"'The History of Clemson' Podcasting Initiative" ENG 1030: Clemson University PRoject #4 PRof J. Richter

This project challenges you to create an episode of a podcast that chronicles an event, a person, an incident, or a particular location in Clemson University's history. Specifically, your podcast episode must explore Clemson's histories with slavery, with racial and gender discrimination, or with issues today that are related to race, racism, or discrimination.

[image: Stone wall of Hardin Hall built with stones from building that used to house enslaved African Americans on Clemson's campus].

Clemson University's first board of trustees.

This project asks you to expand your rhetorical repertoire and compose in an electronic, multimedia environment quite different from what we’ve worked in so far this semester. You are challenged to make a statement of your group’s values to local and global communities. You are challenged, really, to tell a good story, a story that is worth telling.

[image: Clemson University's first Board of Trustees, all white men].

Our task as a class: Make a podcast. Brainstorm a podcast title, podcast format, podcast music, podcast introductions, podcast conclusions, podcast sounds, etc. Then, in small groups of 3-4 students, you'll each create an episode of that podcast.

Your task in your small groups (this project): Your group's 10-minute episode of our class' podcast will argue that current Clemson community members have neglected Clemson University’s history with some issue related to slavery, to racial discrimination, to racism, to sexism or gender discrimination, or to experiences of racism/sexism in general in the 19th , 20th, and/or 21st centuries. Tell a story. Be specific.

Your particular podcast episode must be "anchored" around one particular place, space, monument, or public marker on or around campus. For example, your group might make a podcast episode discussing the history of the cemetery on campus, or discussing the slave quarters that once stood on campus (where is that site now?), or Old Main/Tillman Hall's history, or the History of John C. Calhoun (a slave owner) anchored at Fort Hill, the first African-American/Female graduate of the University, the history of Clemson as a plantation, issues today with enrollment and Clemson's status as a PWI (predominantly-white institution), the See the Stripes movement, the Call My Name project on campus, or the history of

[image: Screenshot of Adobe Audition podcast editing software]

The progression of this project will follow this trajectory: (1) As a class, we'll discuss the hallmarks of the podcast genre, and decide on a title, music choice, theme, and overall content for the podcast we'll create together (each group will produce an episode of that podcast); (2) You, as a group of 2-4 students, will identify a person, event, story, narrative, moment, incident, or location that is important in Clemson's history relating to racism, discrimination, slavery, or sexism; (3) You will choose a geographical location on campus that encapsulates your group's topic; (4) In your groups, you'll record an episode of our collaborative podcast project (10 minutes of audio, including music, talking, interviews, introductions, and conclusions); (5) Your instructor will assemble each podcast episode into a series/sequence mapped onto the locative media smartphone platform Geotourist, forming a "tour" of Clemson's campus history that our class will have produced (you don't need to do anything with this part; you'll simply produce the 10 minute podcast episode in your groups; see the screenshot below).

Harvey B. Gantt historical marker (Clemson's first African-American student and graduate). [image: sign of Harvey B. Gantt historical marker]
[Image: Clemson University historic sign markers (current-1995).]

Project Goals/Evaluation/Rubric: Your group's grade will be evaluated based upon the following criteria in your podcast episode (10 minutes~): depth of analysis, displayed storytelling capacities, engagement with Clemson University's histories, and quality of production of your group's produced podcast episode.

[Image: Old Main/Tillman Hall historical marker (Clemson University campus).]

You will show your podcast to the class on the final day of our course. Here, you and your group members will present for ~5-7 minutes on what is found in your podcast, how you made it, and what rhetorical choices you had to make to accomplish your argumentative goals. Your classmates and your instructor will ask you questions related to your podcast, to rhetoric, and to multimedia production. After your Presentation, you'll field questions from your instructor and your classmates on the rhetorical and production choices you made in your podcast. This presentation is informal, ungraded, light, and not intended to stress you out in any way. Simply tell us what story you decided to tell (and why), and then talk a bit about the process/choices entailed in telling that story in podcast form.

[Image: Fort Hill Slave Quarters sign in a newspaper article].
Hardin Hall stone foundation- Stones taken from Fort Hill slave quarters (Clemson University).

Podcast requirements: Your podcast episode should (a) Conform to the class-established theme, introduction music, formatting, conventions, and tone, (b) Be verbally "located" or "attached" to some physical, geographic location on or around Clemson's campus (ie. your episode might be "located" around Hardin Hall); (c) Be roughly around 10 minutes long, give or take, in total; (d) Engage the core goals of this project, which are to use multimedia audio storytelling tools to engage narrative as a rhetorical tactic capable of exploring histories of racism, slavery, discrimination, and sexism; (e) Tell a story, and (f) Showcase clear collaboration between group members (this project requires collaborative multimedia invention, production, and delivery).

A.D. Carson's "See the Stripes" video.

Each group will consist of 3-4 students. You'll all assign yourselves roles:

(1) The Copywriter: This group member is responsible for leading the scriptwriting process, and for helping the group to conceive of an appropriate topic, monument/geographical place, and then an appropriate script for the eventual production/recording of the podcast. This group member will flex creative muscles, and will help to create the "life" or "energy" of the podcast. This group member should be able to tell a good story.

(2) The Archivist: This group member is responsible for leading the research process that this project necessitates. This member will perform the bulk of the archival work, including finding information and research related to Clemson's histories. This member will not do all of the research work, but will facilitate and lead in this process.

(3) The Executive Producer: This group member is responsible for making sure the bulk of the audio editing process is completed, and is of high quality. This member should not be doing all of the editing, but should be leading the process and should be responsible for its overall execution.

You may also assign the following roles: the Voice Actress/Actor, the Mediator, the Associate Producer or Associate Copywriter, the Recorder, the Prioritizer, the Explorer, the Innovator, the Facilitator, or the Checker.

All group members are equally responsible for the success of this project. These group roles are positions of leadership, not positions of exclusive responsibility. Just because you're the Copywriter in your group doesn't mean you won't help out in editing work with your group's Executive Producer, and just because you're your group's Archivist doesn't mean you shouldn't help to write the script or to record the podcast.

Convicts of Clemson: Historical Document

Course Schedule- Closing Weeks:

Tues, Nov. 12- Introduction; History of Clemson; Slavery, racism, and civil rights; memory; form groups; have a topic, narrative, and geographical spot picked out by Thurs.; have Adobe Audition on your computer for Thurs.; find a podcast that covers something you're interested in and begin thinking about its genre conventions.

Thurs, Nov. 14th- Podcasts; Podcasting 101; Have Adobe Audition on your computer; Scripts due next Tuesday;

Tues, Nov. 19th- 1st draft of script due (rough draft; informal). Clemson's history- race, slavery, civil rights, racism. Podcasting workshop continued.

Thurs, Nov. 21st- Workshop day

Tues, Nov. 26th- Workshop day.

Thurs, Nov. 28th- No class (Thanksgiving)

Tues, Dec. 3rd- Workshop Day

Thurs, Dec. 5th- Project due; Presentations; Goodbyes.

All images courtesy of The Rhetoric of Clemson / Call My Name projects at Clemson University, compiled by Dr. Rhondda Thomas, with Dr. Cynthia Haynes. Video via A.D. Carson (https://www.youtube.com/watch?v=tl1cSgbnZTo);