Well, this is a very appropriate topic for me right now. I have several students in my classes who cannot pry themselves away from their manga books long enough to pay attention in class. On one hand, I'm very glad that they're reading; on the other hand, I wish that they were as interested in what we're reading in class as they are in their manga books. It's sort of driving me and my colleagues crazy.
Onto more productive thoughts. I have used comics before in my classroom. A couple years ago, I used excerpts from Art Spiegelman's Maus during a unit on the Holocaust. The kids responded pretty well, and the text offered some interesting ideas for discussion. Then, last year my accelerated 9th graders read Persepolis Part I as part of a unit titled "Seeing versus Being Seen," which included the novels A Beautiful Mind, The Bluest Eye, and Love Medicine, and focused thematically on issues of power, access, and voice. Persepolis in conjunction with the other novels, served as a fantastic jumping off point for some fairly in depth discussions. I also had the students create their own hand-written, hand-drawn comics about an issue in the lives of today's teenagers that revolved around the idea of voice and power. I don't think I explained it as clearly as I should have, because the results I got weren't exactly what I was hoping for, but it was the first time I'd tried it.
In the future, I like the idea of using comics as a way for kids to challenge texts by re-creating the stories and changing the things they had problems with. For example, a lot of the kids get a little frustrated with Romeo and Juliet and how impulsively they act, or how limited Juliet is in what she can do as a woman in the Renaissance. It would be really cool to discuss these things with kids and then allow them to re-write the story-challenging what they see as issues-using a comic book format. In addition to my students who are addicted to reading manga, I have a lot of artists who like to doodle and draw during class. This would be a great way to get them more engaged and allow them to share their talents with their classmates.
I think the real work on my part would be teaching them how the simple placement of characters and text can communicate something about the characters, their relationships with others, their relative status as compared to other characters, etc. That might take a little more preparation and modeling on my part, but it would definitely create a more thoughtful final product from the students.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, November 16, 2010
Sunday, September 26, 2010
Musings on writing in the classroom
So, I'm teaching a Creative Writing class this semester. I have never taught Creative Writing before, and I've only done a little of it myself. It's going to be an interesting semester in that respect, but that's not what I wanted to write about.
To start the class, I asked the students to write a short piece that explores and discusses the history of their writing: where did they learn? What do they like writing about? How have they grown? What do they like and dislike about writing?
Their responses were mostly what I expected: they started in elementary school. They wrote lots of creative pieces when they were younger. They had a teacher at some point who really lit a fire for them about writing.
Another common thread was the dislike of structured writing assignments in academic classes. This is not surprising, especially coming from a group that is highly creative and fights against conformity. This is also not a problem for me as the teacher; the Creative Writing class is an elective and is therefore more flexible in terms of structure and how we go about class each day. Doing a true writing workshop structure here is not a problem.
No, my issue with the dislike of structured academic writing is in how it works in a mainstream, required English or Social Studies class where almost all of the writing assignments are teacher-controlled.
I understand the arguments from the teacher's perspective: We have standards that must be met, and to our knowledge, this is the best way to demonstrate mastery of standards and skills. Also, many of our students will be heading to college after high school, and each discipline has its own writing structure that students must work with and within. Isn't it best that they get accustomed to that now? Then there's the organizational nightmare that would result if every kid got to pick what and how and about what they were going to write. I get that. It runs through my head on a daily basis.
However, I absolutely get where students are as well. I don't like having something forced on me more than anyone else does. I know that students are more excited and interested in writing when they can choose what to write about. I know that each of them are in different places with their writing and need instruction/direction/help to varying degrees and on varying topics and skills.
So, how? How do I/we create a space that accomplishes the goals we need to without sacrificing student ownership of their learning? How do I/we do that in the traditional high school environment? What needs to change or be present to make this work? What's the hybrid?
I'm throwing this out there in hopes that someone has some good ideas to share. Please share away! I'll do the same as I come up with ideas. :)
That's it for tonight. Take care!
To start the class, I asked the students to write a short piece that explores and discusses the history of their writing: where did they learn? What do they like writing about? How have they grown? What do they like and dislike about writing?
Their responses were mostly what I expected: they started in elementary school. They wrote lots of creative pieces when they were younger. They had a teacher at some point who really lit a fire for them about writing.
Another common thread was the dislike of structured writing assignments in academic classes. This is not surprising, especially coming from a group that is highly creative and fights against conformity. This is also not a problem for me as the teacher; the Creative Writing class is an elective and is therefore more flexible in terms of structure and how we go about class each day. Doing a true writing workshop structure here is not a problem.
No, my issue with the dislike of structured academic writing is in how it works in a mainstream, required English or Social Studies class where almost all of the writing assignments are teacher-controlled.
I understand the arguments from the teacher's perspective: We have standards that must be met, and to our knowledge, this is the best way to demonstrate mastery of standards and skills. Also, many of our students will be heading to college after high school, and each discipline has its own writing structure that students must work with and within. Isn't it best that they get accustomed to that now? Then there's the organizational nightmare that would result if every kid got to pick what and how and about what they were going to write. I get that. It runs through my head on a daily basis.
However, I absolutely get where students are as well. I don't like having something forced on me more than anyone else does. I know that students are more excited and interested in writing when they can choose what to write about. I know that each of them are in different places with their writing and need instruction/direction/help to varying degrees and on varying topics and skills.
So, how? How do I/we create a space that accomplishes the goals we need to without sacrificing student ownership of their learning? How do I/we do that in the traditional high school environment? What needs to change or be present to make this work? What's the hybrid?
I'm throwing this out there in hopes that someone has some good ideas to share. Please share away! I'll do the same as I come up with ideas. :)
That's it for tonight. Take care!
Wednesday, June 16, 2010
Censorship: A Mini-Unit
Lesson 1: As an anticipatory set, I would create and administer a survey to students, asking them about their tastes in music, TV, film, and books. As a class, we would then create a graphic representation of the information gathered and refer back to it as we worked through the mini-unit. Then, the students would be asked to reflect in writing in discuss as a class the following questions:
This reflection and discussion would lead into a discussion of what censorship is and it’s history. I would probably find an article on censorship from our school’s media center databases, and ask the students to read it for the following day’s activities.
Lesson 2: After reading the assigned article, students would hopefully have a better idea of what censorship is, where it comes from, and what people do to stop it. We would put our ideas into practice by examining a specific example. I might use the “Cop Killer” song that we used in class, or I might find another, more recent song by someone like Eminem. As a class, we would listen to the song and analyze the lyrics. After we analyzed the song, the students would break into groups and each group would be assigned an identity: concerned parent, music industry executive, minority or group “attacked” in the song (women, homosexuals, African Americans, etc), teenager, school principal, etc. Each group would be asked to identify the stake their particular identity had in the song and its distribution, and also come up with a statement summarizing why this identified person would or would not support the censorship of this song. This would serve as preparation for the culminating activity.
Lesson 3: The Great Censorship Debate! This lesson might take several days to complete, due to the amount of prep work required.
1. Of the music, films, TV shows, and books that you enjoy, are there any that your parents don’t like or don’t want you to watch? What are those songs/shows/books?
2. Why do you think your parents don’t want you to listen to/watch/read those things?
3. Why do you like those songs/shows/books?
This reflection and discussion would lead into a discussion of what censorship is and it’s history. I would probably find an article on censorship from our school’s media center databases, and ask the students to read it for the following day’s activities.
Lesson 2: After reading the assigned article, students would hopefully have a better idea of what censorship is, where it comes from, and what people do to stop it. We would put our ideas into practice by examining a specific example. I might use the “Cop Killer” song that we used in class, or I might find another, more recent song by someone like Eminem. As a class, we would listen to the song and analyze the lyrics. After we analyzed the song, the students would break into groups and each group would be assigned an identity: concerned parent, music industry executive, minority or group “attacked” in the song (women, homosexuals, African Americans, etc), teenager, school principal, etc. Each group would be asked to identify the stake their particular identity had in the song and its distribution, and also come up with a statement summarizing why this identified person would or would not support the censorship of this song. This would serve as preparation for the culminating activity.
Lesson 3: The Great Censorship Debate! This lesson might take several days to complete, due to the amount of prep work required.
The Situation: An English teacher at the local high school wants to use the Harry Potter books as required curriculum in his or her 9th grade English class. Certain groups are furious and do not want the books used at all, while other groups are supportive and would like to see the books used. To figure out what to do, tProxy-Connection: keep-alive
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school board will be holding an open meeting to hear from both sides of the argument, as well as allow attendees to ask questions, before they make a decision.
The Set-up: Students will be assigned to one of three groups: Those in favor, those opposed, and the audience. All students will be given a day or two in the media center to research ALL sides of the issue. Then, each group will meet together to compare notes and come up with a strategy. For the actual arguers, they will prepare a statement expressing their view and a refutation and rebuttal of the opposing side. The audience will prepare insightful questions to ask both sides during the Q&A section of the debate. For greater challenge, students could be given different identities within their larger groups as well.
The Debate: Students will have a day in class (preferably a block day) to have their debate. If they desired, students could invite the building administrators or actual school board members to hear their debate and offer some insight and feedback.
Reflection: Following the debate, students would reflectively discuss what they discovered and offer evaluative suggestions on what they think should be done. They could also discuss censorship and its ramifications as a larger social issue as well.
Tuesday, June 15, 2010
News Analysis: Teaching Ideas
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7Bmso-style-name%3A%22Table+Normal%22%3B+%09mso-tstyle-rowband-size%3A0%3B+%09mso-tstyle-colband-size%3A0%3B+%09mso-style-noshow%3Ayes%3B+%09mso-style-parent%3A%22%22%3B+%09mso-padding-alt%3A0in+5.4pt+0in+5.4pt%3B+%09mso-para-margin%3A0in%3B+%09mso-para-margin-bottom%3A.0001pt%3B+%09mso-pagination%3Awidow-orphan%3B+%09font-size%3A10.0pt%3B+%09font-family%3A%22Times+New+Roman%22%3B+%09mso-fareast-font-family%3A%22Times+New+Roman%22%3B%7D+%3C%2Fstyle%3E+%3C%21%5Bendif%5D--%3E%3Co%3Ap%3E%3C%2Fo%3Ap%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EAnalysis+of+Sports+Coverage%3C%2Fspan%3E%3C%2Fspan%3E++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3EI+would+start+off+with+a+Think-Pair-Share+that+asks+students+to+talk+about+who+their+favorite+%3Cst1%3Astate%3E%3Cst1%3Aplace%3EMinnesota%3C%2Fst1%3Aplace%3E%3C%2Fst1%3Astate%3E+sports+heroes+are+and+why.+After+students+have+a+chance+to+share+their+thoughts%2C+I+would+ask+them+for+their+opinions+on+media+coverage+of+MN+sports+teams+and+athletes%3A+Are+their+certain+players+that+are+covered+more+often+and%2For+more+in+depth+than+others%3F+Why+do+you+think+that+is%3F+Is+the+attention+deserved%3F+What+makes+an+athlete+%E2%80%9Cmedia-friendly%E2%80%9D%3F%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EI+would+then+present+their+task+to+them.+Students+will+break+up+into+4+teams.+Each+team+will+be+assigned+one+of+the+four+major+broadcast+stations+to+cover%3A+ABC%2C+NBC%2C+CBS%2C+and+Fox.+Team+members+will+then+be+required+to+watch+the+same+local+newscast+on+their+assigned+station+each+night+for+one+week.+They+will+focus+specifically+on+the+Sports+section+of+the+newscast%2C+and+even+more+specifically+on+the+coverage+of+MN+athletes.+As+they+watch%2C+students+will+write+what+they+observe%2C+using+a+system+developed+in+class+to+code+the+content.+Each+day+in+class%2C+students+will+have+time+in+their+groups+to+check+in+and+discuss+their+findings+from+the+night+before+and+compare+logs.+Once+the+week+is+over%2C+students+will+collect+and+examine+all+of+their+logs+to+identify+recurring+patterns+or+themes+related+to+the+local+coverage+of+MN+athletes.+Once+patterns+or+themes+have+been+identified%2C+students+would+participate+in+a+round-table+discussion+in+class+of+what+these+patterns+and+themes+mean+and+how+they+affect+Minnesotans.+Students+could+then+undertake+different+types+of+culminating+projects%3A+they+could+write+a+letter+to+the+station+they+covered+that+lays+out+the+findings+of+their+study%2C+the+ramifications+of+their+findings%2C+and+suggestions+for+the+station%3B+they+could+create+a+satirical+newscast+that+questions+and+challenges+the+patterns%2C+themes%2C+or+stereotypes+they+found+in+their+analysis%3B+or+they+could+create+a+genuine+newscast+that+rectifies+the+problems+or+issues+they+discovered+in+their+analysis.+%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fspan%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3EAnalysis+of+Race+and+Gender%3C%2Fspan%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EThis+would+be+very+similar+to+the+previous+activity+I+described%2C+but+more+generally-focused%2C+like+our+news+analysis+we+did+in+class.+Students+would+be+asked+to+watch+the+same+news+broadcast+every+night+for+a+week.%3Cspan+style%3D%22%22%3E++%3C%2Fspan%3EBefore+that+week%2C+students+would+create+a+system+to+codify+what+they+see.+They+would+specifically+be+looking+for+race+or+gender+in+the+newscast%3A+Who+are+the+newscasters%3F+Do+certain+races+or+genders+get+assigned+certain+types+of+stories+more+often%3F+Is+screen+time+even+between+races+and%2For+genders%3F+What+about+the+film+techniques%E2%80%94are+certain+types+of+shots%2C+etc+used+more+frequently+with+anchors+or+reporters+or+interviewees+of+particular+races+or+genders%3F+Again%2C+any+number+of+authentic+assessments+are+available%3A+students+could+write+a+letter%2C+create+a+newscast.+They+could+write+an+article+about+their+findings+and+publish+it+to+a+wiki+or+blog%2C+or+they+could+send+it+to+a+local+newspaper+for+publishing.+They+could+invite+local+news+personalities+or+station+managers+into+the+classroom+for+a+panel+or+round-table+discussion.%3C%2Fp%3E++
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7Bmso-style-name%3A%22Table+Normal%22%3B+%09mso-tstyle-rowband-size%3A0%3B+%09mso-tstyle-colband-size%3A0%3B+%09mso-style-noshow%3Ayes%3B+%09mso-style-parent%3A%22%22%3B+%09mso-padding-alt%3A0in+5.4pt+0in+5.4pt%3B+%09mso-para-margin%3A0in%3B+%09mso-para-margin-bottom%3A.0001pt%3B+%09mso-pagination%3Awidow-orphan%3B+%09font-size%3A10.0pt%3B+%09font-family%3A%22Times+New+Roman%22%3B+%09mso-fareast-font-family%3A%22Times+New+Roman%22%3B%7D+%3C%2Fstyle%3E+%3C%21%5Bendif%5D--%3E%3Co%3Ap%3E%3C%2Fo%3Ap%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EAnalysis+of+Sports+Coverage%3C%2Fspan%3E%3C%2Fspan%3E++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3EI+would+start+off+with+a+Think-Pair-Share+that+asks+students+to+talk+about+who+their+favorite+%3Cst1%3Astate%3E%3Cst1%3Aplace%3EMinnesota%3C%2Fst1%3Aplace%3E%3C%2Fst1%3Astate%3E+sports+heroes+are+and+why.+After+students+have+a+chance+to+share+their+thoughts%2C+I+would+ask+them+for+their+opinions+on+media+coverage+of+MN+sports+teams+and+athletes%3A+Are+their+certain+players+that+are+covered+more+often+and%2For+more+in+depth+than+others%3F+Why+do+you+think+that+is%3F+Is+the+attention+deserved%3F+What+makes+an+athlete+%E2%80%9Cmedia-friendly%E2%80%9D%3F%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EI+would+then+present+their+task+to+them.+Students+will+break+up+into+4+teams.+Each+team+will+be+assigned+one+of+the+four+major+broadcast+stations+to+cover%3A+ABC%2C+NBC%2C+CBS%2C+and+Fox.+Team+members+will+then+be+required+to+watch+the+same+local+newscast+on+their+assigned+station+each+night+for+one+week.+They+will+focus+specifically+on+the+Sports+section+of+the+newscast%2C+and+even+more+specifically+on+the+coverage+of+MN+athletes.+As+they+watch%2C+students+will+write+what+they+observe%2C+using+a+system+developed+in+class+to+code+the+content.+Each+day+in+class%2C+students+will+have+time+in+their+groups+to+check+in+and+discuss+their+findings+from+the+night+before+and+compare+logs.+Once+the+week+is+over%2C+students+will+collect+and+examine+all+of+their+logs+to+identify+recurring+patterns+or+themes+related+to+the+local+coverage+of+MN+athletes.+Once+patterns+or+themes+have+been+identified%2C+students+would+participate+in+a+round-table+discussion+in+class+of+what+these+patterns+and+themes+mean+and+how+they+affect+Minnesotans.+Students+could+then+undertake+different+types+of+culminating+projects%3A+they+could+write+a+letter+to+the+station+they+covered+that+lays+out+the+findings+of+their+study%2C+the+ramifications+of+their+findings%2C+and+suggestions+for+the+station%3B+they+could+create+a+satirical+newscast+that+questions+and+challenges+the+patterns%2C+themes%2C+or+stereotypes+they+found+in+their+analysis%3B+or+they+could+create+a+genuine+newscast+that+rectifies+the+problems+or+issues+they+discovered+in+their+analysis.+%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fspan%3E%3C%2Fp%3E++%3Cp++style%3D%22font-weight%3A+bold%3Bfont-family%3Ageorgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-size%3A130%25%3B%22%3EAnalysis+of+Race+and+Gender%3C%2Fspan%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3EThis+would+be+very+similar+to+the+previous+activity+I+described%2C+but+more+generally-focused%2C+like+our+news+analysis+we+did+in+class.+Students+would+be+asked+to+watch+the+same+news+broadcast+every+night+for+a+week.%3Cspan+style%3D%22%22%3E++%3C%2Fspan%3EBefore+that+week%2C+students+would+create+a+system+to+codify+what+they+see.+They+would+specifically+be+looking+for+race+or+gender+in+the+newscast%3A+Who+are+the+newscasters%3F+Do+certain+races+or+genders+get+assigned+certain+types+of+stories+more+often%3F+Is+screen+time+even+between+races+and%2For+genders%3F+What+about+the+film+techniques%E2%80%94are+certain+types+of+shots%2C+etc+used+more+frequently+with+anchors+or+reporters+or+interviewees+of+particular+races+or+genders%3F+Again%2C+any+number+of+authentic+assessments+are+available%3A+students+could+write+a+letter%2C+create+a+newscast.+They+could+write+an+article+about+their+findings+and+publish+it+to+a+wiki+or+blog%2C+or+they+could+send+it+to+a+local+newspaper+for+publishing.+They+could+invite+local+news+personalities+or+station+managers+into+the+classroom+for+a+panel+or+round-table+discussion.%3C%2Fp%3E++
Friday, June 11, 2010
Media Representations Activity
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span+style%3D%22font-weight%3A+bold%3B%22%3EIntroduction%3C%2Fspan%3E%3A+In+class%2C+I+would+show+a+selection+of+clips+from+popular+TV+shows+that+feature+teenagers+in+leading+and%2For+supporting+roles.+After+watching+the+clips%2C+we+would+brainstorm+a+list+of+similarities+and+differences+between+the+clips%3A+character+types%2C+settings%2C+topics%2C+plot+devices%2C+themes%2C+etc.+Once+the+list+was+created%2C+we+would+examine+it+for+any+patterns.+Then%2C+we+would+discuss+why+the+same+things+and+patterns+keep+showing+up+over+and+over+again.+At+this+point%2C+I+would+present+a+short%2C+introductory+lesson+on+media+representations.+++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+to+Self%3C%2Fspan%3E%3A+As+a+class%2C+students+would+create+a+list+of+common+representations+or+stereotypes+of+teenagers+that+they+see+in+the+media.+Then%2C+individual+students+would+write+about+which+stereotypes+they+identify+with+the+most+and+the+least.%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self+and+text%3C%2Fspan%3E%3A+Each+student+would+receive+a+log+sheet.+Using+the+log+sheet%2C+students+will+be+asked+to+watch+a+certain+number+of+hours+of+television+or+film+in+a+given+time+period+and+make+note+of+the+representations+of+teenagers+that+they+encounter.+On+the+log+sheet%2C+they+might+record+things+like+what+show+they+were+watching%2C+which+network+is+was+on%2C+basic+demographic+information+about+the+characters%2C+types+of+characters+portrayed+or+any+number+of+other+things.+Students+would+bring+the+log+sheets+back+to+class+and+form+small+discussion+groups+to+share+and+analyze+their+findings.+There+could+be+a+group+sharing+in+the+form+of+a+poster%2C+power+point%2C+or+Glogster.+%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self%2C+text%2C+and+world%3C%2Fspan%3E%3A+Students+would+choose+one+specific+show+from+their+log+to+focus+on.+Students+would+be+asked+to+research+the+network+that+produces+the+show+and+investigate+the+connections+and+relationships+the+network+has+with+other+companies.+The+students+would+then+be+asked+to+present+%28in+their+choice+of+form%29+a+critical+analysis+that+synthesizes+the+information+from+their+log+sheet+and+their+research+to+come+to+a+conclusion+as+to+why+teenagers+are+portrayed+in+a+particular+way+on+that+show+on+that+network.%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EExtension+option%3C%2Fspan%3E%3A+Students+could+then+form+groups+and+create+their+own+TV+programs+or+movies+that+accurately+portray+the+realities+of+teenagers%E2%80%99+diverse+backgrounds+and+personalities.+Or+this+could+lead+into+a+unit+on+satire+and+farce+and+students+could+create+programs+that+challenge+the+stereotypes+through+satire+and+farce.+%3C%2Fp%3E++
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span+style%3D%22font-weight%3A+bold%3B%22%3EIntroduction%3C%2Fspan%3E%3A+In+class%2C+I+would+show+a+selection+of+clips+from+popular+TV+shows+that+feature+teenagers+in+leading+and%2For+supporting+roles.+After+watching+the+clips%2C+we+would+brainstorm+a+list+of+similarities+and+differences+between+the+clips%3A+character+types%2C+settings%2C+topics%2C+plot+devices%2C+themes%2C+etc.+Once+the+list+was+created%2C+we+would+examine+it+for+any+patterns.+Then%2C+we+would+discuss+why+the+same+things+and+patterns+keep+showing+up+over+and+over+again.+At+this+point%2C+I+would+present+a+short%2C+introductory+lesson+on+media+representations.+++%3Cp+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+to+Self%3C%2Fspan%3E%3A+As+a+class%2C+students+would+create+a+list+of+common+representations+or+stereotypes+of+teenagers+that+they+see+in+the+media.+Then%2C+individual+students+would+write+about+which+stereotypes+they+identify+with+the+most+and+the+least.%3C%2Fp%3E++%3Cp++class%3D%22MsoNormal%22+style%3D%22font-family%3Ageorgia%3B%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self+and+text%3C%2Fspan%3E%3A+Each+student+would+receive+a+log+sheet.+Using+the+log+sheet%2C+students+will+be+asked+to+watch+a+certain+number+of+hours+of+television+or+film+in+a+given+time+period+and+make+note+of+the+representations+of+teenagers+that+they+encounter.+On+the+log+sheet%2C+they+might+record+things+like+what+show+they+were+watching%2C+which+network+is+was+on%2C+basic+demographic+information+about+the+characters%2C+types+of+characters+portrayed+or+any+number+of+other+things.+Students+would+bring+the+log+sheets+back+to+class+and+form+small+discussion+groups+to+share+and+analyze+their+findings.+There+could+be+a+group+sharing+in+the+form+of+a+poster%2C+power+point%2C+or+Glogster.+%3C%2Fp%3E++%3Cp+face%3D%22georgia%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EConnection+between+self%2C+text%2C+and+world%3C%2Fspan%3E%3A+Students+would+choose+one+specific+show+from+their+log+to+focus+on.+Students+would+be+asked+to+research+the+network+that+produces+the+show+and+investigate+the+connections+and+relationships+the+network+has+with+other+companies.+The+students+would+then+be+asked+to+present+%28in+their+choice+of+form%29+a+critical+analysis+that+synthesizes+the+information+from+their+log+sheet+and+their+research+to+come+to+a+conclusion+as+to+why+teenagers+are+portrayed+in+a+particular+way+on+that+show+on+that+network.%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Co%3Ap%3E+%3C%2Fo%3Ap%3E%3C%2Fp%3E++%3Cp+style%3D%22font-family%3A+georgia%3B%22+class%3D%22MsoNormal%22%3E%3Cspan+style%3D%22font-weight%3A+bold%3B%22%3EExtension+option%3C%2Fspan%3E%3A+Students+could+then+form+groups+and+create+their+own+TV+programs+or+movies+that+accurately+portray+the+realities+of+teenagers%E2%80%99+diverse+backgrounds+and+personalities.+Or+this+could+lead+into+a+unit+on+satire+and+farce+and+students+could+create+programs+that+challenge+the+stereotypes+through+satire+and+farce.+%3C%2Fp%3E++
Teachers on TV: Analyzing Will Schuester
First off, if you have never watched the TV show Glee, you are missing out! So. Good.
I just recently got hooked on Fox’s huge hit Glee, a musical show that follows the trials, tribulations, and ultimately successes of high school Spanish teacher Will Schuester and his glee club, New Directions. Glee follows a time-honored tradition of teacher portrayals in the media. While there are some aspects of the show that seem to depart from the norm, a closer look reveals that the same problematic value systems underlie the character of Will Schuester as underlie almost every teacher character portrayed on film or TV.
To begin with, Schuester fills the stereotypical archetype of the teacher who fights for the underdog. In the Glee universe, being a member of glee club is something akin to being a leper. The glee students are routinely taunted, teased, and harassed via getting Slushies thrown in their faces for their participation. The kids are unusually talented and clearly VERY good at what they do, but they feel ashamed of their gifts because their peers do not value them. Enter Mr. Schuester. Mr. Schu, as the kids call him, is constantly trying to instill a sense of pride and confidence in them. He also is constantly going to the table for them, fighting the conflicted principal whose main concern seems to be finances and the scheming, conniving head cheerleading coach who wields an enormous amount of power in the school. As the advisor and director of several arts groups at my own school, I really appreciate the depiction of how hard it can be for arts-based programs to get the same support and recognition that sports teams get. However, the depiction of Schuester constantly fighting with admin and the kids is highly unrealistic. It adds to the dramatic tension in the show but does little to accurately show the difficulties teachers experience when they are trying to run an activity or athletic program.
I do give Glee credit for trying to show other aspects Will’s life outside of school, such as his relationship with his wife, except that the portrayal actually reinforces stereotypes rather than challenge them. Will’s marriage is on the rocks, in large part due to his devotion to his students. His wife even decides to fake a pregnancy to stop him from giving up on their relationship. Although I haven’t watched the whole season and thus have no idea how this plotline wraps up, I Proxy-Connection: keep-alive
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uld be willing to bet that Mr. Schu will sacrifice his personal life for these kids. While it tries to show that teachers have lives outside of school and does explore—albeit in a humorously overblown way—the difficulties and stresses of balancing work and home, Glee ultimately sticks to the same story: Teachers must sacrifice any semblance of a personal life in order to be successful with their students.
Another wrench in Will’s relationship with his wife is the adorably neurotic guidance counselor Emma, who is friends with Will. Again, I appreciate that Glee is trying to depict collegiality between teachers instead of setting up Schuester as alone without any support, but the crux of Will and Emma’s relationship is definitely the romantic tension. We do see scenes of Will going Emma to discuss an issue with a student or with the glee club, but it is abundantly clear that the purpose of the scene is to further accentuate the tension between Will and Emma, not accurately depict collaboration between colleagues for the benefit of a student or group of students. The other colleague relationships don’t do much better: Will is friends with the gym teacher, who is marrying Emma. The gym teacher is pretty much only there to act as a foil in Will’s relationship with Emma. He’s also portrayed in a stereotypically negative way: the big, dumb used-to-be jock who’s ironically out-of-shape for being a gym teacher. Then, there’s Sue Sylvester, the cheerleading coach and de facto villain of the show. She plays the drill sergeant stereotype with such gusto and dead-pan hilariousness that it’s impossible not to recognize the stereotype. Jane Lynch does a great job of making fun of the stereotype, but it is still a stereotype. Sylvester is also set up mainly as a foil to Schuester: where Sylvester is mean, pushy, demanding, and unrelenting, Schu is kind, concerned, empathetic, and supportive. It makes for very entertaining TV, but it does nothing to accurately portray the professional collaboration that happens between teachers every day in schools across the country.
While I still love Glee and will continue to watch it for its entertainment value, I don’t agree with its perpetuation of teacher stereotypes. The show has been hailed as original and inventive. What would be original and inventive is a portrayal of teachers that challenges the stereotypes and accurately reflects the important work we do every day.
I just recently got hooked on Fox’s huge hit Glee, a musical show that follows the trials, tribulations, and ultimately successes of high school Spanish teacher Will Schuester and his glee club, New Directions. Glee follows a time-honored tradition of teacher portrayals in the media. While there are some aspects of the show that seem to depart from the norm, a closer look reveals that the same problematic value systems underlie the character of Will Schuester as underlie almost every teacher character portrayed on film or TV.
To begin with, Schuester fills the stereotypical archetype of the teacher who fights for the underdog. In the Glee universe, being a member of glee club is something akin to being a leper. The glee students are routinely taunted, teased, and harassed via getting Slushies thrown in their faces for their participation. The kids are unusually talented and clearly VERY good at what they do, but they feel ashamed of their gifts because their peers do not value them. Enter Mr. Schuester. Mr. Schu, as the kids call him, is constantly trying to instill a sense of pride and confidence in them. He also is constantly going to the table for them, fighting the conflicted principal whose main concern seems to be finances and the scheming, conniving head cheerleading coach who wields an enormous amount of power in the school. As the advisor and director of several arts groups at my own school, I really appreciate the depiction of how hard it can be for arts-based programs to get the same support and recognition that sports teams get. However, the depiction of Schuester constantly fighting with admin and the kids is highly unrealistic. It adds to the dramatic tension in the show but does little to accurately show the difficulties teachers experience when they are trying to run an activity or athletic program.
I do give Glee credit for trying to show other aspects Will’s life outside of school, such as his relationship with his wife, except that the portrayal actually reinforces stereotypes rather than challenge them. Will’s marriage is on the rocks, in large part due to his devotion to his students. His wife even decides to fake a pregnancy to stop him from giving up on their relationship. Although I haven’t watched the whole season and thus have no idea how this plotline wraps up, I Proxy-Connection: keep-alive
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uld be willing to bet that Mr. Schu will sacrifice his personal life for these kids. While it tries to show that teachers have lives outside of school and does explore—albeit in a humorously overblown way—the difficulties and stresses of balancing work and home, Glee ultimately sticks to the same story: Teachers must sacrifice any semblance of a personal life in order to be successful with their students.
Another wrench in Will’s relationship with his wife is the adorably neurotic guidance counselor Emma, who is friends with Will. Again, I appreciate that Glee is trying to depict collegiality between teachers instead of setting up Schuester as alone without any support, but the crux of Will and Emma’s relationship is definitely the romantic tension. We do see scenes of Will going Emma to discuss an issue with a student or with the glee club, but it is abundantly clear that the purpose of the scene is to further accentuate the tension between Will and Emma, not accurately depict collaboration between colleagues for the benefit of a student or group of students. The other colleague relationships don’t do much better: Will is friends with the gym teacher, who is marrying Emma. The gym teacher is pretty much only there to act as a foil in Will’s relationship with Emma. He’s also portrayed in a stereotypically negative way: the big, dumb used-to-be jock who’s ironically out-of-shape for being a gym teacher. Then, there’s Sue Sylvester, the cheerleading coach and de facto villain of the show. She plays the drill sergeant stereotype with such gusto and dead-pan hilariousness that it’s impossible not to recognize the stereotype. Jane Lynch does a great job of making fun of the stereotype, but it is still a stereotype. Sylvester is also set up mainly as a foil to Schuester: where Sylvester is mean, pushy, demanding, and unrelenting, Schu is kind, concerned, empathetic, and supportive. It makes for very entertaining TV, but it does nothing to accurately portray the professional collaboration that happens between teachers every day in schools across the country.
While I still love Glee and will continue to watch it for its entertainment value, I don’t agree with its perpetuation of teacher stereotypes. The show has been hailed as original and inventive. What would be original and inventive is a portrayal of teachers that challenges the stereotypes and accurately reflects the important work we do every day.
Tuesday, June 8, 2010
Teaching Film/Editing Techniques in the Classroom
Introduction: I would introduce the idea of techniques used in film and editing by putting together a collection of scenes from films and TV shows students are familiar with that make strong, purposeful use of the different types of techniques and share that with them in class. I could use a basic KWL chart or I could create a set of questions to be used as discussion prompts in class; Either option would get students to start thinking about the topic.
Terms: I would then go over the terms in class with the students. I would most likely create a power point that had the written definitions as well as links to videos that contained examples of the terms. I could then have students do a Think-Pair-Share, where they thought about films or shows they know that use the different techniques, pair with a partner to discuss their ideas, and then share their ideas with the class in a quick report out.
Guided practice: Once we established the vocabulary, I would lead the students through several examples analyses of different scenes. Once I felt they grasped the concepts, I would assign a group or individual project similar to what we had to do: an analysis of a scene from a TV show or movie. If they were in groups, I would have them present their analysis orally to the class. If they were working on their own, I would ask them to write up their analysis either in Word or in a blog if we were using blogs.
Independent practice: This would be similar to our shot-by-shot analysis of a commercial assignment.
Assessment: I’m borrowing this idea from Beach because I really liked it. I would have students create their own film adaptations, using short stories or narrative poems as their source material. Students would be required to script their production, as well as create a detailed storyboard that identified all the techniques they used. Additionally, I would require them to submit a written reflection where they reflected on their purposes for the choices they made. I might then publish their videos on a secure district server and invite other teachers, administrators, and parents to view them.
Terms: I would then go over the terms in class with the students. I would most likely create a power point that had the written definitions as well as links to videos that contained examples of the terms. I could then have students do a Think-Pair-Share, where they thought about films or shows they know that use the different techniques, pair with a partner to discuss their ideas, and then share their ideas with the class in a quick report out.
Guided practice: Once we established the vocabulary, I would lead the students through several examples analyses of different scenes. Once I felt they grasped the concepts, I would assign a group or individual project similar to what we had to do: an analysis of a scene from a TV show or movie. If they were in groups, I would have them present their analysis orally to the class. If they were working on their own, I would ask them to write up their analysis either in Word or in a blog if we were using blogs.
Independent practice: This would be similar to our shot-by-shot analysis of a commercial assignment.
Assessment: I’m borrowing this idea from Beach because I really liked it. I would have students create their own film adaptations, using short stories or narrative poems as their source material. Students would be required to script their production, as well as create a detailed storyboard that identified all the techniques they used. Additionally, I would require them to submit a written reflection where they reflected on their purposes for the choices they made. I might then publish their videos on a secure district server and invite other teachers, administrators, and parents to view them.
Wednesday, June 2, 2010
Rationale for continuing media studies in District 112
Chaska+High+School+currently+offers+several+individual+courses+in+the+field+of+Media+Studies+within+the+English+department%3A+Introduction+to+Print+and+Broadcast+Journalism%2C+Newspaper%2C+TV+Broadcast%2C+and+Media+Studies.+Additionally%2C+all+levels+of+English+courses+at+the+secondary+level+feature+a+section+devoted+to+media+literacy+in+their+course+standards.+Clearly%2C+media+literacy+has+been%2C+is%2C+and+should+continue+to+be+valued+by+this+district+and+community.%0D%0A%0D%0AIn+their+recently+published+plan+%3Ca+href%3D%22http%3A%2F%2Fwww.chaska.k12.mn.us%2Fpdfs%2Fsecondary_redesign.pdf%22%3E%3Cspan+style%3D%22font-style%3A+italic%3B%22%3EEach+Learner+Prepared+for+Success%3A+District+112+Educational+Plan+for+Learning+and+Success+in+the+21st+Century%3C%2Fspan%3E%3C%2Fa%3E%2C+the+secondary+re-design+team+for+District+112+laid+out+its+goals+and+dreams+for+the+district.+As+Superintendent+David+Jennings+says%2C+%3Cblockquote%3E%E2%80%9CEducation+today+is+about+helping+kids+think+critically+and+make+good+decisions%2C+about+helping+them+understand+their+world+and+its+cultures%2C+about+helping+them+embrace+technology+and+understand+both+its+strength+and+its+limitations%2C+about+helping+them+understand+the+difference+between+information+and+knowledge%2C+and+about+giving+them+the+self+confidence+and+skills+to+be+successful.%E2%80%9D%3C%2Fblockquote%3E+The+design+document+then+goes+on+to+lay+out+specific+goals+for+all+secondary+learners%2C+including+a+goal+that+all+graduates+will+be+%E2%80%9Cfluent+users+of+technology+and+information+with+skills+in%3A+reading+and+media+literacy%2C+responsible+use+of+technology+and+information%2C+technology+use%2C+%5Band%5D+the+research+process.%E2%80%9D+Given+this+proclaimed+interest+in+preparing+learners+for+the+21st+century%2C+it+would+seem+hypocritical+and+backward+to+turn+around+and+declare+that+media+studies+aren%E2%80%99t+a+necessary+and+highly+valuable+part+of+the+curriculum.%0D%0A%0D%0ADistrict+112+should+continue+to+include+media+studies+as+part+of+the+curriculum+because+media+studies+provide+students+with+real%2C+relevant+opportunities+to+engage+in+critical+thinking+and+inquiry%2C+collaboration+and+creation%2C+and+the+construction+of+their+own+knowledge.++According+to+Richard+Beach%2C+professor+of+English+Education+at+the+University+of+Minnesota%2C+%E2%80%9Cthe+marginalization+of+media+in+the+curriculum+ignores+the+centrality+of+media+in+our+lives%E2%80%9D+%28Beach%2C+2007%29.+Our+students+live+in+a+world+saturated+by+media%3A+they+watch+%3Ca+href%3D%22http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FJersey_Shore_%2528TV_series%2529%22%3E%3Cspan+style%3D%22font-style%3A+italic%3B%22%3Proxy-Connection: keep-alive
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