Lessons from elementary school

One of the most valuable attributes in subbing, was the exposure to all sorts of classrooms, students, organizations, texts, and teaching styles. One of the most unlikely sources came from elementary schools.

Remember elementary school? It seems like a sentimental pure moment in time. Recess, coloring, reading on carpets, and games. Seriously, when was the last time one ever purchased or had to use a glue stick or colored pencils for school? Epochs ago! Ahhh the wonderful time before grades and standardized test scores. When I even envision a elementary classroom, it is just more vibrant and entrancing. I think so many lessons and ideas can be modified and taken from elementary schools for secondary classrooms. For example, instruction is so vividly visual! Posters! Colors! Allegorical Images! Take a look:

This teacher’s “Poet-tree” is a fun and simple play on words that could easily take on multiple alternatives. The poems are balloons or literally impart or impact the tree. Visual and vibrant.

Forget the naive self-ratings and scores. This teacher found relevant and practical terms for students to be honest and reflecting on their work. And a novice is just a more appealing and posh term versus the condescending “beginner or remedial.”
Finally, this writing assignment had students create written portraits of themselves.Instead of a likeness, students are to create a textual mirror of themselves dscribing their tastes, traits, and descriptions of themselves. I think it resembles a fingerprint.Isn’t that just a lovely piece of work?

 

 

Thoughts after the MA exam

Well it’s come and gone. It’s over, if only my face received word that the long ordeal has subsided and it can return back to calmness now. The dreaded four-hour exam took place last Saturday and has left my shaken and a little perturbed. First off, fasting from food and drink, sleeping very little the night before does not a happy test-taker make. On one hand, I’m proud of myself for continuing the fast. I was tempted (and advised) that I should break the fast for special circumstance. And while it wasn’t fear of God’s rage or some sort of punishment that kept me going, I couldn’t help but think of the main reasons we fast in Ramadan-discipline, self-reflection, struggle, fixation from distraction. So instead I thought of those who weren’t able to break their fasts because of famine or war and kept on. If anything, the weeks preceding the exam (cooking, family dinners, Ramadan prep) greatly effected studying morale.

Secondly, timing. Oh how I always forget the anxiety of test taking. Yes, I’ve had final exams in grad school, but taking such an ambiguous examination that would require free-range length for demonstrating wide arrays of our knowledge-Intense. In fact, since March, I’ve been meeting with a few other study partners to go over the theory. From Derrida to Butler, Spivak to Said, and Jameson to Foucault I dreaded the idea of verbal regurgitation.
Thankfully, the Ramadan miracle that is Raymond Williams was my saving grace! Bless him! I somehow found a way to analyze Virginia Woolf and Dryden’s “Absalom and Achitophel” for my argument. Just don’t ask me to do it again!

The weak point was literal timing. By my third and final question, I simply ran out of time to discuss my thesis question that I worked sooo hard on previously. I could just see the cliche sands of time, flowing freely as if to scorn me. How ironic after all, the one part of the exam I knew of was my worst question. In the end I never really got to finish it and left it abruptly.

While I much rather prefer the MA exam, the experience harkened back to a time of ACTs and text anxiety. It was a time that revolutionized feeling impotent and inadequate. Examinations and assessments must be emphasized as ways for student’s to demonstrate what they’ve learned. The experience humbled me for a moment and took me back to the standardized fears. The fear of never knowing when is enough. The fear of relegating any idea of control over that test. Assessments should be regarded like the Olympics- a glorious moment where students are gathered to demonstrate how hard they’ve worked.

Like the lovely Adonises that performed in London, I may just have to return and  have another shot at glory (But gosh, I  really hope not!).

Writing Like ‘Lolita’ About Tehran :)

So in the midst of writing my I-search paper, I was immediately struck by how bizarre the writing process is-and how I’ve had to re-learn a new format for this project. With any paper, I struggle with clarity and clouded observations, but this experience is very unnerving. Typically my research would anchor the paper from scholarly articles to primary sources. With this, I’ve struggled with this personal aspect that is just odd. How do I articulate the learning process? What is important to reiterate and what is not?
So I found that writing parts of the paper has eased my nerves (and avoid procrastination). I’m not as worried about the spiffy transitions or concise thesis. I’ll just write about a particular stage (like this morning, I transcribed my notes on the Rubaiyat back from March!). It made me think a bit of Dr. Staunton’s dada-esque sacrilege! I’ve somehow deconstructed the writing process, and so far I’m ok (who knows how tomorrow will fare-fingers crossed).

It made me think a tad of Nabakov. I wonder if I was taught a more liberating writing process, would my writing have been better?

Nabokov wrote most his novels on 3” x 5” notecards, keeping blank cards under his pillow for whenever inspiration struck. Seen here: a draft of Lolita. 🙂

Placing Fanfiction

At the end of Amanda Allen’s lecture she made a quick mention about the growing creative genre of fan fiction as a means for readers to incorporate their interests of the characters they like, into their own worlds. Through the internet, fans of every popular genre (from tv to books) are able to recreate narratives and stories. When she mentioned fanfic I was immediately embarrassed of how much fan fiction my friends and I would read-From Buffy to Harry Potter, fans would illicit countless possibilities of pairings to be read by other fans who have some sort of background knowledge. When creating fictional same-sex relationships, the fanfic was labeled as “slash” which identified it as the romantic story. The fascinating aspect of fan fiction has now spanned into a whole other world with it’s own tropes, jargon, and possibilities. You could find full fledged erotica and storylines that question the limits of gender (male pregnancy is not uncommon to slash) and the canon source material. It’s been years since I gone searching for fanfiction, but just a quick search reveals an entirely interactive media that cannot be contained. The stories entertain unique communities of peoples with their own interests and desires to be played out. The canon here, is the jumping off point!

And while many seem quick to label this role-playing writing as harmless and just bizarre, many non-fans and often find it too bizarre. I confess, even back then, I felt that some were just too much. One of the authors of my favorite television shows, Game of Thrones was strongly opposed to fan fiction because he believed it was “a copyright infringement” and a horrible exercise for aspiring writers.
While the fandoms seem to contain fringe populations of fans, we have to recognize that fanfiction is a growing process where individuals can challenge the normative forms of relationships, sexualities, genres, and writing itself! I think to simply ignore it as a pathetic pastime, says so much about how we view these fringe groups that refuse to take the normative “reading”. Maybe we are just threatened at the idea that our beloved characters could ever seen as anything but straight, white, middle class/upper middle class, and uncomplicated.

Responding to Alan Webb’s class

Well I obviously was very drawn to Dr. Webb’s lecture for so many reasons. As a middle-easterner, we never really have our moments in the classrooms  (when we are featured, it tends to be cringe-worthy). And while other minority are also never extensively taught, Arabian/Muslim thinkers seem to regarded nowadays as the controversial demographic to steer away from. What I loved about Dr. Webb’s work was the adaptability and open-mindedness. He himself is technically an “outsider” to Middle Eastern culture, but he persistently looks for original and varied voices to reveal the Middle East. I just thought that this mindset could be implemented with any other minority sphere of interest: Persian, Japanese, immigrant narratives (in America and Europe), African, Indian, and countless other groups that get so little exposure in classrooms. As mentioned in an earlier post, it seems that when we think of these (and many other) histories and literature, it is only presented in a very condensed form of a survey course or a specialized class (which seems to denote it as “special” and away from the normative). But by starting to investigate through narratives, film, and first-hand accounts, one could start from any stereotype or generalization and work from there.

The other brief topic I enjoyed was the discussion of teaching religion. Dr. Webb made a brilliant comment afterward, when I asked him how to avoid the pratfalls of being labelled as “out there” or “leftist”. He related that we have to take those chances to get our ideals out there. We must be relentless and firm in our defense of teaching and our goal of creating critical, thoughtfully sound individuals. When I think of how I perceived religion in high school, I came to view other faiths in such a limited and myopic scope. Like many, just by taking an introductory course in History of Religions, I was immediately shocked by the minute details (I never knew of Quakers or Jains!), and the overarching similarities (Abrahamic monotheism/The golden Rule). And despite the brief nature of the course, I like so many, gained a new insight into the philosophies and ideologies that shaped populations and cultures.
But as Dr. Daumer alluded, there are so many who don’t know anything about other faiths and even our own beliefs. Why must we shy away from exposing others to teaching religion? I can’t tell you how many teenagers I’ve come across from my subbing that while originally seem open minded to to rebelling against mainstream society, but due to lack of exposure they revert and regurgitate the opinions of their parents and the media. A memorable example was a too-cool self-described atheist kid who somehow believed in the Neo-conservative ideas that resembled The White Man’s burden). Religion doesn’t have to be a heated, hot topic subject that leads to brainwashing and anger. A good friend of mine organizes a yearly panel of religious representatives to come to his school for his middle-school students to question and meet with. Miraculously, students aren’t taking mass conversions or drinking any proverbial kool-aid. The event is lovely-but of course, he tells me that while the event is praised by staff and students, he is the sole organizer of the event. If he isn’t up for taking it on, no one else is inclined to take over (again this fear!). Just what exactly are we afraid of?

Every wonder what your fave literary character would look like in the system?

Hey guys! Found this site from an article in the Atlantic.
Using the modern-day law enforcement sketch technology, these guys launched a tumblir titled, The Composites,  using descriptions from the texts, literary character’s appearances are generated! Ever wonder what Humbert Humbert looked like?

Humbert Humbert, Lolita, Vladimir Nabokov

Gloomy good looks…Clean-cut jaw, muscular hand, deep sonorous voice…broad shoulder…I was, and still am, despite mes malheurs, an exceptionally handsome male; slow-moving, tall, with soft dark hair and a gloomy but all the more seductive cast of demeanor. Exceptional virility often reflects in the subject’s displayable features a sullen and congested something that pertains to what he has to conceal. And this was my case…But instead I am lanky, big-boned, wooly-chested Humbert Humbert, with thick black eyebrows…A cesspoolful of rotting monsters behind his slow boyish smile…aging ape eyes…Humbert’s face might twitch with neuralgia.

Or what about that famous beauty, Daisy Buchanan?

Daisy Buchanan, The Great Gatsby, F. Scott Fitzgerald

Her face was sad and lovely with bright things in it, bright eyes and a bright passionate mouth…a conscientious expression…Slenderly, languidly…an expression of unthoughtful sadness…her cheeks flushed…she looked at me with an absolute smirk on her lovely face as if she had asserted her membership in a rather distinguished secret society…a bright ecstatic smile…Aching, grieving beauty… For Daisy was young and her artificial world was redolent of orchids and pleasant, cheerful snobbery…Girls were swooning backward playfully into men’s arms, even into groups knowing that some one would arrest their falls—but no one swooned backward on Gatsby and no French bob touched Gatsby’s shoulder. (Multiple suggestions)

Updated image: Reader Tessa Cramphorn points out that “autumn-leaf yellow of her hair” is in reference to Jordan Baker. Further, Tessa provides this line describing Daisy’s hair as “dark shining.”  Composites fact checker Emily Schultz believes there is a contradiction in Fitzgerald’s text regarding Daisy Buchanan’s hair, noting the passage where Daisy compares her own hair to her daughter’s “yellowy hair.”  

Besides being funny, I love the idea of how protective and personal we sometimes feel towards literary characters (think of how we abhor the respresentations in movies). One of the submissions, from the book “A Confederacy of Dunces” was later changed because of so many readers commenting on the lack of weight portrayed in the image. I can’t help but think, wouldn’t this be fun to bring into a classroom? One could take this inspiration and manipulate it in any way….have students stage a trial for Humbert Humbert? Put Daisy Buchanan to the test of today’s beauty covers. The possibilities are endless.
see them all

“The Arts are Victims of This Mentality.”

A friend just sent me this visually stimulating and spot-on video! This is an animated lecture from Sir Ken Robinson, a leading education expert.He briefly explains the background of the educational model today and how it influences testing (discussed in Anagnostopoulis’ article).I also really love this idea of animating a lecture! A Must watch(the video is only an excerpt)!
What do you guys think?

Hope everyone’s break was relaxing!

Literary Lenses

After reading some of the intended project ideas and the last class, it seems that there is this real confusion with trying to connect “theory” within lesson plans. But what our readings have really pushed forward is that no matter what your lesson is, we are always revealing our ideological indoctrinations and mainstream “theories”. Even by simply choosing a text, we are participating because the moral/ story is culturally valued or the standards dictate that learning a certain skill is pertinent. In all of the Literature classes, ideology is never viewed as a separate entity within the lecture or discussion.These “lenses” anchor the unit from sprawling into a free-for-all of opinions.

I thought one of the most eloquent reflections on trying to incorporate Literary theory was Pamela Caroll’s article, “Learning to View Literature Instruction with Literary Lenses: One Group’s Story”. Reading Literature does support many functions, but the image of “looking under a microscope” covers how Literature should be taken in a classroom. I loved the two examples of the units of D.H Lawrence and Kurt Vonnegut as examples of integrating this model. Both units displayed an umbrella theme for covering the text that can seemingly cover a myriad of other supplements, texts, and opportunities for great discussions. For Lawrence’s “The Rocking Horse Winner,” the theme was of “many voices in life” and high school students were able to examine the visual images and “voices” that impacted their own lives like advertisements.  Through group examinations of ads and responses, the students could examine real life themes of perspective and ultimately find a tool to help them examine their world and experiences. God, I wish I had this teacher in high school!

And the Vonnegut unit that focuses on the destruction of war could cover a myriad of other “voices” that discuss the power of war. War is such a clouded experience that touches on so many people in so many ways, why shy away from allowing students to examine it? I would go further into looking at War propaganda, and how language is manipulated for a “Nation.”

I’m sure that both of these teachers did not explicitly state that they were using Literary terms of theory, but they have opened up the space where they have allowed pedagogical frames to be tempting. I would encourage any of the teachers nervous of theory to read the article and rest assured, that there is no need for anxiety-lit theory can be accessible.

P.S How cool was Mr. Blau last week? 🙂

Responding to Tange’s, “Becoming a Victorian Reader.”

I confess, that I actually love the Victorians. I love the novels, and the endless resources of information. I think this period is one of my favourites for studying and reading. The Victorian period was luckily such a well-documented era that allowed for some of the resources seen in the presentation. One aspect that resonated after Dr. Tange’s presentation and reading her paper, was realization that Victorian readers experienced texts so much differently than today. Yes, it was another era without television specials and facebook to burn through, but that excitement just doesn’t seem comparable. Just the image of factory girls chipping in their (already small) wages for the shared reading of a novel was so lovely. Maybe it’s because of the access to readily available information or our own privilege with books, but there just isn’t that emotional connection of anticipation with bated breath. Even comparing a popular phenomenon like the Harry Potter releases, I just don’t see that much a comparison, especially the shared element. I know when I was a middle-schooler waiting for the last installments, I just wanted them all right now (never mind the idea of splitting up the books and sharing with my friends or siblings) all for myself. I love the passionate sense of the Victorians regarding reading almost as a ritual.

Through breaking down such a long novel and reading it almost like a Victorian subscriber that anxiously awaits what will come next, the reading becomes more conscious. The concept of spreading an arching text is very interesting bc it can become the umbrella ‘theme’ for a unit. For example, taking Dr. Tange’s course on The Victorian Child, we were able to read David Copperfield while still focusing on other readings of short stories, historical texts, critic debates, and records. The novel became the over-arching text that encompassed everything we had read while also providing a reference of everything we had been reading.

Mapping the Labrinth of Western Writers

I’ve had this image saved for awhile, it’s a really interesting “map” of the main thinkers and influences on the major Western writers. I’ve found it a nice helpful image ( I also love how they’ve included some modern thinkers like Stephen Fry and David Lynch!). Of course this is a condensed map that only includes Western influences. Where are the other female influences? Do you see any glaring omissions that you would have included?

-Zahra