While my students continue to struggle and persevere in various ways with our new educational approaches (i.e. online learning, schedule changes, day and boarding student separation and pacing guides), my goal is to help them relate to the world by first understanding who they are as authentic beings preparing to launch beyond the (perceived and very real) obstacles at hand. This is my core reasoning and rationale for continuing to work alongside them. As I struggle, persevere, evolve and inevitably allow myself to shift as a result and in spite of year ‘2020, I produce creative works and projects as a means and portal of continual discovery. I am grateful to have spectacular students who enjoy the learning process.
In this spirit, while focusing on a rhetorical device unit and how speakers, authors, filmmakers and overall artists use rhetorical strategies in order to reach their audiences, I asked my students to create their own creative project incorporating at least two to three of the plethora of devices we’ve studied. Students were provided with an array of creative options to choose from. And of course, they also had the option of proposing their own creative idea. I had fun sharing the creative options because I have many creative souls in my courses, from photographers to singers, from poets to documentarians.
The following is my rhetorical creative project model for my charges. I chose to construct lyrics–incorporating several rhetorical devices–and sing a song about George Floyd whose life ended while in police custody. My written analysis, following the video performance is an example of the compositional/analysis component of the performance.
**********
Mr. George Floyd
“Mr. George Floyd” centers on memoriam of an individual whose life was taken violently and cruelly while in police custody. Mr. Floyd’s murder was filmed by a bystander who was unaware, at the time, that this footage would spark protest and demand for reform of methods used by law enforcement when apprehending individuals suspected of a violation of law. I intentionally included three rhetorical devices—epistrophe, loaded words (in analysis) and hyperbole–for a more structured composition; however, most importantly, I aimed to pay tribute to Mr. Floyd by methodically and melodically–through song– appealing to human emotion in order to raise awareness regarding injustices still prevalent in our world, today.
Rhetorical devices incorporated:
- Epistrophe– “Mr. George Floyd”-Shared at the end of successive phrases for effect and as a reminder of the individual the piece is centered on; say his name…
- Loaded words-Violently/cruelly/murder-included to speak truth to what I witnessed. Ironically, law enforcement is responsible for keeping order and “peace;” In reality, law enforcement’s conduct was a demonstration of the exact opposite.
- Hyperbole and colloquial language—“this life just ain’t gon’ be the same”—life is not going to be the same following our witnessing of this murder. And it hasn’t been. I understand that Mr. Floyd’s murder in itself will not transform all that is necessary for justice to prevail. Nevertheless, for those who needed a wake-up call and heeded to it following Mr. Floyd’s death, life is not going to be the same. I must emphasize that I share this phrase in the most positively connotative manner. Use of colloquial language was inspired by listening to the mother of Mr. Floyd’s daughter. In a saddened state of pathos, the language of her testimony will continue to resonate……
**********
Share your thoughts regarding rhetoric or creating with students. As always, I’m looking forward to reading your perspective…