First an essay about my project and a lesson plan or explanation of how it could be used in the classroom. Jenna and I worked together on this project but each created a separate interactive book and classroom assignment, etc. While our projects are the same 'idea,' we each worked on two different projects to see how we may differ in our presentation and so forth.
After the essay is the 'interactive book' that uses videos and pictures and text to show how a text can be written into other art forms.
Colleen Boyle
ENG468
Final Project
Due April 25, 2011
Comparing Contexts Activity
For my final project, Jenna Tackett and I developed an exercise where texts are presented with their different adaptations including pictures, paintings, films, and stage performances. I think that students can benefit from this type of presentation of multiple texts that are related or inspired by one another.
However, this type of activity or discussion is only possible with popular works that have been adapted multiple times. Some of the works that Jenna and I discussed being good for this type of activity include Romeo and Juliet, Peter Pan, Wizard of Oz, Frankenstein, Alice in Wonderland, Pride and Prejudice, The Lion the Witch and the Wardrobe, Dracula, and others that seem suitable. Whether reading the text and watching clips and examining other types of adaptations or reading a text and watching a whole film, I think students can benefit from observing the differences of context and the transformation it takes when becoming a new type of media.
Studying the adaptations and how a changing context reinvents a story will help students prepare to write papers that compare two texts or discuss how different modes of writing can be employed whether they are writing 'academic' papers or working on creative projects like fiction writing or short film making. This is the perfect jump off for a final project where students have the opportunity to create a short film from a written text, short story, or novel, assuming that the students have access to the technology.
For my example presentation below, I used Romeo and Juliet since it is a play typically taught in High Schools and has been adapted numerous times and has a modern adaptation that uses the original text in a modern setting. I have the presentation set up so that students would watch clips while in the process of reading of the text. It would either be assigned to read the play alone at home and then as a class with the clips or just read together in the class. I have also included pictures, still shots from films, and other images that relate to the particular scene of the play. The following discussion questions would be then discussed after seeing the different adaptations or used as a writing assignment.
1) What changes exist between the text and the film adaptation?
2) Why do you think these changes were made? Technology issues? Other cultural factors?
3) If you were adapting the text, what changes would you make or wouldn't make?
4) What things remained the same? Why do you think they remained the same?
5) What cultural differences exist between the original and adaptation, and how do you think they effected the adaptation or the original text?
Students would have a writing assignment to follow up this type of exercise that allows them to use their observations about the comparison and write a thoughtful essay about the two texts. Or a creative project would follow that allows them to take a text and adapt in a modern setting as a short film. I would advise students to make conscious changes in their creative project but to have a clear understanding of why they made those changes. I think the creative option would be more engaging and fun for students.
*Below is the presentation. Like a youtube video, there is an option to make it go full screen. I apologize for the youtube clips if they have subtitles or any other annoying defects. I did use the full texts of Romeo and Juliet, and some of the clips are very long.
Wednesday, April 27, 2011
Wednesday, April 20, 2011
Closing out the semester, revisiting past questions
At this point in the semester, it is important to look back and see how our opinions have evolved, transformed, and possibly fused with one another's outlooks. I find that my first blog post hasn't changed in all its answer or outlooks but that some need to be revised or elaborated on more fully. Here are a few of those revisions (without trying to write a lengthy novel about writing and teaching writing).
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
One of the things that has changed in my 'picturing' someone writing is that I no longer exclusively see words on paper or computer screen. Discussions about how writing is also designing and composing is now included in the imagery of seeing someone in the act of writing. I feel like it more has to do with the creation of something, rather than simple text and words on paper.
8. Is writing a private thing, a social thing, or both? In what ways?
My answer for this has not changed drastically. I still see writing as being both a private and social thing. I think we write for both social and private situations. I would like to add that they are very different in that the context and perspective of the writing changes when someone else is reading the text. When writing in a social situation, another dynamic is introduced that adds an element of the readers perspective, their context, and their filters to the meaning.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
My answer to this question has to be changed. I based my previous answer of the assumption that people define illiteracy the way I define it (the inability to read the alphabet and written words). I defined it based on the lack of a skill. But it is apparent from the National Endowment for the Arts report that people view illiteracy as the lack of people who read for fun and enjoyment. I disagree with this 'definition' but it is apparent that people do not read 'high' literature as much as organization thinks we 'should.' This does not factor in the amount of reading done on a day to day basis or on the internet. I find that report to be misleading and find most of my friends read text online and in their daily lives but do not sit down and read The Great Gatsby, but that does indicate they cannot read or are illiterate.
4. Close your eyes and take a few minutes to picture someone in the act of writing. Who are they? What do they look like? Where are they? What exactly are they doing? Describe the scene in as much detail as possible.
One of the things that has changed in my 'picturing' someone writing is that I no longer exclusively see words on paper or computer screen. Discussions about how writing is also designing and composing is now included in the imagery of seeing someone in the act of writing. I feel like it more has to do with the creation of something, rather than simple text and words on paper.
8. Is writing a private thing, a social thing, or both? In what ways?
My answer for this has not changed drastically. I still see writing as being both a private and social thing. I think we write for both social and private situations. I would like to add that they are very different in that the context and perspective of the writing changes when someone else is reading the text. When writing in a social situation, another dynamic is introduced that adds an element of the readers perspective, their context, and their filters to the meaning.
9. When people talk about "illiteracy,' what do you think they are talking about? Who is illiterate in this country? What are some of the primary causes of illiteracy? Is illiteracy a problem?
My answer to this question has to be changed. I based my previous answer of the assumption that people define illiteracy the way I define it (the inability to read the alphabet and written words). I defined it based on the lack of a skill. But it is apparent from the National Endowment for the Arts report that people view illiteracy as the lack of people who read for fun and enjoyment. I disagree with this 'definition' but it is apparent that people do not read 'high' literature as much as organization thinks we 'should.' This does not factor in the amount of reading done on a day to day basis or on the internet. I find that report to be misleading and find most of my friends read text online and in their daily lives but do not sit down and read The Great Gatsby, but that does indicate they cannot read or are illiterate.
Tuesday, April 12, 2011
Box Logic
I really enjoyed reading this chapter and the idea of found art or box art to be very interesting. While I had heard of found art before, it made me recall the episode of the Simpsons where Homer becomes an outsider artist (Season 10, Episode 19, titled "Mom and Pop Art" http://www.imdb.com/title/tt0701180/). I tried to embed a video, but couldn't find a good clip.
Activity one was the activity that I felt was the most interesting (and I'm actually planning to attempt it later today). The only thing I felt the chapter didn't address was the issue of copyright infringement to avoid students who take all of someone else's work, versus composing and compiling their own work.
The other reasons I enjoyed this chapter is that is challenges what we consider art. I found it particularly interesting in comparison to our class discussion about the made movement. When I began to consider compiling my 'art box,' I began to wonder how would I choose items out of my apartment but would I avoid items that still have value or use. Do we choose things that no longer have any purpose any more?
The Made Movement is all about what we can make from everyday items instead of purchasing new products. Found art is similar in that you aren't purchasing new items but secondhand items. It is interesting to think of these two things as opposing one another.
But I like that this chapter challenges our idea of art and the possibly that art is also composition and design. The idea that expression does not just mean the creation of art but also the composition of items to create art and emphasizes the "the physical details of the scene".
Another topic that the chapter brings forward is public discourse, and that "You have to be apart of the system in order to participate in a public discourse". I think that this type of activities forces students to practice a public discourse that can become helpful in discussions of other types of arts in and outside the classroom.
I have a lot of other things I want to discuss but am trying to save some things for the facilitation group this week. I am also considering doing Activity One to bring to class and discuss as part of the facilitation group.
Activity one was the activity that I felt was the most interesting (and I'm actually planning to attempt it later today). The only thing I felt the chapter didn't address was the issue of copyright infringement to avoid students who take all of someone else's work, versus composing and compiling their own work.
The other reasons I enjoyed this chapter is that is challenges what we consider art. I found it particularly interesting in comparison to our class discussion about the made movement. When I began to consider compiling my 'art box,' I began to wonder how would I choose items out of my apartment but would I avoid items that still have value or use. Do we choose things that no longer have any purpose any more?
The Made Movement is all about what we can make from everyday items instead of purchasing new products. Found art is similar in that you aren't purchasing new items but secondhand items. It is interesting to think of these two things as opposing one another.
But I like that this chapter challenges our idea of art and the possibly that art is also composition and design. The idea that expression does not just mean the creation of art but also the composition of items to create art and emphasizes the "the physical details of the scene".
Another topic that the chapter brings forward is public discourse, and that "You have to be apart of the system in order to participate in a public discourse". I think that this type of activities forces students to practice a public discourse that can become helpful in discussions of other types of arts in and outside the classroom.
I have a lot of other things I want to discuss but am trying to save some things for the facilitation group this week. I am also considering doing Activity One to bring to class and discuss as part of the facilitation group.
Tuesday, April 5, 2011
Visual compositions and texts
When I read the chapter discussing visual texts and how to analyze them, I felt oddly familiar and comfortable with the idea of analyzing these types of texts. But I also recall a childhood and young adult life of reading graphic novels, popular magazines, and other texts that included pictures.
I know that Jenna has a similar experience of high school journalism and experience with page layouts and visual text composition. I enjoyed the layout process more than the writing process in high school journalism and that interest took me towards graphic design.
But even with this experience, these were outside of English classrooms and composition classrooms. I did have one literature class in community college that included a graphic novel in the syllabus, and I do recall analyzing the visual aspects and graphic in part of our understanding the text. I remember the students feeling more engaged and more encouraged to participate in the classroom discussion.
This one example does not repeat itself in any of my other courses in my undergraduate studies. The only other exception would be watching clips of film adaptations of books/texts we've read. But the visual and text are kept separate in these situations.
The activities given at the end of the chapter are interesting. The one about the poster boards feels a little outdated. While this may be good for a school where computers are not readily available for students, a school that has computers will have students who would rather familiarize themselves with creating visual texts digitally rather than on a poster board.
I like the idea of the visual essay, but I would change the content of the essay. I think students might enjoy creating visual essays about their favorite characters (from books, movies, or TV) or maybe about a career they are interested in pursuing. I feel like the visual essay could be applied to many different topics.
All of the activities seem to be really effective and fun assignments. I think that it would be interesting to give the students option to see which they would like to construct. Maybe, a teacher of composition would bring examples of each and then assign a student to pick one and create their visual argument, essay, exhibit, etc...
I know that Jenna has a similar experience of high school journalism and experience with page layouts and visual text composition. I enjoyed the layout process more than the writing process in high school journalism and that interest took me towards graphic design.
But even with this experience, these were outside of English classrooms and composition classrooms. I did have one literature class in community college that included a graphic novel in the syllabus, and I do recall analyzing the visual aspects and graphic in part of our understanding the text. I remember the students feeling more engaged and more encouraged to participate in the classroom discussion.
This one example does not repeat itself in any of my other courses in my undergraduate studies. The only other exception would be watching clips of film adaptations of books/texts we've read. But the visual and text are kept separate in these situations.
The activities given at the end of the chapter are interesting. The one about the poster boards feels a little outdated. While this may be good for a school where computers are not readily available for students, a school that has computers will have students who would rather familiarize themselves with creating visual texts digitally rather than on a poster board.
I like the idea of the visual essay, but I would change the content of the essay. I think students might enjoy creating visual essays about their favorite characters (from books, movies, or TV) or maybe about a career they are interested in pursuing. I feel like the visual essay could be applied to many different topics.
All of the activities seem to be really effective and fun assignments. I think that it would be interesting to give the students option to see which they would like to construct. Maybe, a teacher of composition would bring examples of each and then assign a student to pick one and create their visual argument, essay, exhibit, etc...
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