I have to begin by saying that I've always liked myths and mythology. I find it fascinating to explore the attempts humans make to explain what is often unexplainable. It also interests me to see in what ways myths shape beliefs and the resulting culture. Often, myths seem to be so deeply embedded in our subconscious that they cannot be shaken loose by the most rigorous scientific findings. Perhaps we need our myths more than we need the truth......
In writing my own myth, I realized just how malleable this literary form is - there are endless possibilities, not only of stories to tell, but the ways in which to tell them. It made me appreciate the liveliness of what was once a purely oral form - the immediacy of story-telling, the synergy between orator and listener. In fact, I told the story of my myth to my husband over dinner, and he sat as quiet and enraptured as a child at story time. As a story-teller, I can embellish on the spot, and my own emotion and performance bring the imaginary elements to a new level of enjoyment.
Once a myth is written down, it becomes more static. I begin to expect it to be linear, a little more believable, or at least analyzable from an academic viewpoint. I realize that some of the sheer joy of story-telling is lost in simply reading words on a page. This doesn't mean I don't still enjoy reading mythology, but I will definitely be aware of what is missing.
As a teacher, this was a key insight for me. I don't think I would ever assign my students to read a myth and then write a paper about it; I may not even do that much class discussion. I would instead do something like what we did in class - I would have the kids get up on their feet and do some sort of presentation, let them ham it up even, as long as they got the key points of the story. Then we could talk about the cultural influences of myths and why we study them etc. etc. The academics would come after the fun.
I thoroughly enjoy creating my own myth, and I would definitely assign my students to do so. Creating a class website with everyone's myth would be a great group project, or even a book with each person's myth and illustrations included. And of course, having students willing to tell the class the story of the myth they wrote would be the best part. Perhaps we could even collaborate with the Drama Club....
Sunday, March 29, 2009
Sunday, March 8, 2009
Analyzing and writing about poetry, and then writing some myself, has given me a profound respect for the craft of the poet. To be able to worry meaningful thoughts and images out of the chaos of one's own brain, to sum them up within the space of a few lines, and to do it all using gorgeous language seems to me much harder than prose. Interestingly, however, writing about and writing poetry has strengthened my ability to catch so-called "poetic" elements within the works of many prose writers, so I suppose it isn't fair to think one type of writing more difficult, and therefore somehow more "special," than another.
I am grateful that I avoided writing much poetry before I had learned to analyze and comment on the good stuff. I would probably have been far less game to give writing poetry a whirl in the present had I already embaressed myself in the past. Having some experience identifying and discussing the elements that make good poetry work, I had some guidelines to follow in crafting my own. And, as all good writers know, being a voracious and careful reader always informs one's own work for the better, as we seem to subconsciously absorb the influence and style of the writers who move us.
I found my attempts at poetry a challenge, definitely, and by no means do I consider myself an outstanding poet. I was, however, pleasantly surprised at some of the results, and found it an even greater emotional touchstone than prose writing. The imperative of getting the feelings and images down within a limited form forced me to cut to the chase and try to choose the strongest and most meaningful language I could to express what I wanted. A good workout for any writer, whether a poet or not.
As a teacher, I see the value in asking my students to approach poetry from the multiple angles of reader, interpreter, and writer. This aproach will help them better grasp the elements of the form and a stronger ability to understand what they read. Having them write poetry themselves will not only give them a form of self-expression they may not have explored, but may also heighten their interest in what moved the poets they study in class to write what they did, thus engaging students more deeply in the texts. Of course, I can't ask my students to do what I am not willing to do myself, so I must share some of my own poetry with them. This gives me an opportunity to model self-expression and creative exploration, and will build a sense of community within the classroom.
I am grateful that I avoided writing much poetry before I had learned to analyze and comment on the good stuff. I would probably have been far less game to give writing poetry a whirl in the present had I already embaressed myself in the past. Having some experience identifying and discussing the elements that make good poetry work, I had some guidelines to follow in crafting my own. And, as all good writers know, being a voracious and careful reader always informs one's own work for the better, as we seem to subconsciously absorb the influence and style of the writers who move us.
I found my attempts at poetry a challenge, definitely, and by no means do I consider myself an outstanding poet. I was, however, pleasantly surprised at some of the results, and found it an even greater emotional touchstone than prose writing. The imperative of getting the feelings and images down within a limited form forced me to cut to the chase and try to choose the strongest and most meaningful language I could to express what I wanted. A good workout for any writer, whether a poet or not.
As a teacher, I see the value in asking my students to approach poetry from the multiple angles of reader, interpreter, and writer. This aproach will help them better grasp the elements of the form and a stronger ability to understand what they read. Having them write poetry themselves will not only give them a form of self-expression they may not have explored, but may also heighten their interest in what moved the poets they study in class to write what they did, thus engaging students more deeply in the texts. Of course, I can't ask my students to do what I am not willing to do myself, so I must share some of my own poetry with them. This gives me an opportunity to model self-expression and creative exploration, and will build a sense of community within the classroom.
Thursday, January 22, 2009
I can't believe I am out in cyberspace - I've resisted Facebook, MySpace, and blogging for years! However, I am submitting to class requirements in order to trudge toward my larger goal of graduating, so here goes...Who knows, I may even like it.
My name is Elizabeth, and I am in my final semester of the Subject Matter Credential Prep program at CSUN. I won't be receiving a degree, as I already hold a B.S. in Business and a diploma from a performing arts conservatory. I am fulfilling the requirements for teaching English at the secondary education level, and will be the proud holder of a state-approved subject matter waiver in Spring 2009. I can then go on to work toward my state credential. Eventually, I plan to get an M.A. in English so I can teach at the community college level. This is my fourth career - I've already been an actress-dancer, a corporate account executive, and a small-business owner. For the last few years, I've been what my husband terms Chief Executive Lifestyle Manager of our household and family.
In addition to my own schooling, I am a part-time substitute teacher for LA Unified in middle and high school. I really enjoy the high school students I've encountered so far; the middle school kids, not so much. Yes, high school students can be trying, but for the most part they are eager to please and willing to learn, as long as they can see the point of what they are doing in school.
Which brings me to the main subject of this post: My take on the use of technology as a teaching aide in the classroom.
Like all technology, human input determines the quality, and therefore the usefulness, of the device or system developed. Poorly designed and implemented technological teaching aides can detract from learning as easily as enhance it. For example, I observed a high school English class in which the teacher attempted to play music through a laptop in order to help the students understand a poem that had been adapted into lyrics.
She did not know how to use the computer, so an inordinate amount of time was spent waiting for her to download the music file from the Internet, and by the time she had done so, the students were restless and talkative. The classroom was large, and she had forgotten speakers, so the music was difficult to hear for the students toward the back of the room. As a result, the lesson was not very well absorbed, or interesting for that matter.
The temptation for teachers to become lazy and rely on technology to relay information and do their teaching for them can be very real, particularly in the current K-12 educational environment of large classes, few teaching assistants, and an emphasis on passing state exams rather than true learning. However, no PowerPoint presentation or class blog can replace basic instructional skills. If that were the case, schooling would consist of students simply reading course material and taking tests; we could all self-educate using this method, and never set foot in a classroom.
From a sociological perspective, technology can create psychological distance between students, their peers, and their instructors if used at the expense of interaction. Despite the popularity of online classes, there is a lot to be said for the immediacy of class instruction and discussion which takes place face-to-face in real time. The arts and humanities in particular require a certain amount of emotional engagement with the material, which is difficult to express through technology alone. In addition, a lack of personal presence and interaction can foster a measure of indifference, and perhaps a lack of student investment, toward the material and the learning process.
Despite its potential pitfalls, I am by no means advocating limiting the use of technology in the classroom. On the contrary, it can be a powerful enhancement to the learning process, not only in imparting information, but also in keeping students motivated by and current with the media demands of our culture.
First and foremost, technology allows instructors to create lessons, which appeal to all styles of learning – visual, auditory, and tactile. Complex ideas can be presented in many different formats. Sound, text, graphics, and the physical acts of typing at a keyboard or creating a website ensure that all types of learners have an equal chance to grasp the material being taught.
Despite the drawback of no face-to-face interaction, online technology does allow students and instructors to interact outside of the classroom, by the use of e-mail, websites, and class blogs. For example, I took a recent literature class in which the instructor required all students to post on a class website their favorite quotations from each of the works they read, with an explanation of why a quotation appealed to them as a reader and a scholar. All of the students became very interested in what others had to say about the texts being studied, which sparked some lively class discussions. Posting online became an easy way to keep in touch between class meetings, and a sense of community was created which enhanced the in-class experience.
Technology can also be a useful tool in classroom management.
I observed a history teacher using a PowerPoint presentation to teach the important concepts relating to the Cold War in his high school classroom. His presentation screens were clear, well designed, and interesting to look at. PowerPoint allowed him to move back and forth quickly between screens to answer questions and make additional points. Most importantly, I noticed that using PowerPoint allowed him to stay facing the class, rather than having to continually turn his back to write notes on the board. He was able to keep constant visual connection with the students, which helped him manage them and engage them effectively.
To go back to the social perspective, I think it’s important that educational methods be re-tooled to conform to current cultural interests and resources. Today’s students have never known a time when personal computers did not exist; it therefore makes sense that a technology they are already adept at using become part of their educational experience.
In addition, I feel it’s important that today’s students be taught the appropriate use of technology, both in school and in daily life. For example, plagiarism has become a greater concern than ever, due to the infinite amount of information available on the Internet. The shorthand language of text messaging is beginning to creep into student writing. These are examples of technology corroding the learning process, and teachers have a duty to address these problems.
To conclude, I’ll emphasize again that I believe technology can be a powerful educational aide, but it can never replace the basic pedagogical process of learning or the essential skills of teaching. Technology is only as good as its very human creators and end users; whether it enhances or detracts from the learning environment depends on the competence of those educators who choose to add it to their teaching toolbox.
My name is Elizabeth, and I am in my final semester of the Subject Matter Credential Prep program at CSUN. I won't be receiving a degree, as I already hold a B.S. in Business and a diploma from a performing arts conservatory. I am fulfilling the requirements for teaching English at the secondary education level, and will be the proud holder of a state-approved subject matter waiver in Spring 2009. I can then go on to work toward my state credential. Eventually, I plan to get an M.A. in English so I can teach at the community college level. This is my fourth career - I've already been an actress-dancer, a corporate account executive, and a small-business owner. For the last few years, I've been what my husband terms Chief Executive Lifestyle Manager of our household and family.
In addition to my own schooling, I am a part-time substitute teacher for LA Unified in middle and high school. I really enjoy the high school students I've encountered so far; the middle school kids, not so much. Yes, high school students can be trying, but for the most part they are eager to please and willing to learn, as long as they can see the point of what they are doing in school.
Which brings me to the main subject of this post: My take on the use of technology as a teaching aide in the classroom.
Like all technology, human input determines the quality, and therefore the usefulness, of the device or system developed. Poorly designed and implemented technological teaching aides can detract from learning as easily as enhance it. For example, I observed a high school English class in which the teacher attempted to play music through a laptop in order to help the students understand a poem that had been adapted into lyrics.
She did not know how to use the computer, so an inordinate amount of time was spent waiting for her to download the music file from the Internet, and by the time she had done so, the students were restless and talkative. The classroom was large, and she had forgotten speakers, so the music was difficult to hear for the students toward the back of the room. As a result, the lesson was not very well absorbed, or interesting for that matter.
The temptation for teachers to become lazy and rely on technology to relay information and do their teaching for them can be very real, particularly in the current K-12 educational environment of large classes, few teaching assistants, and an emphasis on passing state exams rather than true learning. However, no PowerPoint presentation or class blog can replace basic instructional skills. If that were the case, schooling would consist of students simply reading course material and taking tests; we could all self-educate using this method, and never set foot in a classroom.
From a sociological perspective, technology can create psychological distance between students, their peers, and their instructors if used at the expense of interaction. Despite the popularity of online classes, there is a lot to be said for the immediacy of class instruction and discussion which takes place face-to-face in real time. The arts and humanities in particular require a certain amount of emotional engagement with the material, which is difficult to express through technology alone. In addition, a lack of personal presence and interaction can foster a measure of indifference, and perhaps a lack of student investment, toward the material and the learning process.
Despite its potential pitfalls, I am by no means advocating limiting the use of technology in the classroom. On the contrary, it can be a powerful enhancement to the learning process, not only in imparting information, but also in keeping students motivated by and current with the media demands of our culture.
First and foremost, technology allows instructors to create lessons, which appeal to all styles of learning – visual, auditory, and tactile. Complex ideas can be presented in many different formats. Sound, text, graphics, and the physical acts of typing at a keyboard or creating a website ensure that all types of learners have an equal chance to grasp the material being taught.
Despite the drawback of no face-to-face interaction, online technology does allow students and instructors to interact outside of the classroom, by the use of e-mail, websites, and class blogs. For example, I took a recent literature class in which the instructor required all students to post on a class website their favorite quotations from each of the works they read, with an explanation of why a quotation appealed to them as a reader and a scholar. All of the students became very interested in what others had to say about the texts being studied, which sparked some lively class discussions. Posting online became an easy way to keep in touch between class meetings, and a sense of community was created which enhanced the in-class experience.
Technology can also be a useful tool in classroom management.
I observed a history teacher using a PowerPoint presentation to teach the important concepts relating to the Cold War in his high school classroom. His presentation screens were clear, well designed, and interesting to look at. PowerPoint allowed him to move back and forth quickly between screens to answer questions and make additional points. Most importantly, I noticed that using PowerPoint allowed him to stay facing the class, rather than having to continually turn his back to write notes on the board. He was able to keep constant visual connection with the students, which helped him manage them and engage them effectively.
To go back to the social perspective, I think it’s important that educational methods be re-tooled to conform to current cultural interests and resources. Today’s students have never known a time when personal computers did not exist; it therefore makes sense that a technology they are already adept at using become part of their educational experience.
In addition, I feel it’s important that today’s students be taught the appropriate use of technology, both in school and in daily life. For example, plagiarism has become a greater concern than ever, due to the infinite amount of information available on the Internet. The shorthand language of text messaging is beginning to creep into student writing. These are examples of technology corroding the learning process, and teachers have a duty to address these problems.
To conclude, I’ll emphasize again that I believe technology can be a powerful educational aide, but it can never replace the basic pedagogical process of learning or the essential skills of teaching. Technology is only as good as its very human creators and end users; whether it enhances or detracts from the learning environment depends on the competence of those educators who choose to add it to their teaching toolbox.
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