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...
Tuesday, March 29, 2011
Students Who Teach US
This week's chapter "Students Who Teach Us..." was very interesting because it shows how composition professors and English departments are beginning to recognize how new technology and computers change the way students learn and add new types of composition for teachers to consider teaching.
One particular passage that held my attention in the chapter is that "...technologies over the last two decades has changed not only political and social structures that characterize our world, but also the ways in which people understand this world, make meaning, and formulate their own individual and group identities" (location 1176). This related back to early in the semester when we began to imagine how emerging literacy affected the day-to-day culture when alphabets and print emerged.
I understand a lot of David's self-taught understanding of computers and computers programs. While this chapter feels most relevant to teachers who are not fully aware or accustomed to digital technologies, there is another important lesson to be taken from this chapter that everyone, in all contexts, can use to their advantage.
The main point is that we can learn from our students. I think one important problem with education is that the students do not feel like they have a voice or that their education is not tailored to their day-to-day lives. I remember being bored in high school but feeling more engaged when I got to use computer programs and do internet research.
It seems like a good lesson for all teachers that if take a moment to understand the daily lives of students and what our students face every day, we can find ways to better connect and hold their interest more. While the overall article is about what the teacher learned from the students experience, the title could be taking more literally.
I felt like the article failed to discuss what happens when a student is actually teaching the teacher. Maybe I just read the title too literal and expected it to be more about something like showed in the youtube video.
Overall, this was an interesting chapter, and I really liked the autobiographies activity. I think it would be a fun assignment and would the type of assignment I'd be excited to do at home over reading a chapter or writing a short essay.
One particular passage that held my attention in the chapter is that "...technologies over the last two decades has changed not only political and social structures that characterize our world, but also the ways in which people understand this world, make meaning, and formulate their own individual and group identities" (location 1176). This related back to early in the semester when we began to imagine how emerging literacy affected the day-to-day culture when alphabets and print emerged.
I understand a lot of David's self-taught understanding of computers and computers programs. While this chapter feels most relevant to teachers who are not fully aware or accustomed to digital technologies, there is another important lesson to be taken from this chapter that everyone, in all contexts, can use to their advantage.
The main point is that we can learn from our students. I think one important problem with education is that the students do not feel like they have a voice or that their education is not tailored to their day-to-day lives. I remember being bored in high school but feeling more engaged when I got to use computer programs and do internet research.
It seems like a good lesson for all teachers that if take a moment to understand the daily lives of students and what our students face every day, we can find ways to better connect and hold their interest more. While the overall article is about what the teacher learned from the students experience, the title could be taking more literally.
I felt like the article failed to discuss what happens when a student is actually teaching the teacher. Maybe I just read the title too literal and expected it to be more about something like showed in the youtube video.
Overall, this was an interesting chapter, and I really liked the autobiographies activity. I think it would be a fun assignment and would the type of assignment I'd be excited to do at home over reading a chapter or writing a short essay.
Tuesday, March 1, 2011
Some people hold too tight to the Canon
So, reading the article by James Black "The Monuments of a Culture" has made feel a need to respond in the written word. His love of the canon and hatred of "garbage" literature is a little infuriating. Maybe my literature classes have just been better then his instruction. But with many of the books studied in literature courses, a discussion has always been attached to the contemporary culture's response to the publication.
I am first reminded of James Joyce's Ulysses. I recall it being banned in America and being considered garbage literature. But now, we look at it as one of the best examples of Modern Literature and experimental in and even grand in its use of Stream of Consciousness (a favorite of mine).
Black's article is focused a lot of the need to continue teaching traditional and canonized literature. As an English major, I am always asked who my favorite authors are and or my favorite books. While I struggle to respond to that question every time, I usually go into a short speech about my preferences in reading 18th and 19th century British literature and predominantly literature written by female authors.
Many of these female authors were traditionally left out of the canon because their opinions were unnecessary in the very male dominated genre of literature. Jane Austen novels were considered pop culture and trivial in their time of publication. But now they are somewhat included in that 'canon' of literature. If we did not open and expand the literary canon, I doubt that I would be ever have become an English major in college.
While I enjoy many of the traditional and 'expected' literary works in the English classrooms, I do so with a love of using it to analyze and think about culture. I read Shakespeare because the female characters and the portrayal of women's roles interest me when I compare them to contemporary literature.
I feel like the move toward comparative literature is the right move for English professors. The meaning of literature depends on the cultural lens you are using. What Shakespeare means today will be a different story in future classrooms. While I enjoy the traditional literary texts in classrooms, I enjoy them most when I think about what it says about culture.
I think the new emerging 'point' of a college education is the ability to understand and analyze culture. Before becoming an English major, I was left with a semester of the undecided declaration at Columbia College. I decided to take a variety of classes and apply to transfer to a university (mostly because I felt surround by students who did not take school seriously, that's only an opinion).
I had a cultural studies class and an Irish Literature course that semester, and it did not take very long for me to realize I was bound to be an English major. The cultural studies class included looking at many different things from films to books to corporate logos.
I think I could continue on and talk about this all day. But I guess I'll save the rest for class discussion tomorrow. End Rant.
I am first reminded of James Joyce's Ulysses. I recall it being banned in America and being considered garbage literature. But now, we look at it as one of the best examples of Modern Literature and experimental in and even grand in its use of Stream of Consciousness (a favorite of mine).
Black's article is focused a lot of the need to continue teaching traditional and canonized literature. As an English major, I am always asked who my favorite authors are and or my favorite books. While I struggle to respond to that question every time, I usually go into a short speech about my preferences in reading 18th and 19th century British literature and predominantly literature written by female authors.
Many of these female authors were traditionally left out of the canon because their opinions were unnecessary in the very male dominated genre of literature. Jane Austen novels were considered pop culture and trivial in their time of publication. But now they are somewhat included in that 'canon' of literature. If we did not open and expand the literary canon, I doubt that I would be ever have become an English major in college.
While I enjoy many of the traditional and 'expected' literary works in the English classrooms, I do so with a love of using it to analyze and think about culture. I read Shakespeare because the female characters and the portrayal of women's roles interest me when I compare them to contemporary literature.
I feel like the move toward comparative literature is the right move for English professors. The meaning of literature depends on the cultural lens you are using. What Shakespeare means today will be a different story in future classrooms. While I enjoy the traditional literary texts in classrooms, I enjoy them most when I think about what it says about culture.
I think the new emerging 'point' of a college education is the ability to understand and analyze culture. Before becoming an English major, I was left with a semester of the undecided declaration at Columbia College. I decided to take a variety of classes and apply to transfer to a university (mostly because I felt surround by students who did not take school seriously, that's only an opinion).
I had a cultural studies class and an Irish Literature course that semester, and it did not take very long for me to realize I was bound to be an English major. The cultural studies class included looking at many different things from films to books to corporate logos.
I think I could continue on and talk about this all day. But I guess I'll save the rest for class discussion tomorrow. End Rant.
Wednesday, February 23, 2011
Intent and Motivation?
The following paragraph caught my attention while I was reading “Of The Delicacy of Taste and Passion” by David Hume.
The good or ill accidents of life are very little at our disposal; but we are pretty much masters what books we shall read, what diversions we shall partake of, and what company we shall keep. Philosophers have endeavoured to render happiness entirely independent of every thing external. That degree of perfection is impossible to be attained: But every wise man will endeavour to place his happiness on such objects chiefly as depend upon himself: and that is not to be attained so much by any other means as by this delicacy of sentiment. When a man is possessed of that talent, he is more happy by what pleases his taste, than by what gratifies his appetites, and receives more enjoyment from a poem or a piece of reasoning than the most expensive luxury can afford.
This particular passage reminded me of the movie “Fight Club” and how attachment to physical items is not going to satisfy our passions. I really enjoyed the emphasis at the beginning of the paragraph that explains that while we cannot control the world and what happens to us, we can control the information and opinions we are exposed to.
It makes me consider the reasons most people go to college. Many people go to college so that they can have a high paying job and can afford many luxuries in life. Another interesting thing is that people always ask what you are in college for, and most English majors get asked what kind of job they'll have when they finish.
This mentality should be considered when teaching. Most students are in school to get a degree and get a good job. Most students are not in college to gain a vast knowledge or logic skills. So then how do we keep students engaged when the only care they have is the grade letter on their transcript. Should teachers take the time to explain the purpose and intent of a class and how it will valuable outside of a college classroom.
When I think this, I try to remember if I've had any professors attempt to convince me that their subject will be useful outside of the classroom. Of all colleges I have attended and all the classes I have taken, only a few of the professors have attempted to put the classes objectives in a real world situation. I am curious if other people in the class have had a similar experience or feel that the professors should always try to find a way to make the course relevant to everyday life.
What are ways that we can convince students that good writing skills can be used in every day life? One thing I can think of is it helps me when I am answering questions during an interview. I guess I imagine answering the question like an essay question and avoid babbling or being too wordy in my response.
The good or ill accidents of life are very little at our disposal; but we are pretty much masters what books we shall read, what diversions we shall partake of, and what company we shall keep. Philosophers have endeavoured to render happiness entirely independent of every thing external. That degree of perfection is impossible to be attained: But every wise man will endeavour to place his happiness on such objects chiefly as depend upon himself: and that is not to be attained so much by any other means as by this delicacy of sentiment. When a man is possessed of that talent, he is more happy by what pleases his taste, than by what gratifies his appetites, and receives more enjoyment from a poem or a piece of reasoning than the most expensive luxury can afford.
This particular passage reminded me of the movie “Fight Club” and how attachment to physical items is not going to satisfy our passions. I really enjoyed the emphasis at the beginning of the paragraph that explains that while we cannot control the world and what happens to us, we can control the information and opinions we are exposed to.
It makes me consider the reasons most people go to college. Many people go to college so that they can have a high paying job and can afford many luxuries in life. Another interesting thing is that people always ask what you are in college for, and most English majors get asked what kind of job they'll have when they finish.
This mentality should be considered when teaching. Most students are in school to get a degree and get a good job. Most students are not in college to gain a vast knowledge or logic skills. So then how do we keep students engaged when the only care they have is the grade letter on their transcript. Should teachers take the time to explain the purpose and intent of a class and how it will valuable outside of a college classroom.
When I think this, I try to remember if I've had any professors attempt to convince me that their subject will be useful outside of the classroom. Of all colleges I have attended and all the classes I have taken, only a few of the professors have attempted to put the classes objectives in a real world situation. I am curious if other people in the class have had a similar experience or feel that the professors should always try to find a way to make the course relevant to everyday life.
What are ways that we can convince students that good writing skills can be used in every day life? One thing I can think of is it helps me when I am answering questions during an interview. I guess I imagine answering the question like an essay question and avoid babbling or being too wordy in my response.
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