Kist Reflection Blog

The best part about this class is basically what I have reflected on previously--I have experienced a new genre of literature and learned how to teach it, I read about how to teach film and realized that it can be studied like literature and I have realized that there are more texts I can work with and teach other than just written literature.  I will definitely teach graphic novels and film, and will continue to read young adult literature so I can recommend it to my students.  Also, I realized that students can use critical thinking in ways other than just writing papers or speaking in classroom discussions.  I like the idea of incorporating outside current events, history and theatre into English lessons, and students can use critical thinking skills when incorporating these items into activities.  For example, creating a mini actors' studio in the classroom and having students act out parts of a Shakespearean play forces students to think hard about the characters' motivation, traits and flaws.  

I did not really think about how to use technology, film or music in lessons prior to this class, and now I am excited to incorporate all kinds of new texts into my lesson plans.  One negative about this class, however, was that we did not actually make a full lesson plan--I would have liked to make and teach a plan, perhaps one idea from the wiki.  I am confident in my ability to be creative in making lesson plans, but still weary on how to actually teach them.  I am stoked that I have the canonical wikis to gather ideas from, but wish I had more hands-on teaching experience. 

Pytash Course Reflection

I enjoyed this course, and like that I have all these blog entries to reflect on, and a useful textbook to use when making or revising lesson plans.  I will definitely use the tips Jago gives for teaching students how to analyze literature--she really knows what she's talking about.  I like her theories and that she provides worksheets and lesson plan ideas in her book to use.  Jago has a sort of old-fashioned view on things, but brings new and effective ideas and techniques to implement her teaching.  

Also, it is obvious that Dr. Pytash knows what she is talking about, and she has been able to answer all my questions and address my concerns about teaching; it was great to have a professor who was an effective teacher, herself, and not just someone with ideas about how teaching should be. 

I am glad that we were able to work with Firestone students again--I tutored a different student this time, and was able to create mini, personalized lesson plans for her, and I really began to feel confident in my teaching abilities.  I am so excited to see how my student scored on her OGTs, and glad that this class gave  me the opportunity to work with these students. 

I do wish that we could have done a few more expert group presentations, and perhaps individual ones too, because I am still apprehensive about what works and how long lessons will really take.  It seems like the only way to become an effective teacher is to have experience to back knowledge about lesson plans, standards and content. Overall I had a good experience with taking this class, and I wish that Dr. Pytash was teaching a class next semester!

Kist Blog Check #3: Post 3: Reflecting on Graphic Novels

When the graphic novels we were to read arrived in the mail I was disappointed.  I instantly judged them, deeming the Pinocchio one scary and weird and Naruto just weird.  As it happens, I should not have judged a book by its cover.  While reading the Pinocchio book, I found myself laughing out loud often, and when it was over I was disappointed: I wanted to read more.  I went online and found the author's website, where I discovered that the authors have been busy since they published the first novel: there was a description of a second book and some videos to watch as well; apparently I was not the only one who enjoyed the unlikely lovable novel.  I went on to amazon immediately and ordered the second book (click here!).  I am very excited to start the second installment, but mostly exhilarated that I found a new genre of books to get involved in that I previously thought to be odd!

Being that I love super hero and sci-fi films, I decided to look into purchasing some Marvel comics.  I realized that there is an awesome book store in downtown Kent that has a wide selection of second hand books and comics! I went in and purchased a book that is a compilation of Marvel comic characters and their stories, and made a note to go back and purchase more in the series when I have a bit of spare money.  Reading through this comic book gets me even more excited for the films coming out in the next few years involving Marvel characters: Thor, Captain America and The Avengers. 

I am thrilled that I got into this genre, and it makes me think about how important it is to incorporate myriad of texts into my future English classroom.  When I interviewed the Firestone student whom I tutored last semester, he mentioned that he would read more if he knew what to read.  Based on these two revelations, I have decided that it is without a doubt crucial to include a choice project at least once during the school year in my plans, and also crucial for me to continue to expand my horizons in the literary world so I can make book recommendations for all types of students.  Perhaps if I require students to read a graphic novel, listen to classical music or watch a foreign film I can ignite a new desire to indulge further in that text, as I did with graphic novels.  For example, I can require students to read the original translated text of "Beowulf," then read the graphic novel as well.  Additionally, I like the activity we did in class where students respond to bits of classical music, writing images and emotions they felt while they were listening--classical music would be a new text for middle school or high school students. 

Overall, I am glad that I discovered the enjoyment in reading comics and graphic novels, and will be sure to include different texts in my future classroom in hopes that one or two students will make a similar discovery.

Kist Blog Check #3, Post 2: Listening to Music

In my elementary school music classes, we would sing songs from different eras and play instruments like the recorder or the xylophone. We spent little to no time discussing what we thought about the music or what stuck out to us; we listened, sang and played the music we were given with no questions asked.  My last music class was in seventh grade, and at that point, nearly everyone who was involved in band or orchestra was forced into it by their parents, or got involved initially for that reason and learned to love it. Few kids joined and stayed in a musical extracurricular because they had a burning desire to play the flute or the violin.  Why is this? Is it because of the way we were taught? I was never asked to analyze a song, or really think about it, but I was asked to look and think about books in Language Arts, and to think and do experiments in science class and write papers in social studies.  Even in art, we studied colors and were asked why we liked certain things.  Perhaps it was just my school experience, but I feel that in every class i was asked to study, think and consider my opinions and what I enjoy in each subject, with one exception: Music.  Why was I never asked to analyze music?

I came across this article a few weeks ago and it made me think: what if I had studied music in school this way? Would I enjoy music more, and be more inclined to listen to songs just for their arrangements or the instruments used? Perhaps if music was studied more like literature was, I would have seen more of a purpose in it from a young age.  This article begins with the author describing his experiences in music and pointing out that people do not often just sit and listen to music anymore, but do other activities while it plays in the background.  That is exactly what I use it for: a soundtrack for driving, working out or hanging out with friends--not just to listen to its beauty.  I love that the author tells readers what to look for in a song, then posts a link to the song.  I wish I would have learned music like this.

Picking out themes and emotions in songs would have drawn me in, and given me a connection to it, rather than just playing simple songs robotically.  I am a very visual person, and when the author asks readers to listen and imagine scenes, emotions or images in Debussy's "Le Mer," I have a much stronger connection to it.  I never really realized that I like certain songs because of the connotations that I have with them, until this article.  I wish I would have learned which instruments are used to convey certain emotions, like anger, and why composers chose the instruments they did for certain parts of their songs.

After reading this article, it reinforced my thoughts that schooling and parenting at an early age is extremely important to children's development.  I grew up in a home with parents who valued literature and board games more than music, and a school that taught music superficially, compared to literature.  At the very least, my seventh grade music class should have included this more analytical approach to studying music.

Additionally, the thought crossed my mind that this article would not have been the same if it had been published in print--readers would not be able to listen to the songs the author describes instantly, and few would listen to them at all.
How do my experiences compare to everyone else's? I am really curious to know what everyone thinks about studying music more analytically, or if anyone went to a school who did!

Pytash: Chapter 7

Jago begins the chapter by writing about how there should be national standards and how making them and getting them put into effect is quite challenging. I agree with her to an extent: I think there should be some national standards, but not quite as much as state standards. I believe this for two reasons:
1. Different lessons and skills apply more to different states. It is tough to apply the same standards to schools located in rural environments as ones in inner-cities. Basics, like reading, writing and grammar should be incorporated, but the details should be kept to the states.

2. Teachers already stress out about teaching to the state standardized tests, and would be even more if there was both a state and a national test. Obviously the tests would overlap in some places, but it still seems like these may be overkill, in some places. I would definitely like to know more about the potential creation of these national standardized tests; it can either makes students more robotic and memorize exactly what they need to know to pass, or hold them to higher standards and improve their learning. I would like to hope that the latter would occur.

Another part I really like about this chapter is when Jago describes how she taught Brutus and Antony's speeches. My initial thought was to parallel the speeches with presidential candidates, and have students debate on what qualities would make a better president, and if our current president embodies these qualities. Reading forward, Jago describes a similar idea to mine--I love when English class incorporates outside lessons, where students can see how English skills can apply everywhere in the real world, not just when reading canonical literature. I will definitely use lesson ideas like that in my classroom.

Blog Check 3 Kist: Comparing Graphic Novels

Using the worksheet from class, I am making a graphic novel comparison between "Pinocchio: Vampire Slayer" and "Naruto."

P= "Pinocchio: Vampire Slayer"
N= "Naruto"

Text and Dialogue

Balloons:
P- Filled with them, relies most on them
N- Filled with them, but expresses dialogue in other ways

Captions:
P- There are a few captions, about a handful, mostly in the beginning of the novel
N- Also, there are few captions

Emanata:
P- Very few: when Pinocchio snaps his nose off, or to indicate action
N- Lots; in the form of "Zoom" or "dash" to indicate speed, also words used to convey anger (examples on pages 16 and 17).

Labels/Signs:
P- None
N- See page 84. In the beginning of the chapters, often things are labeled.

Lettering:
P- Simple font with a flair
N- Curvier font, more oriental/anime looking

Sound Effects:
P- Again, the snap when Pinocchio breaks off his nose
N- Many, to indicate sounds like slaps or when a character uses doppleganger; See example on page 46


Visual Features

Characters:
P- All are dark-looking, white spots in the place of eyes. Looks like a horor cartoon.
N- Has the anime feel, look like Americans with Asian influence.

Objects:
P- More than Naruto; focus on the scene itself over just the people and their facial expressions.
N-A few props, detailed and made to look more realistic. More of a focus on the characters, though.

Icons:
P-None that don't make sense in the text. None are used to indicate emotion, or anything.
N- A few icons used, mostly hearts and question marks (see page 78).

Scenery:
P- Detailed, shadowy scenery, important to the story.
N- Detailed when shown, but the focus is on the characters and their faces.

Depicted Action:
P- Both internal and external-Pinocchio visibly blames himself for his father's death, but the book is about him fighting mosters, and many scenes were drawn centering around these external conflicts.
N- Both as well; the book is about ninjas and fighting, but it is equally a novel about how each character has an internal goal they are trying to reach or a conflict they are trying to overcome. For example, Naruto wants to be the best ninja.

General Layout and Design

Borders:
P- Defined, but with a thin line. Some pages have no borders at all.
N- Borders are more clean; every page has them.

Gutters:
P- Most pages have a thin gutter, but some don't; some panels are located on top of others.
N- Very defined, organized gutters. Every page has them.

Panels:
P- Most pages have panels, but others are just a whole picture. Looks more hand-drawn, with imperfections.
N- Every page has defined panels. More clean/computer looking than P.

Open Panel:
P- Has many open panels and some are flushed together.
N- Has very few open panels (page 78).

Splash:
P- has many splash pages, notably the first few in the text.
N- Has only one splash page, when a very significant moment in the character's life occurs (pages 54-55). Additionally, the beginning of some sections are splashes, but not inside the stories, themselves.

Angles and Frames

Bleed:
P- Has many incidents of bleed and sometimes a word or Pinocchio, himself, will reach into the adjacent panel.
N- Sometimes words are bled over a little bit (page 51), but the panels are generally well defined and keep to themselves.

Close-up:
P-Has a few close-ups, story focuses on the action more than facial expressions.
N- Many close-ups, like in many other anime novels. Emotion and reactions are important. Many close-ups on eyes.

Head Shot:
P -Same as close-up.
N -Same as close-up.

Head-Shoulder Shot:
P-Occur fairly often, but not as much as in Natuto.
N- Very often- most of the novel contains head/shoulder shots; the main way the characters are drawn.

Full-Figure shot:
P- Many full-figure shots, the scene around the characters is important and seeing the size difference between Pinocchio and the other characters is also important.
N- There are a few of these; they show how small Naruto is compared to his counterparts. Again, most of the book contains closer shots.

Longshot/Extreme Longshot:
P- Same idea as Full-figure shot, but even less of these; maybe three or four.
N- Same idea as Full-figure shot, but possibly only one of these.


Rhetorical Techniques Applied in Text, Visuals and Design

Exaggeration:
P-Not much exaggeration, if one puts himself into a world with monsters and talking puppets. The story, itself, is real inside that world.
N- Much: Every few pages some unrealistic ninja move is invented to get the characters out of some situation. Also the emotion is exaggerated: the characters get angry about everything.

Empathy/ Identification:
P- Readers empathize with Pinocchio because he feels responsible for his father's death, and he feels a heavy weight on his shoulders with having to kill monsters. Some elements are relatable, like the feeling of being ostracized or trapped.
N- Readers can relate to some of the emotions in the text, especially young teenagers. Also, the main character is persistently working toward a goal, which everyone can relate to. I, personally, couldn't emphasize with the main character because the situations he is put in are obscure compared to what I am familiar with. Perhaps if i read the next book in the series I would better understand the story to empathize with him.

Mood/Tone:
P- Melancholy, but uplifting. Also scary, yet enough comic relief to be very entertaining.
N- The mood is emotional and tense-someone is always getting attacked physically or mentally.

Simplicity/Complexity:
P- The idea is simple enough, but after characterization and details about this world, the story becomes complex.
N- Although there is a lot to learn about this world, it seems like a simple story: Young ninja trying to prove himself in a fantastical, Japanese world.

Irony/Satire:
P- It is ironic that the creation must defeat his creator. Light-hearted, mild satire on the vampire craze.
N- None.

Realism/Icons:
P- The characters and scenery make the story feel more real. No icons.
N- The fact that the story takes place in Japan makes me feel like it could be real, despite the fantastical element. There are a few icons, like hearts, and a constant reference to women as sex symbols (page 14).

Order/Disorder:
P- This seems like a disorderly world that Pinocchio and his friends are trying to set right.
N- This seems like a very structured and organized world with defined conflicts.

Juxtaposition:
P- Good vs. Evil in Pinocchio and the monsters. Living flesh human vs. Puppett.
N- Good Vs. Evil inside Naruto, himself. Nice vs. mean in himself and his friends.

Relationships:
P- Relationships with his friends are positive ones, and with the town is generally negative until the end. Also, he is constantly fighting monsters.
N- Many, many relationships. Tough to keep track of names sometimes. Positive relationship with Naruto and his instructor, negative relationship with everyone else, and within himself.

POV:
P- Inside view on Pinocchio- Limited first person. We only see his thoughts a few times, when they are critical to understanding the story, like his feelings about his father.
N- Third person view following a child. We see everyone's emotions and a few thoughts from everyone, especially Naruto.

Pytash Chapter 6: Lesson Planning

Although this chapter was more than twice as long as the others, it was one of my favorite to read. One concern I have with teaching my first year is not really knowing how long things will take. Also, I was not sure whether I could make all my lesson plans the summer before the school year, or if I had to do it week by week; this chapter made me realize that it is really both. I like how Jago introduced the chapter with discussing the Japanese lesson planning, then led into teaching how to teach a lesson.

I really like the way the Japanese do lesson planning for three reasons:
-I like the idea of all the teachers in the school getting together once a week to talk and come up with a lesson plan; some really neat ideas could be generated this way. Also, teachers could address and work through issues, and work together to find solutions for students who need more help, or students who aren't being challenged.

-Students would get a more equal classroom experience if all teachers taught basically the same lesson. The whole grade would be on the same page with their learning and could discuss lessons with friends outside of their individual classrooms.

-Planning lessons as a group during school hours once a week would save lots of time for teachers who have to do so much planning outside of school. I know that in America, students would not be able to be left alone for legal reasons, but perhaps they could all have lunch, study hall, an elective or an advisory period during this part of the day. The more I consider this idea, the more I like it.

*My only problem with the idea is that part of my excitement with teaching is that I get to plan out lessons and put my personal touch in them. If we worked as a group, some of that personal touch would be killed; I could vary the lesson slightly, but the idea is to have the whole school on the same page and for teachers to collaborate toward one goal.

I liked how this chapter felt conversational and gave so many teaching strategies and ideas. For example, I love the "What's Important" activity on pages 134/135. If students filled out one of these worksheets, detailing the most important aspects of the reading from the previous night and included quotes, it would make writing an essay so much easier. Additionally, If I were to include a section on a test of identifying quotes, perhaps I could use the quotes students wrote on these worksheets, since they would be most important to the students.