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Service-learning includes: Hands-on learning integrated into a course Working with community partners to benefit the common good Reflection to connect service to academic and civic learning goals What is the project? Students will collect their folklore mini-collections from individuals in the Cajun community. Who is our partner? Our primary community partner will be the Cajun French Music Association (CFMA) of Baton Rouge, although opportunities for other partnerships may arise throughout the semester. The CFMA is a non-profit organization whose mission is to promote and preserve Cajun culture and music. The CFMA sponsors Friday night Cajun dances at 7 pm at the American Legion Hall Post 38, which will be perfect opportunities for us to collect our folklore. What happens at the dances? The American Legion Hall is located off of Florida Blvd. at 151 South Wooddale Blvd. (behind the Pier One). Free dance lessons take place from 7:00-7:45 pm—this will be a good time for you to come and learn to dance if you want, but it also may be the best time to go around the room and talk to people, as it gets a bit louder when the band starts at 8:00 pm. You’ll probably want to arrive a bit before 7, as the dance lessons begin right at 7 pm. Admission is $7.00 per person (although they have agreed to arrange some kind of discount—at the door, tell them you are with Casey’s LSU Service-Learning course). Feel free to bring along a friend or dancing partner—these dances are so much fun! You will find everyone to be very friendly and welcoming; you may simply fall into conversations with people or you may have to seek them out. The CFMA has agreed to make an announcement before and during the dance to let people know that there are LSU students who would like to learn about Cajun culture and collect folklore from Cajun individuals. It might be ideal for you to build a relationship with one particular person and collect each of your mini-collections from that person over the course of the semester. However, this might not be possible, in which case it’s fine for you to collect your folklore from several individuals. Be sure to introduce yourself, explain our project, and get permission to speak with them and document their folklore. How does this project fit in with the learning goals of the course? You will have an opportunity to learn first-hand about the heritage and traditions of one of Louisiana’s cultural groups, the Cajuns. Seeing folklore at work in a local context helps you think about it globally as well. How does the community partner benefit? The CFMA really likes to bring young people out to the dances because it provides an opportunity for them to pass on Cajun culture and their love for the music to the younger generations. In the early twentieth century, attempts were made to suppress Cajun culture and many Cajuns were punished for speaking Cajun French rather than English in school. As a result of this history, much of Cajun culture was lost. In recent years, there has been a push to preserve this special culture and the Cajun French language. More people at the dances will serve to raise awareness and appreciation of Cajun culture. The CFMA will also receive a “deliverable product” at the end—a book in which we compile all the folklore we have collected, with a focus on the people we’ve collected it from as well. How many dances will I attend? Service-learning students will be required to attend a minimum of four dances, but keep in mind you may need to attend more if you’re not able to collect all you need in just four dances (and you might want to—they’re really fun!! (). I will have a log for you to get initialed at the door so you can document your attendance. What are the assignment alternatives if I choose this option? Because of the time they will spend off campus going to the dances, those students who choose this option may eliminate the sixth mini-collection (urban legend) assignment and the urban legend analysis paper (5-6 pgs.). S-L students will also do three reflective papers over the course of the semester rather than four Blackboard responses. How can I be a respectful and ethical fieldworker and service-learning student? Make sure you read Living Folklore Chapter 7 and “Immigrant and Ethnic Folklore,” which both outline best practice in the field and how to approach fieldwork ethically. “Louisiana’s Traditional Cultures: An Overview,” and “The Social Uses of Ethnic/Regional Foodways: Cajuns and Crawfish in South Louisiana” will help you understand Cajun culture (you’ll want to read them before you go to your first dance so you are prepared) and you might also want to do some research on your own as well about Cajun culture. Be sure to avoid treating the people you meet as an ends to a means, as simply your key to getting your assignments finished, but be friendly, respectful and truly listen and talk to them. Think about how you would like to be treated if you were going to tell a cherished family story to someone. Also, alcohol is available at the dances, which requires this note about responsibility: page 7 of the Service-Learning Student Partner Handbook states that service-learning students should not report to sites under the influence of drugs or alcohol, or use drugs or alcohol on site. I’ve noticed that the serious dancers don’t drink and I can tell you from experience, it’s easier to learn and follow the steps sober! So all in all, it’d be best if we all just saved our drinking for after the dance. How can I be prepared? Be sure to bring a notebook and pen with you to the dances so you can not only get your collaborators’ name (with accurate spelling) and other pertinent information, such as where they are from, but also write down the joke, recipe, etc…so you can finish your assignment. Remember how important context is! These details are also important because we’ll want to make our book as professional and complete as possible; we’ll want it to be a quality product that the CFMA can truly appreciate and use to their benefit both now and in the future. It is possible they would even want to sell it as a money-making endeavor, in which case, we will have not only documented their folklore, but helped them further their organization economically. Along with the book, they will also receive a disc with an electronic copy of it so they can add to it or continue the project if they wish. Some of you may want to bring a tape recorder, but if you are talking to the person during the dance, it might be difficult to hear any recording. You always want to make sure you get someone’s person to tape record them though. You also might find that it would be helpful for you to get the person’s contact information if they are willing and perhaps you could follow up, fill in any gaps, etc…over the phone or email if need be. Having contact information or a relationship with one particular collaborator may help you with the material culture collection, for instance, in which you may need to ask someone ahead of time to bring a photo of or an actual object of material culture. Some of them may have some kind of dress or costume on though that would function as a piece of material culture. Pictures will add a nice visual element to our project as well, so plan to take some pictures of your collaborators if they are willing, especially towards the end of the collection process as we get ready to compile the book (once again, make sure you have permission to photograph them). Be sure to refer to your Service-Learning Student Partner Handbook if you have general questions and I’m always available to help or answer questions as well. This is going to be fun!! 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