BLOCK UUGS 2220- Arts, Leadership, and Community

3 Credits (Fine Arts Designation Course)Fall Semester 2017

INSTRUCTOR:Kelby McIntyre-Martinez: Kelby.mcintyre@utah.eduOffice Number: 801-587-1708Office: BTSAEC 1244Office hours: By appointment.

Peer Mentor:Alyssa Castoru0842539@utah.edu

CLASS TIME AND PLACE:8:05-9:25 AM Mondays and WednesdaysLecture class- MCD 230 & Studio Class- MCD 262

Every human being is an artist, a freedom being called to participate in transforming and reshaping the conditions, thinking, and structures that shape and inform our lives.

-Joseph Beuys

Yesterday is gone. Tomorrow has not yet come. We have only today. Let us begin.”-Mother Teresa

COURSE DESCRIPTION:In this Block U- UGS 2220, you, as a student, will explore the role and use of the arts in effective individual and collective advocacy. You will learn how to combine artistic expression with effective strategies of on-the-ground community organizing.  Thus nurturing creativity to change the collective consciousness and impact the institutions, organizations, and communities that shape and inform our lives.

Teaching Objectives:As part of the course you will learn by…

Taking Action: Participate in the creative and collaborative processes through the presentation of in-class projects. In addition, you will be asked to engage with a community partner with other students for your community project.

Exhibiting Empathy: Participate in observing and listening seriously to the insights of others especially those with different backgrounds and life experiences.

Embodying: Participate in dance, drama, music, film and visual arts activities to better understand the historical contexts of the arts and the role the arts play in daily life.

Reflecting and Assessing: Participate in the construction of journaling, creation of learning connections, and readings to synthesize material.

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Creating Meaning: Provide a space for all participants to make sense of your learning through integrative and interdisciplinary thinking and practice.

This course is designated as Community Engaged Learning Course through the Bennion Center: Community-engaged learning “is a course that includes: engagement with a community [partner] to address societal needs; intentional integration of learning objectives and experience; student preparation and reflection; reciprocal benefits for students, community, and campus partners; as well as opportunities to critically examine public issues or explore one’s civic identity.” (Haas Center for Public Service, Stanford University)

COURSE OBJECTIVES:Upon successful completion of this course students will be able to:

Engage with art and its multiple learning modalities– visual, auditory, oral and kinesthetic- discovering new ways of learning.

Initiate your own community engaged project using arts as a transformational tool for learning and discovery.

Appropriately and authentically work alongside community members in collaboration to merge expertise and integrate a variety of world views/perspectives into the creative process.

Collaborate and work with teachers at Bryant Middle School to create and implement an arts leadership piece (film, instillation, dance, play, mural etc.)

Create art that draws upon personal experiences and talents as a tool to express personal vision as well as for social advocacy.

Participate in the social, cultural, political and economic life of the arts in Salt Lake City.

Examine the role of the arts in human experience and advocacy.

SELECTED READINGS FROM: Nelson, C., Paul, K., Johnston, S., & Kidder, J. (2017). Use of a creative dance

intervention package to increase social engagement and play complexity of young

children with autism spectrum disorder.) Education and Training in Autism and

Developmental Disabilities, 170-185.

Nieto, S., & Bode, P. (2012). Affirming Diversity, The Sociopolitical Context of

Multicultural Education (Sixth ed.). Boston, US: Pearson education, Inc.

publishing as Allyn & Bacon.

Robinson, K. (2009). The Element. New York, US: The Penguin Group.

Smith, R. (2003). Conscious Classroom Management: Unlocking The Secretes of Great

Teaching. Fair Fax, US: Conscious Teaching Publications.

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Other complementary readings and materials will be provided through Canvas or as handouts. For Canvas you will go through your CIS page.

TEACHING STRATEGIES: The course utilizes lectures, in class discussions, group research and presentations, video observations, movement experiences, writing exercises, and reflective activities, to synthesize material and make course content personally relevant. You will actively engage in kinesthetic and hands on activities through selected readings and studio classes. Class discussions, lectures, and activities will include various contexts and functions of arts and culture, and will bring into focus complex issues related to diverse personal and social identities.

DRESS CODE: Because of the kinesthetic exploratory nature of this course as part of the class we will be engaging in some movement experiences throughout the semester. Please come in comfortable moving clothes.

GENERAL REQUIREMENTS: Because this course is very focused on active learning: process and investigation, I tend to grade your creative work on the high side. If you are in class working with engagement, contributing, supporting and collaborating and you display a sense of interest and integrity, you’ll earn a grade that is relatively high.Your preparation for and participation in class are expected as well as graded. Be ready to energetically pursue discussion and activities. Engagement in class discussion is compulsory, wrong answers are welcome. In class we have what is called the “SAFE ZONE” any form of knowing and not knowing are encouraged and welcomed.

Engaged, Contagious and Positive Behavior: Because a great portion of this class is about observing, questioning, investigating, identifying and creating a contagious behavior is extremely important. By contagious we mean devoted participation, time, effort, and energy during the movement experiences and in class discussions; while simultaneously contributing, supporting, collaborating and displaying a sense of integrity and curiosity.

Please be disciplined about attending class. Do not be late or plan on leaving early. Active participation means engagement, professionalism, interaction, positive contribution, and collegiality in the classroom. You are required to demonstrate genuine interest, dedication and investment. You are expected to take responsibility of your own learning and consistently diving into class materials. You are allowed two absences. Additional absences will result in the lowering of your grade by one letter grade.

STUDENT CODE OF CONDUCT: All students are expected to maintain professional behavior in the course both on campus and off, according to the Student Code, spelled out in the Student Handbook.  When working in the community you are representatives and ambassadors of the University.  You have specific rights in the classroom as detailed in Article III of the Code.  The Code also specifies proscribed conduce (article XI) that involves cheating on tests, plagiarism and/or collusion, as well as fraud, theft, etc.  You should read the Code carefully and know they are responsible for the content.  According to Faculty Rules and Regulations, it is the faculty’s responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade.  You

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have the right to appeal such action to the Student Behavior Committee.  Faculty must strive in the classroom to maintain a climate conducive to thinking and learning. 

REQUIRED ASSIGNMENTS AND GRADING: Assignments

1. Active Participation: 100 points. This is a discussion and exploratory course and as such you need to read carefully and think carefully. The instructors will often spend most of the class time in activities that build in the knowledge you have gained from reading on your own. Come ready to ask questions, to apply knowledge and to contribute to overall success of the class.

2. Visual Art Word Bowl Project: 10 points. Select five words that describe you and create a nest/home to hold your words.

3. 6 Word Memoire on Studying and Taking Notes Video: 10 points. Create a six-word memoire to the class on how you study and take notes. Upload it to the class CANVAS page in discussion board #1.

4. Article and Ted Talk Assignment: 20 points. Write a summary of three sources (a provided article, video, and the video of your choice).  You will want to write a short summary (one or two paragraphs) of each of these three sources along with any ideas you have about how these sources connect to: Multiculturalism, the sense of or need for community, leadership, and issues of discrimination, injustice, or inequality.

5. 5 Journal Reflections: 50 pts. Students will participate in five independent reflections as a way of sharing resources, perspectives, and ideas. Discussion board posts and reflections can be shared via written word, a picture of a visual art piece you created, a film, music, dance, or storytelling pertaining to the reading or video assignment. Please utilize your posts to indicate your understanding of these questions:

(1.) What is community?(2.) What is Art in Action?(3.) What is leadership and advocacy?

6. 5 Discussion Boards: 50 pts. Students will participate in five class discussion boards as a way of sharing resources, perspectives, and ideas. Discussion board posts and reflections can be shared via written word, a picture of a visual art piece you created, a film, music, dance, or storytelling pertaining to the reading or video assignment.

7. Ananya Dance Theatre Quiz: 10 points. Watch the Ananya Dance Theatre link and take the video quiz located in assignments.

8. Classroom Management Video Quiz: 10 points. Read the classroom management reading and take the video quiz located in assignments.

9. Community Project Proposal: 20 points. The community project proposal is a document you and your team will put together in preparation for your on-site mentorship meeting with the theatre and dance teachers at Bryant Middle School. This proposal will outline two project ideas supported by research, data, and your passion for how you would like to empower, impact, and instill leadership skills in the youth at Bryant. This document will reflect project ideas (film, dance, instillation etc.) and articulate activities you hope to do with the students. This should be sent to the teachers before-hand and you will be gaining feedback on

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your proposal from the teachers that you will implement in your project presentation and unit teaching plans.

10. On Site Mentorship: 20 points. This class period we will meet with our Community Partner, Bryant Middle School. During this visit, you will meet with the teachers at Bryant to propose your project and gain feedback from the community. Students must be prepared to explain, justify, and walk each teacher through your overall teaching unit (activities, goals, and intended impact on empowerment, leadership, and community via the arts).

11. Unit Teaching Lesson Plan: 20 points. Unit Teaching Lesson Plan is a practical roadmap of what you need to know to teach an effective community arts based session. Before you plan your lesson, you will first need to identify the learning objectives that align with the needs of your community.  Then, you can design appropriate learning activities and develop strategies to assess the participants learning. To develop a successful lesson plan, you will address and integrate whom? Where? When? What? Why? and How? you will do your lesson. Using the following three key components:

Learning objectives that correlate with the UEN standards and your community project proposal.

5 teaching/learning activities that will be done twice to make up 10 teaching sessions

Strategies to assess participants' understanding The unit teaching lesson plan is due 10/18/17 during class. This

assignment will help you practice the kinds of teaching and learning activities you will use in class while working in your community project in the spring semester. 

12. Community Engaged Project Presentation: 20 Points. The in-class community project presentations will take place on 12/04/17 and 12/06/17 during class. See the Hints at the end of this syllabus for ideas.Presentation Requirements

A 20-25-minute oral presentation complemented by Power Point. A 2-minutes minimum sample of the art medium your will be using to

advocate for your community. You can be as creative as you wish, taking into consideration that

everyone involved has to be able to participate. The group should be prepared to answer any questions the class may have

in regard to your presentation at the end of your presentation. Final Lesson Plan Draft due.

Consider the following points: Understand the requirements. Do not hesitate to ask questions. Listen and read carefully as you gathered information for yourself and

your peers. Be organized! Allow time for group discussion, proofreading and editing, and a final

read through. Time your presentation accordingly, past 20 minutes you will be asked

to conclude your thoughts. Be creative!

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EXTRA CREDITStudents will have an opportunity to earn extra credit by attending the following:

1. Option 1: By participating in one youth theatre and dance education program classes at the UNP Hartland Youth Center located in the Glendale Neighborhood. Classes meet Tuesdays from 3:30-5:15.

2. Option 2: By attending UMFA’s Las Hermanas Iglesias: Here, Here is the first installment of UMFA’s ACME Lab, a new space dedicated to community engagement and art experimentation. For more information on Las Hermanas Iglesias, check out www.LasHermanasIglesias.com

3. Option 3: By attending performances this semester that are connected to the ArtsPass program (Kingsbury Hall, MCD, School of Music, Pioneer Theatre Company).

4. Volunteering to help with the Utah Day of Dance – Intergenerational Community Event at Tanner Dance on campus on Friday, October 27 from 5:00-9:00 pm.

5. Participating in the Interdisciplinary Ananya Dance Theatre Workshop or attending their performance on October 28: https://tickets.utah.edu/events/ananya-dance-theatre/

GRADING BREAKDOWN:

Grading Summary Points

Class Engagement: Active Participation 100

Class Discussion Boards and Journal Reflections 100

Visual Art Word Bowl Project 10

6 Word Memoire on Studying and Taking Notes: Kelby compiles and makes a class video

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Article and Ted Talk Assignment 20

Ananya Dance Theatre Quiz 10

Classroom Management Video Quiz 10

Community Project Proposal 20

Onsite Mentorship 20

Unit Teaching Lesson Plan 20

Community Engaged Project Presentation 20

Total 340 points

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IMPORTANT INFORMATION:Americans with Disabilities Act: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. In order to establish the existence of a disability and/or request reasonable accommodations for this class, you should contact the Center for Disabled Student Services (160 Olpin Union Building at 581-5020, voice or TDD). Accommodations can then be made with reasonable prior notice to the instructor.

Accommodations Policy (Policy 9-7 Section 16)The values held most strongly by the University of Utah community are those of academic freedom and integrity as they are expressed collectively by the colleges and departments as well as individually through research and teaching and as they exist within the wider context of advanced study as commonly understood by all universities. The community also values diversity and respect, without which there can be no collegiality among faculty and students. In addition, the University community values individual rights and freedoms, including the right of each community member to adhere to individual systems of conscience, religion, and ethics. Finally, the University recognizes that with all rights come responsibilities. The University works to uphold its collective values by fostering free speech, broadening fields of inquiry, and encouraging generation of new knowledge that challenges, shapes, and enriches our collective and individual understandings.

CLASS SCHEDULE:

Dates Activities Due Homework Readings are due before the next class as the information

pertains to the class objectives and content.

08/21/17Week 1

In Studio Experience: Icebreakers: Creating a Community Team Work: Word Wall Activity -

Assumption and Perception – Make a prediction.

Visual Art World Bowl Project – Create a nest for your words to live in. You cannot choose your own word – choose a minimum of 5 words. Example.

Discussion/Practical: Syllabus Entering into CANVAS CANVAS scavenger hunt! Find the

syllabus, find the attendance policy, find the general class requirements, find the video quizzes, find the class schedule and assignments.

SyllabusWord Bowl Visual Arts Project due 8/23

08/23/17 In Studio Experience Share Visual Art Word Bowl Projects –

Discussion Board #1: Take a

Watch the link before class on 8/28: The

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discuss the nest and why. One minute living sculptures.

The power of your name – identity group work- the rule of 3 and me

In Class Discussion: Art and Activism Power Point How does this class speak to me? What

are my expectations, my fears, my skills, my resources?

Discuss Community Partner – Bryant Middle Dance and Theatre Classes

Have Alyssa share the video from her project. Discuss her growth as an advocate and leader.

Community Engaged Project Ideas- Post It Activity

picture of your Visual Art World Bowl Project and post it to Discussion Board #1 located in Discussions on the left-hand side. Due 8/24

Danger of a Single Story http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en

08/28/17Week 2

In Studio Experience: Recognizing Our Strengths… I am

Valuable Because…Rule of 3 and Me monologue, duologues, group devised work put together.

In Class Discussion: Group work sharing and reflection.

Could you do this with your community partner? What did you learn about yourself and our class community?

Discussion: Single Story Hartland Examples – Seeking Refuge,

Chicano Class check in: Create a 6-word

memoire on how you study and upload a short video to the class discussion board. Show my example, post it to the discussion board in class.

Library Assignment – lock in community engaged project themes/topics.

Discussion Board #2: Create a 6-word memoire video (can be created in Adobe Spark, on your phone, on your computer camera) on how you study, learn, and take notes to fully understand and apply information.Upload this to the class discussion board due by 8/30.

Reading: Affirming Diversity, The Sociopolitical Context of Multicultural Education pages: 62-66; 81-84; 76-77; 94-95; 149; 178-179;274.

08/30/17Arts Bash

11:00-2:00

In Class Discussion: Kahoot It Game Quiz:

https://play.kahoot.it/#/k/d709c261-5194-4683-9346-a0edc30d6db0

Visual Storytelling and Visual Literacy: The importance, the times, and the message. Question: How do you utilize visual media? What stories to you

Discussion Board #3: Take your Rule of 3 and Me monologues and think about the identity readings.

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convey on a daily basis? How have you or could you use filmmaking and any other visual media to promote leadership, change, and empowerment?

In Studio Experience: Guest Kerri Hopkins – filmmaking and

visual literacy Take your Rule of 3 and me

monologues and think about the identity readings, utilize the visual storytelling skills we explored with Kerri and create an artistic monologue via film. Think about storytelling, the message you would like to convey, and the impact you wish to have.

Utilize the visual storytelling skills we explored with Kerri and upload your monologue via film to the class discussion board. Due 9/6

09/04/17Week 3

No Class. Labor Day

09/06/17 Class trip to Marriott Library to meet with Luke Leither. We will meet in MCD 230 and walk over together to MLIB 1110. Be ready to share initial community

project ideas with Luke so he can provide library resources and research surrounding these topics.

09/11/17Week 4

Class meets at Kingsbury Hall with Assistant Dean Brooke Horejsi.In Class Discussion:

• What is the role of a presenting company?

• Why do we have one on campus?• How is Brooke a leader? How does this

work empower access to the arts?

Reading: The Element. Chapter 5: Finding Your Tribe.

09/13/17 Assignment Purpose and Details: Article and Ted Talk Assignment - Write a

summary of three sources (a provided article, video, and the video of your choice).  You will want to write a short summary (one or two paragraphs) of each of these three sources along with any ideas you have about how these sources connect to: Multiculturalism, the sense of or need for community, leadership, and issues of discrimination, injustice, or inequality.

Due in CANVAS 9/20.Team Work:

Forming community engaged teamsIn Studio Experience:

Journal Reflection 1: Why is it important for human beings to find their tribe as it relates to life, learning, and belonging? Think about how the reading relates to:(1.) What is community?(2.) What is Art

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Pantomime Row, Head Fish – Kitty want a corner – tableau review using the story – Assimilation vs. Isolation – The Name Jar

Tableaux – physical storytelling that advocates for change visually – using the story Yo, Yes?

The need to belong, the need to find your tribe, your collective group.

in Action?(3.) What is leadership and advocacy?

09/18/17Week 5

In Studio Experience: My Body as a Creative Instrument –

body percussion, positive and negative space, and rhythm sticks – creative place making with word walls (community, activist, artist, culture) created by the class.

Revisit the importance of the need for community and how this music activity empowers leadership and advocacy through the arts.

In Class Discussion and Team Work: Community Project Proposal – rubric

and discussion. These can be made in Adobe Spark –

take them through the tool. They can use the mobile app.

Team work on project proposal Student Success Advisor Visit 9:10-9:25

09/20/17Week 6

In Class Discussion: Introduction to Community Art

Education Hartland and Escalante Examples Introduction to Lesson Plan building for

teaching unit. Examples, template, and resources.

Look up standards on UEN’s website. Look at lesson plan rubric. Look up where to find fine arts

standards on the UEN website. Provide examples.

Team Work: Look up UEN standards and objectives.Lesson plan - Using the following three key components:

• Learning objectives• Six teaching/learning activities that will

be done twice to make up 12 teaching sessions

Article and Ted Talk Assignment due. 20 points.

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• Strategies to assess participants’ understanding

The unit teaching lesson plan is due 10/18/17 during class. This assignment will help you practice the kinds of teaching and learning activities you will use when working in the community at Bryant Middle School spring semester.

09/25/11 In Studio Experience: Resistance, Mirroring, Push, Pull,

Leading and Following – oppression, equality, and freedom. Freedom Poems – slam poems.

In Class Discussion:Video Viewing

Bridging Arts and Community: www.youtube.com/watch?v=xEkoc5H49uM

Team Work: Work on Lesson Plan Work on Community Project Proposal –

remember, these can be done in Adobe Spark. Tutorial!

Journal Reflection 2: What art medium, topics, and activities are you more likely to utilize in your proposal and lesson plan? Why? How? How do these mediums and activities inspire leadership and empower/ advocate community change?

09/27/17 In Studio Experience: Valuing Your Community: A review of

the activities thus far in the semester - respond to visual images utilizing body percussion, tableaux, voice, film and sound scape pantomime row and build a class community art statement.

Team Work: Work on Lesson Plan Work on Community Project Proposal –

remember, these can be done in Adobe Spark.

Watch Ananya Interview: Link: https://www.youtube.com/watch?v=aSV_CfTuu2g&t=144s

Complete Quiz located in Quizzes in the CANVAS page before October 16!

10/02/17Week 7

Team Work: Work on Community Project Proposal –

remember, these can be done in Adobe Spark.

Work on lesson plan10/03/17 In Studio: UMFA Site Visit! Class will meet at the UMFA in the lobby at 8:05!

10/09/17 No Class. Fall Break.11

10/11/17Week 810/16/17Week 9

In Class Discussion: Guest Liz Ivkovich Ananya Dance Theatre:

Background, video clips, work, impact, empowerment, and purpose.

How do they utilize dance and theatre to advocate? Inspire? Lead?

10/18/17 Team Work: Select Spring BlockU Classes Finalize Lesson Plan (10 days of

activities with day 11 being a rehearsal day and day 12 being the performance/sharing day)

Rehearse a piece of the lesson to share with the class on Oct. 18 (what props, visuals, sheets of paper, supplies do you need to teach, who is leading what?)

Unit Teaching Lesson Plan: (20 grading points).

Smith, Rick (2004). Conscious Classroom Management: Unlocking The Secretes of Great Teaching. Chapters 8 and 9.

Complete Video Quiz located in assignments in the CANVAS page!

10/23/17Week 10

In Studio Experience: Team Teaching - Giving Value To Our

Teaching. Team teaching practice using art.

10/25/17 In Class Discussion: Unit teaching lesson plan feedback and

review. Adjustments if needed. Try teaching section again.

Team Work: Adjustments to lesson plan Prepare for community project proposal

and presentation for teachers at Bryant Middle School.

10/30/17Week 11

On Site Mentorship: Class held at Bryant Middle School – Lesson plan ideas and partnership proposal ready to present theatre and dance teachers.

How did it go? Reflection. Kelby follow up with Jody and Andrea

to see about project proposals and preparation for implementation that will take place in January.

On Site Mentorship Rehearsal: 20 points. Delivery, readiness and preparedness of your lesson plan with a community partner.

Use of a creative danceintervention package toincrease socialengagement andplay complexity ofyoung children with autism spectrum disorder. (2017) pages170-185.

11/01/17 In Class Discussion: Reflections of your time at Bryant

Reflection 3:Reflect on our

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Middle. Provide feedback and thoughts about your project proposal. Make necessary adjustments and send them to Kelby by Monday, November 6 at 8:05 am.

In Studio Experience: Inclusive communities for people of all

abilities: Arts and Inclusive settings – bridging the divide to include children and people with varying abilities – guest speaker Professor Kristen Paul, Department of Special Education

Hula hoop experience Thief and Guard

time with Kristen. What is something you took away from it? How does this apply to your community engaged work, advocacy, and activism? Due 11/6

11/06/17Week 12

In Class Discussion: Environmental Justice and Eco-Art Wump World – share lesson plans and

pod-cast examples with the class.In Studio Experience:

Guest Artist – Kerri Hopkins Environmental Justice and Eco-Art Part 2 with Guest Artist – Kerri Hopkins

ArtsBridge Discussion

Discussion Board #4: Environmental Justice and Eco-Art Resource Sharing: Please post a link, photo, pod cast, or song that is an example of eco-art to the class discussion board.

11/08/17 Team Work: Both groups practice lessons – Day 1

and Day 2. Kelby provide feedback. Alyssa share power point presentation

from 2016-2017. Community Project Power Point

Presentation in class work.

Reflection 4: Think about the other teams that taught and your own Unit Teaching Plan. What are you learning from each other: transition ideas, warm up ideas, cool down ideas, questions etc.? Due 11/13

11/13/17Week 13

In Class Discussion: Theory and Practice Skill Building:

Dynamic PowerPoint presentations. You can use Adobe Spark for these.

Visit to the Library with Luke Leither room MLIB 1110.

Go over rubric.

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Team Work:Community Project Presentation – Effectively utilize visuals to tell your story, no death by power point please!

11/15/17 Team Work: BlockU check in Both groups practice lessons – Day 3

and Day 4. Kelby provide feedback. Community Project Power Point

Presentation in class work.11/20/17Week 14

Team Work: BlockU check in Both groups practice lessons – Day 5

and Day 6. Kelby provide feedback. Community Project Power Point

Presentation in class work.

Reflection 5: Think about the other teams that taught and your own Unit Teaching Plan. What are you learning from each other: transition ideas, warm up ideas, cool down ideas, questions etc.?Due 11/22

11/22/17 Online work – class will not meet in person.

11/27/17Week 15

Team Work: BlockU check in Both groups practice lessons – Day 7

and Day 8. Kelby provide feedback. Community Project Power Point

Presentation in class work.

Final Discussion Board #5:Reflect on your perceptions and thoughts surrounding: (1.) What is community?(2.) What is Art in Action?(3.) What is arts and leadership?

11/29/17 Team Work: Both groups practice lessons – Day 9

and Day 10. Kelby provide feedback. Community Project Power Point

Presentation in class work.12/04/17Week 16

Final Presentation of Community Engaged Projects that will be

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implemented next semester Final Lesson Plan Drafts for both groups

Due12/06/17 Final Presentation of Community

Engaged Projects that will be implemented next semester

Class Discussion: Dreams, goals, and aspirations for spring semester.

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