In a few of my other methods classes, we are talking about how to effectively engage disengaged students. When audio production came up in this class, I thought about using GarageBand to engage those unengaged students that wouldn't typically want anything to do with a unit like poetry. Using GarageBand, I thought students could either read the poem with some background music (spoken word style), rap the lyrics, or sing the lyrics to a song of their own. In my example below, I had a recent high school graduate rap Edgar Allen Poe's "The Raven" to a beat that I simply created using royalty-free beats from a collection of local drummers. I asked him to take the poem home, read the poem, and figure out which stanzas he wanted to rap (because the poem is so long). He was excited about the project and called me only two days after I gave him the poem. He told me excitedly that, "he was ready."
The Raven
I interviewed the rapper after the recording session and asked him about the process. He immediately touched on some of the major themes in the poem: depression, death, and insanity. He was surprised that he could rap such an old poem - he thought the language would be harder than it actually was. He wanted to know more about Lenore and commented on the easily rapped rhyme and meter. Having practiced rapping much of the poem, he said that he would probably remember this poem for a long time and could recognize it easily.
I believe that I effectively engaged this student and could use GarageBand as a pre-reading activity for a poetry unit. The students would be forced to get to know the in's and out's of poem and become personally invested in it. I believe I could use GarageBand to enhance some student's learning.
Saturday, October 30, 2010
Thursday, October 28, 2010
Media Ethnography of casinos
I ended up doing my media ethnography on casino gambling. I despise gambling and rarely bet anything more than $20 (over the course of the entire night!). I once lost about $100, I once won $107, and I've been to Las Vegas once, very reluctantly. These events are the entire extent of my gambling career. Why then, would I ever do my media ethnography on gambling? Well, I ended up at Grand Casino in Hinkley, MN, because of drummer Steve Moore, who was recently made hugely popular by You-Tube for his fantastical drumming style.
So, I found myself at a casino, which I think are incredibly interesting places. First of all, the biggest thing I always notice at casinos is the large proportion of people alone. Gambling is not a social event for most serious gamblers. Is it that when people begin gambling, they do so socially, but as they become addicted, it no longer a social event, as with alcohol addiction and many other addictions? Another thing I noticed is that most are in their fifties or older.
I put in $27 into a penny slot machine and bet a single penny on every line (60 cents) until I was down to about $5. There was one woman who came and sat beside me but didn't say anything - just smoked. Then, in one miraculous push of a button, I gained about $15 back! My boyfriend wanted to go to watch the band for a bit, so I hit the "redemption" button. I admit, it felt good when I saw the screen increase my money ever so slowly back up to about $20. I actually wanted to keep going and probably would have. I was glad that somebody was there to stop me. Maybe that's why serious gamblers prefer to gamble alone, there is no one to sway you off those machines.
There is smoking allowed in the casino. I have not been used to this in years, and I didn't miss it. I guess the casino is a Native Americian Reservation and is exempt from the smoking ban. Although there were effective smoke-eating machines, there was still pungent smoke filling the air.
Camera are not allowed in casinos so I couldn't take pictures. I also felt like talking is "off limits" on the gambling floor. So, I did some interacting with gamblers in the buffet (we HAD to eat at the buffet at a casino!) and in the cash redemption line. As I waiting in line with my boyfriend to redeem my $18.76, there was a woman in line that I started talking to. I showed her my large redemption ticket and told her I was down $7. She replied, "Well, at least you know when to stop. I wish I could do that."
At the buffet, many people were eating alone, but not nearly as many as on the gambling floor. Maybe people do carpool here together but respect that gambling is a solitude event. They might meet up to eat as well. This hypothesis was reinforced when I talked to my married neighbors about gambling. They said that they often times go to a casino together but separate upon arrival because they both like to gamble, but on different medias.
So, I found myself at a casino, which I think are incredibly interesting places. First of all, the biggest thing I always notice at casinos is the large proportion of people alone. Gambling is not a social event for most serious gamblers. Is it that when people begin gambling, they do so socially, but as they become addicted, it no longer a social event, as with alcohol addiction and many other addictions? Another thing I noticed is that most are in their fifties or older.
I put in $27 into a penny slot machine and bet a single penny on every line (60 cents) until I was down to about $5. There was one woman who came and sat beside me but didn't say anything - just smoked. Then, in one miraculous push of a button, I gained about $15 back! My boyfriend wanted to go to watch the band for a bit, so I hit the "redemption" button. I admit, it felt good when I saw the screen increase my money ever so slowly back up to about $20. I actually wanted to keep going and probably would have. I was glad that somebody was there to stop me. Maybe that's why serious gamblers prefer to gamble alone, there is no one to sway you off those machines.
There is smoking allowed in the casino. I have not been used to this in years, and I didn't miss it. I guess the casino is a Native Americian Reservation and is exempt from the smoking ban. Although there were effective smoke-eating machines, there was still pungent smoke filling the air.
Camera are not allowed in casinos so I couldn't take pictures. I also felt like talking is "off limits" on the gambling floor. So, I did some interacting with gamblers in the buffet (we HAD to eat at the buffet at a casino!) and in the cash redemption line. As I waiting in line with my boyfriend to redeem my $18.76, there was a woman in line that I started talking to. I showed her my large redemption ticket and told her I was down $7. She replied, "Well, at least you know when to stop. I wish I could do that."
At the buffet, many people were eating alone, but not nearly as many as on the gambling floor. Maybe people do carpool here together but respect that gambling is a solitude event. They might meet up to eat as well. This hypothesis was reinforced when I talked to my married neighbors about gambling. They said that they often times go to a casino together but separate upon arrival because they both like to gamble, but on different medias.
Sunday, October 24, 2010
Role-Playing afterthoughts
1. What were some things that you did to create your role through use of language, information in/images used for your bio?
First of all, I knew that my own thoughts were bound to leak out, so I picked a perspective that I could relate to, a public school student's parent opposed to the proposed dismantle of the public school system.
2. What arguments were you making to convince other roles to support your position?
My main arguments were that I didn't have the time or money to homeschool my child, or send them to a charter or private school. I believe in the government's role of providing tax-paying families with educating their children.
3. What evidence or reasons were your employing to support your positions? Do you think that this evidence or reasons were effective in convincing others to adopt your positions?
I cited other countries and their stance on educating their youth. On the other hand, I disagreed with countries like Germany that administer tests that either send students to the work force, technical school, or University, depending on their scores. Given this logic, students wouldn't be able to enjoy their extra curricular activities or social lives because they are so worried about passing a test that will predict their future. My character in this role-play didn't well in high school and barely made it to college. Once enrolled in college, she excelled and graduated wit ha good GPA. She wouldn't want her child to take a test that determines their future based on their academic level at grade 10.
4. Which roles had the most versus least power in this role-play? What are some reasons that these roles did or did not have power? What were some strategies that the roles with power employed?
I felt like the business owners and principles had the most power and the students and parent had the least because these people make the decisions and have the money and power to change. The parents and students have to fight in large numbers to get the results that one administrator can make in an instant.
5. Were there differences between your personal beliefs and those of your role? Did your own personal beliefs on this issue change at all due to the role-play?
I guess I became more open to a change in the system when it was proposed that it could still be a public school system, just a different one. But them again, why don't we just reform rather than dismantle?
6. How might you use an online role-play in your teacher to address certain issues or teacher about an event or text?
I think it would be great to use to get to know a character in a book better. Also, students learn that they have to defend their arguments rather than just host them. Furthermore, students can learn a lot by choosing another point of view, like being a devil's advocate. Their opinions may change after assuming another role.
First of all, I knew that my own thoughts were bound to leak out, so I picked a perspective that I could relate to, a public school student's parent opposed to the proposed dismantle of the public school system.
2. What arguments were you making to convince other roles to support your position?
My main arguments were that I didn't have the time or money to homeschool my child, or send them to a charter or private school. I believe in the government's role of providing tax-paying families with educating their children.
3. What evidence or reasons were your employing to support your positions? Do you think that this evidence or reasons were effective in convincing others to adopt your positions?
I cited other countries and their stance on educating their youth. On the other hand, I disagreed with countries like Germany that administer tests that either send students to the work force, technical school, or University, depending on their scores. Given this logic, students wouldn't be able to enjoy their extra curricular activities or social lives because they are so worried about passing a test that will predict their future. My character in this role-play didn't well in high school and barely made it to college. Once enrolled in college, she excelled and graduated wit ha good GPA. She wouldn't want her child to take a test that determines their future based on their academic level at grade 10.
4. Which roles had the most versus least power in this role-play? What are some reasons that these roles did or did not have power? What were some strategies that the roles with power employed?
I felt like the business owners and principles had the most power and the students and parent had the least because these people make the decisions and have the money and power to change. The parents and students have to fight in large numbers to get the results that one administrator can make in an instant.
5. Were there differences between your personal beliefs and those of your role? Did your own personal beliefs on this issue change at all due to the role-play?
I guess I became more open to a change in the system when it was proposed that it could still be a public school system, just a different one. But them again, why don't we just reform rather than dismantle?
6. How might you use an online role-play in your teacher to address certain issues or teacher about an event or text?
I think it would be great to use to get to know a character in a book better. Also, students learn that they have to defend their arguments rather than just host them. Furthermore, students can learn a lot by choosing another point of view, like being a devil's advocate. Their opinions may change after assuming another role.
Wednesday, October 20, 2010
Media Ethnography
For the project on Media Ethnography, I think I will do my project on cell phones, and more specifically, the new "smartphones," which make being unconnected nearly impossible.
I remember when cell phones just came out. I distinctly remember in 1997 when I first saw and used a cell phone. At first, our culture had a huge issue with people being rude on their cell phones. It was a huge debate; whether or not it was rude to stop mid-conversation and say, "excuse me, I have to take this call." It was considered rude to talk on a cell phone in a restaurant, on the bus, or sometimes, in somebody's house. Nowadays, people answer phone calls in the middle of face-to-face conversations, in restaurants, and in lines at the grocery store. It is only now considered semi-rude when you don't hang up when you're interacting with the cashier. People even text, Facebook, email, or look things up on the internet while talking face-to-face with somebody.
Now, with smartphones. you are expected to pick up the phone or call back within a few hours - at the most. You are to respond to a text message within minutes, email back within the day, as well as keep your Facebook status "updated" as you move about your day and tweet about relevant information. As a result, when I forget my phone at home, I feel completely naked and out of touch. It is absolutely amazing that I feel uncomfortable without my cell phone, like I forgot to put on socks that morning or something.
I have found that older people still find it acceptable to not answer the phone or take a couple of days to return phone calls, but even with my twenty-something age group this is simply unacceptable for us. I can't imagine keeping up with the social immediacy that adolescents participate in these days. My 14 year-old nephew updates his Facebook status three times a day and switches his dating status about once a week. He must send and receive 100 texts a day. Whenever I text him, he usually responds in seconds. Even if he's at school, he'll write, "txt latr in scl." What?
The new smartphones combine every bit of connectedness that we subscribe to: phone, music, social networking, email, and text messaging. Once in a while, if I forget my cell phone and get over the initial uncomfortableness, I relish in the fact that I am absolutely unreachable.
I remember when cell phones just came out. I distinctly remember in 1997 when I first saw and used a cell phone. At first, our culture had a huge issue with people being rude on their cell phones. It was a huge debate; whether or not it was rude to stop mid-conversation and say, "excuse me, I have to take this call." It was considered rude to talk on a cell phone in a restaurant, on the bus, or sometimes, in somebody's house. Nowadays, people answer phone calls in the middle of face-to-face conversations, in restaurants, and in lines at the grocery store. It is only now considered semi-rude when you don't hang up when you're interacting with the cashier. People even text, Facebook, email, or look things up on the internet while talking face-to-face with somebody.
Now, with smartphones. you are expected to pick up the phone or call back within a few hours - at the most. You are to respond to a text message within minutes, email back within the day, as well as keep your Facebook status "updated" as you move about your day and tweet about relevant information. As a result, when I forget my phone at home, I feel completely naked and out of touch. It is absolutely amazing that I feel uncomfortable without my cell phone, like I forgot to put on socks that morning or something.
I have found that older people still find it acceptable to not answer the phone or take a couple of days to return phone calls, but even with my twenty-something age group this is simply unacceptable for us. I can't imagine keeping up with the social immediacy that adolescents participate in these days. My 14 year-old nephew updates his Facebook status three times a day and switches his dating status about once a week. He must send and receive 100 texts a day. Whenever I text him, he usually responds in seconds. Even if he's at school, he'll write, "txt latr in scl." What?
The new smartphones combine every bit of connectedness that we subscribe to: phone, music, social networking, email, and text messaging. Once in a while, if I forget my cell phone and get over the initial uncomfortableness, I relish in the fact that I am absolutely unreachable.
Wednesday, October 13, 2010
Class Analysis
I think this would be a good teaching idea for middle/high school kids to do as well. Have them search for images pertaining to a specific "lens" and have them do exactly what we did for this assignment: comment on the images through the lens and allow other students to comment/write on their voicethread. I like voicethread (when it's working properly). It's easy to use and I think teenagers would get a kick out of hearing their own voice on an assignment.
Saturday, October 9, 2010
WIKI
So here is my preliminary wiki that I created. After creating and interacting with wikis, I see the range of possibilities they have. I can envision many ways in which to use a wiki in my classroom.
As of right now, I am using mine as a resource page for myself as I move along through the M.Ed program. This will be my resource page for compiling my lesson plans, my classmates' website annotations, as well working with my Crosswinds Intersession partner to work on daily lessons. Wikis seem vital for co-teaching. In-person meetings can be nearly eliminated with the collaborating nature of wikis.
As far as student writing is concerned, there is no accountability with wikis. The instructor does not know which students have edited the page and how much they actually contributed. This seems like a possible downfall of wikis.
As of right now, I am using mine as a resource page for myself as I move along through the M.Ed program. This will be my resource page for compiling my lesson plans, my classmates' website annotations, as well working with my Crosswinds Intersession partner to work on daily lessons. Wikis seem vital for co-teaching. In-person meetings can be nearly eliminated with the collaborating nature of wikis.
As far as student writing is concerned, there is no accountability with wikis. The instructor does not know which students have edited the page and how much they actually contributed. This seems like a possible downfall of wikis.
Tuesday, October 5, 2010
Abercrombie and Fitch Analysis
This is an wepisode of "New Faces" on the Abercrombie and Fitch website. This series features new models on the A&F modeling team. I will critically look at this webisode through a Gender Lens as well as through a Class Lens.
This clip is easy to read through a Gender lens. I think it's important not to just focus on the feminist lens, but to include masculinity in the "Gender" lens. The featured model, Danny, is a good Rugby player that "plays beyond his actual size." Organized sports and competition are essential interests for a "man" to have. One of Danny's teammates plays into the powerful masculine stereotype, "When going into battle, you gotta know who to trust." Sports have often been referred to as the more civil, modern version of battles between men in different communities: but battles nonetheless. The guys in the webisode appear animalistic; they are shown shirtless, muscular, and sweating. These are effective cues the clip makes to clearly identify these guys as real "men." This clip reinforces the masculine stereotype.
I chose this clip for a very specific reason. At 1:39 into the clip (right after Danny says that he likes Rugby because "you can go out there and just kick the crap out of each other"), one of my previous bands' songs starts to play. After unknowingly selling our publishing rights, (companies often times buy cheaper songs from a "stock" of songs that relatively unknown bands sell) our song appeared on this ad. For nearly a minute, our song is featured while a game of Rugby is played. There was much controversy within our band about being included in such a masculine advertisement. We knew that this was not an ideal place for our song. I can honestly say that this webisode was a contributing factor as to why we disbanded.....
On to the Class Lens.....Rugby is a sport originated in England. Although it is also played in parts of the Southern Hemisphere, Rugby is widely regarded as an elite European sport. The biggest icon that comes to my mind when thinking about Rugby players is Prince William, future King of England. In the United States, Rugby is usually only offered as a sport in college. The numerous people that do not attend college are not exposed to the sport, and therefore Rugby has become more of an elite sport. I guess Abercrombie and Fitch, with this ad, is trying to sell to a US college market that, much like Rugby, wants to take part in a unique, yet elite forum.
As far as the classroom goes, I could have students view commercials and analyze them through these lenses (as well as the others) in class. We could spend some time analyzing what motivates commercials to play into these powerful visual cues. A homework assignment would be for the kids would be to go home and watch a few TV commercials. Have them analyze four commercials from four different lenses on their own. In doing so, they will learn to pull out cues by themselves and have the skills to view commercials more analytically rather than just passively.
Friday, October 1, 2010
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