ABSTRACT
Elementary schools, high schools, colleges, and universities all push for their students to attain “literacy,” but we seem to forget that arts and humanities are the pathway to this very destination. Some students are happy to be non-conformists, disregard their parents’ concerns and their peers’ disdain, and plunge into their arts education with joy and intellectual curiosity. Keeping in mind a university directive to offer learners frequent opportunities for feedback, the course included ten graded assignments, nine of which were required for each learner. Biweekly in-class group activities instead of reading quizzes were used not only for assessment, but also to foster greater comprehension through the continuous exchange of ideas and perspectives. Each student completed five out of six in-class group activities, one short essay for each of the authors they read, a rough draft of their final project, and the final project.
