Shea, Pegi Deitz. Tangled Threads. New York: Clarion Books, 2003.
Tangled Threads by Pegi Deitz Shea tells the story of twelve-year-old Mai Yang, a Hmong refugee living in a camp somewhere in Thailand. Mai and her grandmother fled Laos—their homeland—during the Vietnam War after their village was attacked by the Vietnamese Army. For seven long years after their flight and arrival in Thailand, Mai and her grandmother have stuck together, caring for one another and supporting themselves by selling their pa’ndau—“flower cloth” that is a needle-and-thread form of art. Finally, Mai and her grandmother are given permission to travel to America to live with Mai’s uncle and his family who left the camp five years before. Along the journey to America, Mai becomes more and more aware of her grandmother’s dependency on her ability to speak English and her education of the American way of life. This shift in dependency places a great strain on their relationship, a strain that is intensified after they arrive in America and encounter the completely foreign way of life in which their family members now live. Mai struggles to maintain her own identity despite the pull of her Americanized cousins to give in to a new way of life, to understand and cope with her grandmother’s increased dependence, and to successfully integrate the two worlds in which she now lives—Hmong and American existences that pull at her.
I think that the book was very well done. Because the author is not Hmong herself, I was relieved to find an author’s note at the back of the book which details her interest in Hmong refugees and their culture, experiences, and new lives in America. The list of references in the back of the book adds to the validity of the research upon which the story was created. I think Shea does a great job in illustrating the confusing and frustrating experience of a young girl who struggles to cope with immigrating to a new land that is vastly different from the world she was so accustomed to. Mai’s experience brings up important themes of family, identity, maintaining cultural identities and values in a new land, new vs. old ways, and self-development. Mai’s story is unique, yet, it is accessible to those who read it. The text can be related to anyone who has experienced immigration themselves and there are enough issues not completely related to the difficulties associated with immigration that all readers can find some common element within the story. Personally, I enjoyed the book because it expanded my understanding of Hmong culture and history. After reading the text I did my own research into the Hmong and it added to my understanding of the text. I also enjoyed the story itself. I enjoyed following Mai to school and reading about her experiences, her love for knowledge, and her growth as a person.
I think this book is teachable because it has so many different levels on which students can relate to the text. On a broad level, students can identify to the confusion and frustration of growing up—the drama of middle school and the angst associated with becoming a teenager. On a narrower scale, the story documents a girl’s immigration to the United States and that is a connection that many students can identify with—either experiencing it themselves or having relatives who have had similar experiences. Going back to critical theory, the many layers within the text allow for the use of different lenses to analyze the text. Students can reflect on their personal reactions to the text (reader’s response); the power struggle between old and new ways, the refugees and the Thai soldiers, the new immigrants and the settled immigrants (Marxist); the gender roles and expectations of the Hmong culture (gender); to name a few. The many different themes and the different applicable lenses lend themselves well to discussion and the cultural element of the text lends itself well to various research-based/analysis projects. I would love to use this book within book clubs—as a choice text for those interested in this topic, or as a classroom text in which students would do research into the struggles of immigrants/refugees when coming to America—what difficulties they face in coping with distinctly different cultural values and norms.
Saturday, December 12, 2009
Wednesday, December 9, 2009
CI 5472: Film in the Classroom
I think it would be interesting to have students read a short story—such as “The Curious Case of Benjamin Button” by F. Scott Fitzgerald, “Three-Ten to Yuma” by Elmore Leonard, or even something like “Jumanji” (a short story made into a children’s picture book) by Chris Van Allsburg. After having read the story, show the film adaptation to the class. Because the films started out as short stories and where then turned into feature length films, I think it would be interesting to have the students examine what elements of the story are the same and what are different. Since the short story format doesn’t leave much room for a tremendous amount of detail, the film adaptors needed to find details either within the story (as inferred by the text) or through their own interpretation of the story (their personal response and visualization of the text).The teacher could provide students with a hand out that asks them to identify where details were added into the story—where was the story embellished and lengthened—and have them consider where the screenwriters added this detail, how they inferred that these details could/should exist within the story, etc.
Next, students could role-play the conversation that might have occurred between the original author of the text and the screenwriter. What questions would the author have for the screenwriter? Would the author be critical of the finished product or merely curious as to where/how the screenwriter created the details to add to the film adaptation? This could be written out, acted, or even filmed. Groups could present these interviews to one another and the teacher could use this to create a strong discussion as to what/how much creative freedom should be given to screenwriters in developing a film.
For a final assignment, the teacher could provide students with several different options of short stories to read and adapt into some sort of story board using ComicLife, VoiceThread, or iMovie—making sure that at least two students were creating an adaptation from the same short story. These adaptations would need to contain a set amount of added detail to the story in order to serve as storyboards for a larger film production. Students would need to provide explanations to support any additions to the story they put into their adaptation—providing insight into why they visualized something a specific way much the same way they analyzed the film version (personal vision due to the creator’s experiences or inferences made from their reading of the story, just to name a couple of ways to go about doing this). These would be shared with the class in a small “Film Festival” of their storyboards and students would be asked to reflect on the different interpretations of the same stories.
I think this activity would help students to think about author’s purpose and to consider how people read texts from different perspectives and therefore have differing opinions about a text. The teacher could go even farther and have students take on specific roles from which to create a film adaptation of the short story—for example, a conservative man from the South might interpret “Three-Ten to Yuma” differently than a escaped convict from the East. Anyway, I think this would be a fun way to get students thinking about how they read a text, what an author/creator’s purpose might be, and how to make inferences or pick out clues from a text to enhance one’s reading.
Next, students could role-play the conversation that might have occurred between the original author of the text and the screenwriter. What questions would the author have for the screenwriter? Would the author be critical of the finished product or merely curious as to where/how the screenwriter created the details to add to the film adaptation? This could be written out, acted, or even filmed. Groups could present these interviews to one another and the teacher could use this to create a strong discussion as to what/how much creative freedom should be given to screenwriters in developing a film.
For a final assignment, the teacher could provide students with several different options of short stories to read and adapt into some sort of story board using ComicLife, VoiceThread, or iMovie—making sure that at least two students were creating an adaptation from the same short story. These adaptations would need to contain a set amount of added detail to the story in order to serve as storyboards for a larger film production. Students would need to provide explanations to support any additions to the story they put into their adaptation—providing insight into why they visualized something a specific way much the same way they analyzed the film version (personal vision due to the creator’s experiences or inferences made from their reading of the story, just to name a couple of ways to go about doing this). These would be shared with the class in a small “Film Festival” of their storyboards and students would be asked to reflect on the different interpretations of the same stories.
I think this activity would help students to think about author’s purpose and to consider how people read texts from different perspectives and therefore have differing opinions about a text. The teacher could go even farther and have students take on specific roles from which to create a film adaptation of the short story—for example, a conservative man from the South might interpret “Three-Ten to Yuma” differently than a escaped convict from the East. Anyway, I think this would be a fun way to get students thinking about how they read a text, what an author/creator’s purpose might be, and how to make inferences or pick out clues from a text to enhance one’s reading.
Sunday, December 6, 2009
CI 5441: Spiegelman Response
Spiegelman, Art. Maus. New York: Raw Books and Graphics, 1986.
Art Spiegelman’s story Maus chronicles the real life relationship between Spiegelman and his father Vladek as he recounts his life in Poland during the first years of WWII. Spiegelman uses clever illustrations to transport readers back and forth between the present and past lives of his father and mother as they created a family amidst uncertain times in Europe. In his father’s narrative, Spiegelman learns about his time spent in the Polish Army, his time as a POW, the presence of the Germans in Poland, and their family’s removal to the Jewish ghettos. As Spiegelman learns about his father’s past, his current relationship is also chronicled. It is apparent that his father has many lingering side effects from surviving the war, including his need to horde everything. The novel closes with Spiegelman’s outrage toward his father for destroying his late mother’s diaries. The book is clearly chronicles the shifting tides of human nature as it faces the worst of circumstances and witnesses the worst of mankind. Vladek’s story is one of survival and sacrifice; it illustrates the lengths to which people will go in order to ensure their own survival. In the end, the reader is torn between sympathies for both the father and the son as they try to work through their rocky relationship and to find redemption in coming to terms with the ghosts from their pasts.
I thought the book was brilliantly done. Anyone reading the story is able to take away something away from the text. Spiegelman takes a common, though horrific, topic and present it in a new way that engages readers without losing the importance of the story. The use of the graphic novel form provides Spiegelman with opportunities that would be lacking in other forms. He is able to provide detailed illustrations that present readers with the ability to read both the words and the reactions of the characters. The black and white drawings set the serious tone of the book and help readers to enjoy the artistry of the book without neglecting the grave content of the story. By presenting his interactions with his father in obtaining the story, Spiegelman is able to provide the reader with a glimpse of their current lives and relationships as well as to provide a sense of validity in the contents of the story. Seeing Vladek in his present state illustrates how his experiences have shaped his life in the present. Overall, the text way that tells a story but also forces readers to think; readers can analyze the artwork within the text and add their analysis to both their understanding of the content and Spiegelman’s purpose in presenting the material in this form.
What I think is teachable about this text is both its content and presentation. Teachers can use the text to present students with a survivor’s tale. Students can read first-hand how Jewish citizens living in Poland were exposed to the war and the horrendous actions of the Nazis. The story provides enough historical content that readers will be able to comprehend the plot as it moves along. Students can also use this as a study of the use of both narrative and the creation of a memoir. But I think the best part about this text is that is can be looked at through critical lenses. Students can analyze the presentation of the characters as different animals—why would Spiegelman chose cats, mice, and pigs? Students can also be asked to look at the actions of the characters themselves and how power, money, class, gender, etc. affect the actions and situations within the text. I think the book would be a great study of author’s purpose and would create opportunities for research into genocide—something that has plagued mankind in one form or another for centuries.
Art Spiegelman’s story Maus chronicles the real life relationship between Spiegelman and his father Vladek as he recounts his life in Poland during the first years of WWII. Spiegelman uses clever illustrations to transport readers back and forth between the present and past lives of his father and mother as they created a family amidst uncertain times in Europe. In his father’s narrative, Spiegelman learns about his time spent in the Polish Army, his time as a POW, the presence of the Germans in Poland, and their family’s removal to the Jewish ghettos. As Spiegelman learns about his father’s past, his current relationship is also chronicled. It is apparent that his father has many lingering side effects from surviving the war, including his need to horde everything. The novel closes with Spiegelman’s outrage toward his father for destroying his late mother’s diaries. The book is clearly chronicles the shifting tides of human nature as it faces the worst of circumstances and witnesses the worst of mankind. Vladek’s story is one of survival and sacrifice; it illustrates the lengths to which people will go in order to ensure their own survival. In the end, the reader is torn between sympathies for both the father and the son as they try to work through their rocky relationship and to find redemption in coming to terms with the ghosts from their pasts.
I thought the book was brilliantly done. Anyone reading the story is able to take away something away from the text. Spiegelman takes a common, though horrific, topic and present it in a new way that engages readers without losing the importance of the story. The use of the graphic novel form provides Spiegelman with opportunities that would be lacking in other forms. He is able to provide detailed illustrations that present readers with the ability to read both the words and the reactions of the characters. The black and white drawings set the serious tone of the book and help readers to enjoy the artistry of the book without neglecting the grave content of the story. By presenting his interactions with his father in obtaining the story, Spiegelman is able to provide the reader with a glimpse of their current lives and relationships as well as to provide a sense of validity in the contents of the story. Seeing Vladek in his present state illustrates how his experiences have shaped his life in the present. Overall, the text way that tells a story but also forces readers to think; readers can analyze the artwork within the text and add their analysis to both their understanding of the content and Spiegelman’s purpose in presenting the material in this form.
What I think is teachable about this text is both its content and presentation. Teachers can use the text to present students with a survivor’s tale. Students can read first-hand how Jewish citizens living in Poland were exposed to the war and the horrendous actions of the Nazis. The story provides enough historical content that readers will be able to comprehend the plot as it moves along. Students can also use this as a study of the use of both narrative and the creation of a memoir. But I think the best part about this text is that is can be looked at through critical lenses. Students can analyze the presentation of the characters as different animals—why would Spiegelman chose cats, mice, and pigs? Students can also be asked to look at the actions of the characters themselves and how power, money, class, gender, etc. affect the actions and situations within the text. I think the book would be a great study of author’s purpose and would create opportunities for research into genocide—something that has plagued mankind in one form or another for centuries.
Thursday, December 3, 2009
Intersession Pre-Experience
So, this is a bit late, but here we go...I remember being really excited the day before Intersession began. As I mentioned in my blog from day one, I had a really hard time sleeping the night before. I was glad that the excitement finally set in because I was a bit "intersessioned-out" from all the work we had been doing to prepare our final lesson plans. Luckily, our final plans were really detailed and I knew things would go well.
One of my concerns was how to deal with the three boys in our class. They were clearly outnumbered and were enrolled in a class about fairy tales. I was sure to try and be aware of texts that might interest them--from adaptations with male characters to scary/dark versions of fairy tales I thought they might like.
I was also somewhat concerned about team-teaching. I had never been in a teaching atmosphere with either Brittany or Kim and I knew that they had some experience with kids through rec/YMCA activities. My only interaction had been with teaching some swim lessons and interacting with kids I babysat or that my mom taught (first graders). This led up to some concerns about discipline, but I knew I would find what worked best for me.
One of my concerns was how to deal with the three boys in our class. They were clearly outnumbered and were enrolled in a class about fairy tales. I was sure to try and be aware of texts that might interest them--from adaptations with male characters to scary/dark versions of fairy tales I thought they might like.
I was also somewhat concerned about team-teaching. I had never been in a teaching atmosphere with either Brittany or Kim and I knew that they had some experience with kids through rec/YMCA activities. My only interaction had been with teaching some swim lessons and interacting with kids I babysat or that my mom taught (first graders). This led up to some concerns about discipline, but I knew I would find what worked best for me.
Wednesday, December 2, 2009
CI 5472: Music Preferences
Okay, I would have to say that my music preferences depend almost completely on either my current activity or the mood I am in at the time. When I am driving I enjoy songs that I can sing along with at the top of my lungs, when I am studying I enjoy listening to classical music (or musical compositions from film soundtracks), when I am cleaning I like listening to songs that are upbeat, and when I am working out I love listening to hard-rock or something with a fast and loud beat. When I am sad, I listen to slow, soft folk songs; when I am happy, I love listening to country, pop, or rock songs; when I am angry, I go back to my hard rock-songs...etc. That being said, I am also influenced by music a lot. There are certain songs with lyrics that literally bring tears to my eyes, others that make me laugh, some that make me shout. I guess, in general, I listen to music either to help me express the mood I am in, to try and create the right mood for a desired activity, or simply because I want that music to evoke a specific emotion in me.
If you were to glance through my playlist on iTunes you would find country, folk, rock, alternative, bluegrass, classical, oldies, metal, pop, and some rap. Sometimes it is the lyrics that pull me in and other times it is the beat that hooks me. When it comes to musical instruments, I am a sucker for banjos, harmonicas, orchestras, and pianos in songs. I love it when a beat or melody can pull me into a song and make me forget myself. Most of my music would fall into either alternative/folk rock or country--alternative rock keeps me pumped and country makes me smile. The Kooks are one of my favorite bands. I saw them live at the Fineline Music Cafe a couple of years ago and they were amazing! What I loved their concert was how intense and powerful the live versions of their songs were. I also think it is worth mentioning that went through a major Beatles phase between 4th-7th grade. I listened to their albums driving from Baltimore to Yellowstone and back in fifth grade and that is all we listened to.
When I was fifteen I got both the Jimmy Eat World album Bleed American and a car for Christmas. I put that CD in and went driving around my hometown on Christmas Eve and hearing that album always makes me think about that night. I can remember everything about that night--from what I wore to where I went to every single time I stalled (it was a standard car and I had never driven one before). I also associate songs with different people in my life, for example, "There Goes My Life" by Kenny Chesney makes me think of my Dad, and "Son's Gonna Rise" by Citizen Cope makes me think of my friend Kait.
It is hard to pick one song to encapsulate my music preferences because they are so varied and depend so much on the moment, but, because I mentioned the Kooks and how great they are, I thought I would talk about the song "Come on Down." I like the old rock, bluesy quality of the guitars and the simplicity of the lyrics--a few "sha la la la la la's" never hurt anyone.
If you were to glance through my playlist on iTunes you would find country, folk, rock, alternative, bluegrass, classical, oldies, metal, pop, and some rap. Sometimes it is the lyrics that pull me in and other times it is the beat that hooks me. When it comes to musical instruments, I am a sucker for banjos, harmonicas, orchestras, and pianos in songs. I love it when a beat or melody can pull me into a song and make me forget myself. Most of my music would fall into either alternative/folk rock or country--alternative rock keeps me pumped and country makes me smile. The Kooks are one of my favorite bands. I saw them live at the Fineline Music Cafe a couple of years ago and they were amazing! What I loved their concert was how intense and powerful the live versions of their songs were. I also think it is worth mentioning that went through a major Beatles phase between 4th-7th grade. I listened to their albums driving from Baltimore to Yellowstone and back in fifth grade and that is all we listened to.
When I was fifteen I got both the Jimmy Eat World album Bleed American and a car for Christmas. I put that CD in and went driving around my hometown on Christmas Eve and hearing that album always makes me think about that night. I can remember everything about that night--from what I wore to where I went to every single time I stalled (it was a standard car and I had never driven one before). I also associate songs with different people in my life, for example, "There Goes My Life" by Kenny Chesney makes me think of my Dad, and "Son's Gonna Rise" by Citizen Cope makes me think of my friend Kait.
It is hard to pick one song to encapsulate my music preferences because they are so varied and depend so much on the moment, but, because I mentioned the Kooks and how great they are, I thought I would talk about the song "Come on Down." I like the old rock, bluesy quality of the guitars and the simplicity of the lyrics--a few "sha la la la la la's" never hurt anyone.
Come on down love,
I've come to see you
Cause I am down, love
Only when I'm with you
When I'm with you
When I'm with you
When I'm with you
I feel fine
I lose my mind
I feel fine
Oh yes but you have the most beautiful...
Here I am love
I've come to be with you
Cause I get lost now
When I'm not around you
When I'm with you
When I'm with you
When I'm with you i feel fine
I lose my mind
I feel fine
Oh yes but you have the most wonderful...
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la la la
Sha la la la la la la la
Sha la la la la la la la
Sha la la la la la
When I'm with you
When I'm with you
When I'm with you
I feel fine
And I lose my mind
I feel fine
Oh yes and you have the most beautiful mind.
I've come to see you
Cause I am down, love
Only when I'm with you
When I'm with you
When I'm with you
When I'm with you
I feel fine
I lose my mind
I feel fine
Oh yes but you have the most beautiful...
Here I am love
I've come to be with you
Cause I get lost now
When I'm not around you
When I'm with you
When I'm with you
When I'm with you i feel fine
I lose my mind
I feel fine
Oh yes but you have the most wonderful...
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la
Sha la la la la la la la
Sha la la la la la la la
Sha la la la la la la la
Sha la la la la la
When I'm with you
When I'm with you
When I'm with you
I feel fine
And I lose my mind
I feel fine
Oh yes and you have the most beautiful mind.
Simple, sweet, upbeat, and bluesy...perfect.
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