Aloha Ms. Hummel, I am writing you to let you know that I left you a VM message (January 18th at 10.

10 AM) in regard to a matter that is time-sensitive. My daughter Annika Rigterink was given a highly questionable "Arts and Crafts" assignment in her English Honors class last week that is due on Friday (January 24), that I, we, or she (Annika) would like to discuss with you further. The assignment is so questionable, peculiar, and quirky, that we have serious concerns about her participation in this project based primarily on the lack of academic merit. And these are not my only concerns; there is also a financial outlay as well as a time commitment that in my opinion doesnt pass the smell test. In preparation for my communication with you today, Annika gave me a copy of the course project rubric entitled, Antigone Mask Criteria & Grade. I was astounded. The rubric only partially measures (how to loose 40% of the grade) the assignment, and all from an "Arts and Crafts" versus Honors English class point of view. For example, the "reflection" component on the rubric asks these three questions: "I love my mask because (fill in the blank), I might have produced a better mask if I had (fill in the blank), I think my mask deserves (fill in the blank) because (fill in the blank). (Where are the connections to English literature?) A rubric is a great tool for any student who wants to achieve the maximum number of points out of a possible 100, or 100% by focusing on certain areas of a project that will yield a high return in exchange for effort. This particular rubric only measures two dimensions (negatively): was the mask in on time? (-20% for each day late), and is the mask the correct size? (At least 2X the size of a human head) -20% if it is not 2X the size of a human head. There are three remaining focus areas on this rubric (without a point or percentage value), (1) Creativity (2) Effort, and (3) Aesthetic Appeal. For example, under effort: Mask is three dimensional, constructed solidly of layers, and decorated. (Where are the connections to English literature?) This is the second time that Annie has studied Greek tragedy in school. (Annika is a transfer student from a mainland school). Annika is hesitant, and rightfully so, to jeopardize her Honors English grade based on her ability, or inability to become an artist by being able to pass this standard:

Artist thought of original way to represent character recognizably. (Where is the connection to the literature here?) In lieu of the "Arts and Crafts" assignment Annika offered (twice last week) to submit a written assignment to demonstrate higher level thinking and a broader understanding of the topic, but her teacher rejected her offer outright and instead offered her another project: Create a quilt. Annika and I would like to discuss this matter with you further in person.

Mahalo, Michelle Rigterink 512 619 9456