Student+Pages

=Overview:= Students created their own pages with emphasis on the following components*: == Requests for modifications of these criteria should be approved by the instructor first.CARP: Contrast, Repetition, Alignment, Proximity
 * **Fig. 2: Students' Individual pages** ||
 * Alex || Andora || Andrew || Bethany || Brianna || Catherine || Chelsea || Christian ||
 * Claire || Cyndi || Daniel Wn. || Daniel Wt. || Dre'quan || Gamal || Heather || Isabella ||
 * Joe || Kamillah || Khalil || Naquan || Rondel || Ruben || Ryan || Sam ||
 * Shamarlon || Steven || Taahir || Taylor || Tucker || Vincent || Zach ||  ||
 * Design: 2-3 research questions (conceptual/relational in nature)
 * Knowledge:
 * 2-3 music samples (name of song, artist, genre, date)
 * Data from US Census from the time period of a song
 * Include at least 3 of the 6 social institutions (domestic, economic, educational, governmental, judicial, religious)
 * Application:
 * Discussion of how the song relates to syncopation, call & response, polyrhythm, and/or blues
 * Discussion of how US Census data can be used to explain cultural experiences of African Americans
 * Presentation:
 * Precise labeling of music files, images and formatting, and ease of web navigation
 * Process:
 * Concluding comments
 * 3 academically-reviewed sources for the bibliography with MLA format.