Post your abstract for the Independent Study Essay here. We will present our essays on Thursday. The essay is due by then as well. Presentations will be 3-5 minutes long.
All the revisions are due by Friday, Dec. 2, 2011.
Tuesday, November 29, 2011
Tuesday, November 15, 2011
Cyber-Freewrite
Today we watched a film, A Brush with the Tenderloin. Reflect on how muralist Mona Caron uses her art to paint into view a hidden part of San Francisco's landscape. How what she does similar to Marjane Sarapi's art in The Complete Persepolis?
How is one's imagination sometimes inadequate in depicting certain realities? How does the art help one conceptualize unspeakable or unimaginable realities like poverty and war, homelessness and alienation?
In three paragraphs, minimally, reflect on the art and the artist and the way artists tell stories. Is this a different kind of narrative? What do the two genres share?
http://abrushwiththetenderloin.com/
How is one's imagination sometimes inadequate in depicting certain realities? How does the art help one conceptualize unspeakable or unimaginable realities like poverty and war, homelessness and alienation?
In three paragraphs, minimally, reflect on the art and the artist and the way artists tell stories. Is this a different kind of narrative? What do the two genres share?
http://abrushwiththetenderloin.com/
Monday, November 14, 2011
Something to think about?
Last Thursday, Nov. 10, we watched most of Persepolis. Tuesday, Nov. 8, we watched a panel discussion with the author, producers, actors and artists re: Persepolis the film. Students were to write their poetry essays in class Tuesday, but elected to email them to me before class Nov. 8, 2011.
Food for thought
When thinking about the graphic novel Persepolis, how does the story of the Iranian revolution parallel that of the protagonist? How is the process of growing up, that is the maturation process; childhood, adolescence, and adulthood, a revolution of sorts? Think about Kimberly in Girl in Translation. How are the two protagonists similar?
Talk about the various allies Marji uses to test her theories on. How are they her conscious? I am thinking of God and her grandmother? However, there are others.
How specifically does the visual language of the work add to the narrative? Does the visual device ever become more or bigger than the thing, in this case, novel, itself?
How does art push the story and perhaps even the genre into another realm? What would you call this realm?
Is is poetry? How so? Why not?
Food for thought
When thinking about the graphic novel Persepolis, how does the story of the Iranian revolution parallel that of the protagonist? How is the process of growing up, that is the maturation process; childhood, adolescence, and adulthood, a revolution of sorts? Think about Kimberly in Girl in Translation. How are the two protagonists similar?
Talk about the various allies Marji uses to test her theories on. How are they her conscious? I am thinking of God and her grandmother? However, there are others.
How specifically does the visual language of the work add to the narrative? Does the visual device ever become more or bigger than the thing, in this case, novel, itself?
How does art push the story and perhaps even the genre into another realm? What would you call this realm?
Is is poetry? How so? Why not?
Tuesday, November 1, 2011
Poetry Presentations Thursday, Nov. 3 & Cyber-Self-Reflection on the process
Thursday, Nov. 3 we will make our presentations. There are 3 groups presentations and one individual, Ade. His partners didn't show up today. For absent students we'll have to figure out a make up assignment. I am open to ideas.
Teachers
Prepare a lesson plan to hand out to me and an assignment as well. The class doesn't have to have anything printed unless the exercise or evaluative tool is printed. If there are copies you can get them made here if you arrive early.
Self-Reflection
The assignment after the presentation will be to reflect on the process of preparing a lesson, teaching it and then seeing through an evaluative tool, how well the class does.
How well did your students do? What would you change, if anything? What did you learn?
Student Audience Reflection
Students, respond to the other presentations specifically, that is, what was the lesson presented and what did you like about how it was structured. Were there any surprises from the teacher or from the class, yourself included?
Do you have any unresolved questions? If so, ask them here. You can be anonymous on the peer-teacher(s) feedback.
Teachers
Prepare a lesson plan to hand out to me and an assignment as well. The class doesn't have to have anything printed unless the exercise or evaluative tool is printed. If there are copies you can get them made here if you arrive early.
Self-Reflection
The assignment after the presentation will be to reflect on the process of preparing a lesson, teaching it and then seeing through an evaluative tool, how well the class does.
How well did your students do? What would you change, if anything? What did you learn?
Student Audience Reflection
Students, respond to the other presentations specifically, that is, what was the lesson presented and what did you like about how it was structured. Were there any surprises from the teacher or from the class, yourself included?
Do you have any unresolved questions? If so, ask them here. You can be anonymous on the peer-teacher(s) feedback.
Cyber-Assignment
In three paragraphs respond to a poem(s). Look at the Listener and Speaker, rather implied or stated and what this relationship reveals about how one reads the poem (82-83). Use literary language in the analysis.
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