nofollow">ings in" rel="nofollow">in a way that someone who has not read the same books and articles could still appreciate the readin" rel="nofollow">ings and their merits. What, in" rel="nofollow">in particular—and specifically— is useful or not useful? Give examples from the readin" rel="nofollow">ings so someone readin" rel="nofollow">ing your document can better appreciate what you are statin" rel="nofollow">ing. Are there thin" rel="nofollow">ings the author didn’t in" rel="nofollow">include that would have in" rel="nofollow">increased the book’s or article’s merits? What are those thin" rel="nofollow">ings? Why should they be in" rel="nofollow">included? Does the author make assumptions that are unwarranted? What are they? Is the readin" rel="nofollow">ing useful for future research? If yes, in" rel="nofollow">in what way? If not, why not? Answerin" rel="nofollow">ing these questions requires thought and analysis on your part. Remember in" rel="nofollow">in our analogy above, you’re bein" rel="nofollow">ing paid a lot of money to provide an excellent assessment. (In the case of our assignment, you will get a really high grade if you do well.) You are not voicin" rel="nofollow">ing your opin" rel="nofollow">inion. You are providin" rel="nofollow">ing sound judgment based on your reasoned assessment of the material you read. Gradin" rel="nofollow">ing for this assignment will be based on the above criteria. The length of the assignment will depend on what you write. As a loose guidelin" rel="nofollow">ine, expect to write between one-third of a page and one-half of a page for each entry. Your document should be in" rel="nofollow">in Microsoft Word or similar word-processin" rel="nofollow">ing software. Upon completion of the assignment, upload it for gradin" rel="nofollow">ing. Book Lists 1. Public Policy: Politics, Analysis, and Alternatives Michael E. Kraft, Scott R. Furlong CQ Press, Oct 20, 2014 - Political Science 2. What Art Is Like: In Constant Reference to the Alice Books Miguel Tamen Harvard University Press, Oct 30, 2012 3. Kulturmanagement konkret 2011 Gesa Birnkraut, Karin" rel="nofollow">in Wolf BoD – Books on Demand, Mar 7, 2012 4. The Art of Social Media: Power Tips for Power Users Guy Kawasaki, Peg Fitzpatrick Penguin" rel="nofollow">in, Dec 4, 2014 5. The Arts and Public Policy in" rel="nofollow">in the United States American Assembly January 1, 1984 The American Assembly 6. Cultural Policy and Cultural Diversity: Mappin" rel="nofollow">ing the Policy Domain" rel="nofollow">in Tony Bennett January 1, 2001 Council of Europe