Thursday, October 18, 2012
Podcast
I don't want to say anything I'm going to put in my write-up about the podcast, but can I at least say.... I definately see the value in this. I think I'll use it after I get some more practice of not sounding like the guy from clear eyes while I talk. hah
Don't think I'm some radical feminist, but...
"Regardless of their beliefs in the matter of equality versus equity, teachers' levels of comfort in actively dealing with gender issues in their classrooms greatly influence their decisions about what strategies they will be willing to use. In a recent survey of 1519 K-12 teachers' positions on gender issues in literacy education, Commeyras et al. (1997) found that 86% of the teachers reported feeling most comfortable (i) monitoring equal participation by males and females in discussions, and (ii) including in the curriculum men and women's works that are generally considered non-mainstream. Most teachers did not feel comfortable having class discussions on the use of sexist language and the portrayal of males and females in a non-traditional school texts, or asking boys and girls to identify with characters of their own sex. It is possible that they perceived these options as potentially controversial, while the other scenarios did not seem as likely to lead to divisive discussions."
I read this in Gender Issues in the Language Arts Classroom. I don't know if articles like this strike my interest because I use to worked on cars for years, or if because I often talk to people who seem afraid to step outside of "traditional" or expected roles (by society standards). I think this is something teachers should encourage and be willing to discuss openly- not shy away from discussing.
I read this in Gender Issues in the Language Arts Classroom. I don't know if articles like this strike my interest because I use to worked on cars for years, or if because I often talk to people who seem afraid to step outside of "traditional" or expected roles (by society standards). I think this is something teachers should encourage and be willing to discuss openly- not shy away from discussing.
Meaning and balance
MEANING MEANING MEANING. The title of the chapter says it all- meaning that matters.
Students will constantly ask 'why' and they should! I think more people should ask why instead of just taking things at face value. If something's being taught in school, students should have context to apply it to. Why are we doing this? When are we going to use this? Both questions any teacher should be prepared to answer regarding anything they're teaching, without falter.
The components that provide teachers direction toward this reframing include: (1) providing explicit multimodal design instruction and attention; (2) co-constructing authentic purposes for representing multimodal meaning for an audience; (3) designing multimodal composing activities that invite students to draw on their identity lifeworlds as resources; and (4) creating functional social spaces for mediating multimodal learning.
- Miller
"Since we cannot erase visual texts from modern life...we much challenge students to analyze critically the texts they view [and help them] learn to employ visual media as another powerful means of communication." - Lund (78).
^finding BALANCE, again something important. This goes back to talking about multiliteracies- reading visual clues as a language with no words... But here she's looping it back to strengthen communication.
Students will constantly ask 'why' and they should! I think more people should ask why instead of just taking things at face value. If something's being taught in school, students should have context to apply it to. Why are we doing this? When are we going to use this? Both questions any teacher should be prepared to answer regarding anything they're teaching, without falter.
The components that provide teachers direction toward this reframing include: (1) providing explicit multimodal design instruction and attention; (2) co-constructing authentic purposes for representing multimodal meaning for an audience; (3) designing multimodal composing activities that invite students to draw on their identity lifeworlds as resources; and (4) creating functional social spaces for mediating multimodal learning.
- Miller
"Since we cannot erase visual texts from modern life...we much challenge students to analyze critically the texts they view [and help them] learn to employ visual media as another powerful means of communication." - Lund (78).
^finding BALANCE, again something important. This goes back to talking about multiliteracies- reading visual clues as a language with no words... But here she's looping it back to strengthen communication.
Monday, October 1, 2012
Xtranormal - website I mentioned in class
Day in the life of a Cocktail Server
by: BMillz426
This is a video I made for the girls I work with (I'm a cocktail waitress)
Bear in mind, I've made an education related video, too, but sadly it was long ago and I can't remember my log-in information...
But you have the ability to do what I did here:
by: BMillz426
This is a video I made for the girls I work with (I'm a cocktail waitress)
Bear in mind, I've made an education related video, too, but sadly it was long ago and I can't remember my log-in information...
But you have the ability to do what I did here:
- choose characters
- choose setting
- choose voices
- create dialog, insert pauses, and change facial expressions
- choose background sound or music (this was a 'resturant' setting)
In-Class Blog 10/1
In Wilber's Ch 3, page 48, the first link I went to was Diane Cordell's blog and noticed the FREADOM graphic right away (because it was Banned Book Week)- Banned books is something close to me and based on conversations I've overheard in class today, it's been apart of some of your lives as well. Cordell posts about different topics and the comments she receives about them. I found some of her posts interesting so I'll probably keep an eye on her down the road.
“One of the strangest things is the act of creation.
You are faced with a blank slate—a page, a canvas, a block of stone or wood, a silent musical instrument.
You then look inside yourself. You pull and tug and squeeze and fish around for slippery raw shapeless things that swim like fish made of cloud vapor and fill you with living clamor. You latch onto something. And you bring it forth out of your head like Zeus giving birth to Athena.
And as it comes out, it takes shape and tangible form.
It drips on the canvas, and slides through your pen, it springs forth and resonates into the musical strings, and slips along the edge of the sculptor’s tool onto the surface of the wood or marble.
You have given it cohesion. You have brought forth something ordered and beautiful out of nothing.
You have glimpsed the divine.” -Vera Nazarian, The Perpetual Calendar of Inspiration
You are faced with a blank slate—a page, a canvas, a block of stone or wood, a silent musical instrument.
You then look inside yourself. You pull and tug and squeeze and fish around for slippery raw shapeless things that swim like fish made of cloud vapor and fill you with living clamor. You latch onto something. And you bring it forth out of your head like Zeus giving birth to Athena.
And as it comes out, it takes shape and tangible form.
It drips on the canvas, and slides through your pen, it springs forth and resonates into the musical strings, and slips along the edge of the sculptor’s tool onto the surface of the wood or marble.
You have given it cohesion. You have brought forth something ordered and beautiful out of nothing.
You have glimpsed the divine.” -Vera Nazarian, The Perpetual Calendar of Inspiration
(^just a quote I liked that she posted)
Next I searched Teen Ink "Magazine, website & books written by teens since 1989," where students can create accounts and post their work. I think this would be FANTASTIC to either get students involved in using in class, or even make them aware so that they can use it on their own. Without creating an account, I don't know if one can make a pen-name or an alias (if they do not want the world to know who they really are).
Before the readings for this week, I had never really read about Multimedia Storytelling. This is from PBS' website- an example project with objectives, standards, extension ideas, assessment recommendations, etc. I found it interesting because it's a new subject for me, so I'll have to keep reading.
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