Double Journal Week #10

1.     Do you think topics that center on "frustration with official power" and "attraction for mass media fantasies would differ in rural communities from those that inner-city teenagers focus on? How? Give some examples.

I believe there is some difference to be noted in the difference between the urban and the rural, but I believe the craving for attention is the same.  While I believe the urban youth may see the need for attention in a gang setting for instance those in a rural setting may be more interested in mass media attention for a crazy stunt on a 4-wheeler.  Motivation is similar by the ways expressed is very different.

 

2.     How do traditional social institutions and mass media work to silence inner-city kids?

The two “entities” set themselves up an two like minded sources that puts the youth in the crosshairs.  Both sides exploit the good and the bad of inner-city youth.

 

3.     What is your reaction to the statistics presented under the heading "And Justice For Some?" Do you think the system in intentionally organized to disadvantage urban youth of color?

Growing up in the 1970s, where there was “white” and “black” I have been hearing these and similar statistics all my life.  I also believe that often times the research that generates these numbers may often be skewered  and even inaccurate.  I am not saying that I disbelieve the statistics, only that I’m not always prone to believe that everything I read is the truth.

 

4.     Link to an advertisement or commercial that you consider to b e influenced by hip-hop culture?

http://www.youtube.com/watch?v=hBR-DU93oxQ

 

5.     What dangers to young people do you see in the relentless marketing of "cool" ?

I have long believed that in an attempt to determine what is cool we do a disservice to today’s youth and tomorrow’s adults.  We put forth the idea and notion that to be disrespectful to adults is to “be cool” and yet this learned pattern of disrespect is often a major downfall of youth.  I have often believed that as funny as it was, “what you talkin’ bout Willis?” by Gary Coleman was the beginning of the end.

 

6.     What is your reaction to the research that shows youth violence in decline? Do you still think that is the trend in 2012? Find some statistics to support your answer?

I believe that statistics can be interpreted to tell the story that is wanted.  If I want to show that juvenile delinquency is declining I could use the numbers from the time period of 1997 to the present (according to http://www.ncjj.org/pdf/jcsreports/jcs2009.pdf) and yet if I wanted to show that juvenile delinquency is increasing utilizing the same data I would do a comparison of a longer time period, say from 1991.

 

7.     Why is it important to let youth speak for themselves and their voices to be heard?

Not only do today’s youth need to be able to speak for themselves, they need to be able to think for themselves and the two skills are dependent upon each other.

 

8.     What prevents Urban Youth from articulating their own lived experiences in ways that might be productive? Do you think this is problematic in rural areas like West Virginia? Do you think rural youth are victimized by mass media in ways that are different than Urban youth? How?

Either intentionally or unintentionally adults put a set of standards onto information provided by the younger generation.  We believe that they need to communicate and be articulate at our levels.  It is often believed that our way is the right way, and the “new” way of looking at life and the experiences of the younger generation are wrong or at the very least, not to be taken seriously.  As to the differences in victimization I would refer to my answer to the first question, different as to the content, but not different as to the intent.

 

9.     According to the author, what is the best way to address the literacy challenge?

The author believes we need to “organically” address literacy.  In other words, grass roots, from the beginning of education for all.

 

10. Why is the skill and drill approach to literacy instruction ineffective?

 

11. What should schools offer to improve literacy instruction for Urban Youth? Do you think this strategy would also benefit student of the Appalachia region whose literacy rates are similar to those of youth in the inner-city?

 

12. How is the process of reading changed by media?

      Reading can be reinforced in a variety of digital and multi-media avenues.  Sesame Street took the world by storm in the 1970’s by using media to teach reading and counting.  It was more effective than could have been predicted.  New forms of media take Sesame Street and put it on steroids for more classes and levels in society than ever before.

 

13. According to the author how might the imbalance between inner-city kids strong command of oral and visual language be used to improve print-based language? Do you think this would also work for low-literacy kids in the Appalachia region?

Brainstorming the Digital Story

1.      Please describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

The happy moments, hmmmm, the day my missing cat appeared at school, 2 miles from home.  Angel had been missing for 7 days.  Apparently, she hitched a ride to town.  Then there were the infrequent walks to the top of the hill where I would hide to read a book.  I could also talk about the litter of Irish Setter puppies that made me smile. 

I will share the details of a friendship that has had a major impact upon my life in a very unusual way.  When I was 12 years old a new family moved in down the street.  The purchased an old run down brick house and commenced to renovate it.  There family consisted of Mom, Dad, Chris and John.  John was gorgeous and older than I.  For a girl of twelve he was dreamy.  His sister Chris, well, she was to become a guiding force in my life.

Chris was born with spinbifida and was a quadriplegic.  She was very high functioning and was very artistic and fascinating.  Especially to a 12 year old, unpopular fat girl.  This was about 1977 and I remember Christ tell me about attending school at Kent State University, where she was a student during the riots.

Chris had two crafts that I was able to help her with.  One was copper enameling.  She had a small electric kiln and used copper and pigment powders to create elaborate designs.  I remember her telling me how difficult it was because she had to be extra careful as she had such poor sensory perception in her lower extremities that she could cause severe burns.  Because of the nature of the craft, I was relegated to the role of spectator.

Her second craft was rag rug weaving.  I remember spending hours sitting by her side at the loom, helping her create practical works of art.  For Christmas my parents purchased me a rigid heddle loom and my love affair with weaving was sealed.

2.      Please describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

I’ve thought on this assignment for the last week, and I would like to “take the fifth.”  There are many unhappy and even traumatic experiences from my childhood.  In general I do not reflect upon the early part of my life.  While it would be an over exaggeration to say that I have given the sum total of the happy times of my early childhood in the paragraphs above, it is not a stretch to say, that there are not many more.  For the sake of this assignment, I’m not willing to explore that chapter of my life in depth.

3.      Describe a particular event from your teen-aged years that stands out in your memory today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.

February 1983. I with 3 dozen other students were gathered in the Study Hall of Perry High School for a meeting with our Speech & Theatre coach to go over the spring musical.  I was excited as this was my year, I was the Senior Student Directory and this was my time to shine.  To be a part of something strong, powerful, and memorable. 

I was no longer the unhappy, disliked, fat kid.  When my family moved my Freshman year I was given a new start, a new life and I had made the most of it.  I was not the most popular kid in school, but I ran with the “in crowd” and I had found my place in the world.  I had become involved in speech & theatre, and had become passionate about a service organization called Key Club.  That passion had led to my election as a club officer, a district officer, and finally selection as Chairman of the annual state conference.

The news of the planning meeting was not pleasant.  The date had been set for the Spring Musical, but unexpectedly the date had to be changed.  The new date was the same weekend as my Key Club State Conference.  I remember sitting there, listening to “Louie” (the teacher) explain why and all I could do was cry.  I remember his stopping his talk and asking if I was ok, I simply said, “yes”.  After the meeting was over and I explained the problem we reached a compromise.  I would continue to serve as senior student director, but I would work from an administrative role and the junior student director would be more hands on. 

This was the first, but not the only, time in my life that I was conflicted about multiple commitments and having to make choices.  Often when I am faced with major choices about multiple commitments I think back to that evening and then try to figure out a way to compromise to make both situations work.

4.      Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?

“The artists should be inside.” Said Jeff Grenham, my pottery professor.  I just chuckled and stepped inside the Boggess Gallery.  It was a bit of a shock, I had never been called an “artist” before, and I wasn’t sure what he meant by it. 

I had enjoyed two semesters of pottery with Jeff and had poured my heart and soul into the clay.  Each spring, on the campus of Fairmont State there is a juried art show.  The art show is open to all students on campus, irregardless of their major and as I had been particularly creative I entered three pieces into the show.  One was a handwoven, blue tencel scarf, another was a mixed media piece that combined my love for pottery with weaving, and the third was a bowl that I had crafted in pottery.

I had experimented with a variety of glazing combinations to achieve a particular look.  I was intrigued with the combination of two glazes and the shape of the vessel.  A short time before the show I was stopped by another pottery student while up on campus.  He wanted to tell me how “cool” my bowl was.  At that point, I had no idea what he was talking about.  Yes, I knew that the kiln was supposed to be unloaded that day, but I had not had a chance to go check on the pots. 

The incredible orange/gold/black bowl that emerged from the kiln that day made me believe in “kiln gods,” because on that day they smiled on me.  That bowl will always be special to me, because of it and the “kiln gods,” that I, a non-art major, won “First Place in 3D art” at a juried art show and was called an artist by a man whose art I respect. 

5.      In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.

June 2007.  My son had just graduated from high school.  I was talking with a longtime, elderly friend about his future.  He was planning on attending Fairmont State and I was looking for a place to live.  My daughter was getting married, my son was moving off to go to college, and I did not need to continue to live in a 2,000 square foot house.

My friend, Julia, asked what my plans were.  Through the course of the conversation I made the comment that I had always planned on going to college after my son, Charlie, graduated from high school.  So she told me, “do it.”  Long story short, because of the support and encouragement my son and I started college on the same day.  He dropped out part way through the first semester, and four years later I walked the stage and received my diploma, making a 30 year dream come true.

 

Week #9 - Double Journal Entry

Quote: 

“The Kittridge Street Elementary School in Los Angeles killed its music program in 1996 to hire a technology coordinator; …in one Virginia school the art room was turned into a computer laboratory.” (Goodman, pg 12)

Response: 

It has long been the habit in education to “throw the baby out with the bath water.”  My personal experience seems to suggest that educators are willing to try new and different things, but they do that at the expense of what they know is working.  I’m reminded of a phrase that was often heard on TV back in the 70s, “I don’t understand “new” math.”  Over time the phrase “new math,” has come to be synonymous with change for the sake of change.  Educators have often been quick to try new things at the expense of tested methods. 

Even as studies show that not all students learn the same, many schools in the 90s were quick to jump into computers at the expense of the Arts.  It was often felt that to be on the cutting edge something had to give.  That something was often the Arts.  How sad.  Just as all students are not destined to be literary greats or math wizards, not all students will excel with technology.  Why is it so difficult to understand that education should be multi-leveled and multi-disciplined?

 

Resource:

The Art Teachers Guide to the Internet / The Role of the Arts in School Reform

Watching the video was inspiring and frightening at the same time.  “When are you going to demand from education what you demand from your remote control?” Is the final sentence.  Throughout the 3 ½ minute video one sees how art impacts a school community.  There is a variety of interactions between technology and art.  It is true that the two fields can exist separately, but why is that necessary?  One should not have to suffer for the other.

The practical application of bringing art into community schools at this level is daunting.  However I believe that it speaks well to the quote that the arts should not have to be sacrificed for technology and that there is a need for reform in education.

 

Citations:

Goodman, Steven.  Teaching Youth Media: A critical guide to literacy, video production, and social change. New York: Teachners College Press. 2003.

Roland, Craig. “The Role of Arts in School Reform.” The Art Teachers Guide to the Internet. 27 January 2011. http://artjunction.org/blog/?p=2809

Week #9 - Deconstruction

     After watching several of the digital stories I was surprised at which stories moved me, and which did not.  Being a folklorist and historian it is natural that I would have been drawn to a story such as “Time, Remembered” by Jerry Green.  This was a classic oral history, the type of documentation that is standard in my world, and yet it failed to move me. 

 

     If I were to deconstruct this presentation I would be able to pinpoint “why” it did not move me.  The opening was slow, irrelevant almost.  It did not pose a question or have a hook to catch one’s interest.  The soundtrack was absent until 1 minute into the piece.  The emotional content was interesting, he had an important story to tell, but the pace of his comments was slow. 

     If this story had begun 1 minute in, and the teller would have recounted some happy memories as well as lamenting the loss of another time and era then perhaps my reaction would have been different.  About 5 minutes he talked about his love of animals and why he returned to the ranch, some positive inflection and excitement in the soundtrack, such as sounds from a rodeo would have picked up the pace and caused some interest.

     This deconstruction aside, it is a powerful piece, but was not engaging for me. 

     I was touched by the very first piece I watched, “Distance” by Mariana Corona.  In this piece the music was positive, the content was enrichening, and the video was complimentary to the story.  This piece moved me as I have only recently found a “home.”  I felt a personal connection to this story, this was the story of a personal journey, one that I could relate to. 

     The use of sound in this piece was perfect, it did not need a soundtrack of some flowery or even depressing music.  It did benefit from the sounds of life that were added, traffic, the ocean, and other day to day sounds.  Afterall, in this 4 minute piece she is telling the story of her day to day life. 

     She paced the text well, telling the story first slowly and with emphasis and then adjusted the telling to a faster pace as if to show that life picked up momentum.  I did notice that this, and in other videos, there was often a staid tone, almost as if there was a lack of passion for the story.  This story and many of the others were very serious and while the stories were of celebration and success, such as moving from a trailer to a “real” home, there was a tone that suggested less than celebration. 

     As I am writing this, I am listening to other pieces play and I notice a similarity in the that voice, that tone.  It makes me want to reach into the computer and pick up the pace and let their stories be a celebration of where they have come.  They all have something to be proud of.

 

I just couldn't resist sharing this....

Based upon recent assignments this seemed appropriate in the discussion of what is seen and what is meant and potential interpretations.

http://shine.yahoo.com/fashion/gap-pulls-manifest-destiny-t-shirt-gets-history-025900453.html

Double Journal #8

Quote:

“Sonia Livingstone notes that in the digital age literacy should provide students with “the ability to access, analyse, evaluate and create messages across a variety of contexts” (Livingstone, 2004, p. 3).”

Response:

Exposing students to technology without teaching them to use technology is like handing a child a pencil and not showing them how to sharpen it.  Some will get it and most will not.  Students, of all ages, have a variety of learning styles, and this is evident in technology as well as traditional learning.  Without providing critical instruction in the use of media, some students will not benefit from the media.  Various types of instruction is needed for different learning styles.  So too is it true when looking the technology to instruct in, the media that is successful used by a person will be directly influenced by their learning style.  For instance, if an auditory learning is trained on blogging software by reading instructions they will not do as well as they would if there was a video providing instruction.  As an educator, one must be aware that as in traditional education venues not all students are created equal and not all technology is created the same.

Resource:

I found several sites and resources of interesting, including an IPad Media Camp.  http://www.ipadmediacamp.com/ and while I liked the concept I felt that the concept of the camp was poorly represented in the promotional trailer.  I would think that if one was promoting a venue that is teaching media skills then the promotional pieces should be inspirational and reflective of the skills to be learned.

I did find a lesson plan http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia-1088.html?tab=1#tabs that not only teaches literacy skills, but also how to create media.  The lesson plan is geared towards 6-8^th grade for 10 50 minute sessions.

In my non-educator brain I question the amount of work to be completed in 10, 50 minute sessions.  While I believe it is possible to accomplish the objectives in that time, I wonder if a standard size classroom keeps this a realistic goal.  I realize that is not the point of this assignment, but in some ways it relates to my comments, do we expect too much?  Or do we need to set our goals high to accomplish the minimum standards that students need.

I have long believed that in education we teach students to ride a bicycle before they have mastered walking and in doing so we create complications in the education system.  For example, providing laptops to students in the 3^rd grade, who not yet mastered writing let alone keyboarding skills will have a negative impact upon the learning curve for most students at a later date. 

This resource directly supports the reading by providing critical media literacy and media use skills at an appropriate age.  However, it is students of this age that will struggle with basic computer skills because they did not spend enough time learning the basics of technology or they learned the basics before they were ready. 

Citation:

Love, C. (2008, 03). Students as creators: Exploring multimedia. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/students-creators-exploring-multimedia-1088.html?tab=1

Fryer, W. (n.d.). Ipad media camp. Retrieved from http://www.ipadmediacamp.com/

Raimist, R., Doerr-Stevens, C., & Jacobs, W. (2010). The pedagogy of digital storytelling in the college classroom. Seminar.net international journal of media, technology, and lifelong learning, 6(2), Retrieved from http://www.seminar.net/index.php/home/75-current-issue/145-the-pedagogy-ofdigital-storytelling-in-the-college-classroom

Week 8 - Digital Storytelling

Playing with Other Tigers 

 

1. What do you like about the digital story?  This story speaks to me from the a very real point of view.  While there is some staging as in the opening, the majority of it is just discussion and memories.

2.What did you learn from the digital story?  9/11 is a very emotional story, but this digital story brings the story into another level.  While the story is about 9/11 it is also about two boys, who became friends.  The marriage of cultures and influences and their influence upon their friendship.

3.What surprised you about the digital story?  This story had a very human element to it.  I did not feel a connection to the other stories, I do not know if that was the cultural differences or if it was the way the story was told.  I suspect the story of their friendship would have been different if 9/11 had not happened, but it still would have had challenges.

4.How did the digital story provide an example of how digital story telling can build self esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?  The digital story is a way to open doors for communication.  An opportunity to watch and listen to a story from the first person is always more powerful than reading words on a paper.  The use of the key players in a story has a significant impact upon the viewer.  That said, there are also instances where the use of the primary character can present challenges, the first video I watched I could not follow.  I could understand enough to get the feel for his love for Brooklyn, but his dictation & dialect were difficult for me to follow.  It is a responsibility to be sure that the story gets told as it needs to be told, but still in a way that others can understand it.

5.How can digital storytelling promote critical media literacy? The digital storytelling as promoted in the reading allows the development of critical media literacy in a couple of ways, interpretation of media and creation of media.  In the interpretation of media students have the opportunity to study the context of the message that their classmates are presenting as well as analyzing the context that they are deliberately including in their own work.  For instance, when cropping a photo for use, why do they crop where they do and what is the motivation behind the selection of particular photos.  In the production of digital stories students are learning the critical skills necessary for using technology and in doing so they are learning what technology will and will not do, they learn to define the boundaries and therefore become aware of the boundaries and the ways in which those boundaries can be stretched or manipulated in their interpretation.

PSA - Week #7

It's hard to create an interesting PSA.  Had some ideas, but all far over reaching for my limited skills, abilities, and resources.  How about a rap star rapping about Media Literacy and what it means?  Images of different magazine covers with questionable content.  It would be interesting.  So, here is my variation on that concept.

Week #7 Journal Entry

Quote:

 “Of course, such practices occur because to truly empower children and youth with the ability to design the content and form of their own messages would entail tremendous risk to the current educational system.”

Response: 

Earlier in the reading reference was made to the disparity between media production in school and media literacy skills,  “…student-based media production activities do not necessarily build media literacy skills.”.  That struck me as interesting, and a concept that I whole heartedly agree with, and then this quote gives credence to the previous.   Providing access to media resources does not provide the necessary media literacy skills, as in many things in a traditional school environment, most students mimic what they are shown and they learn the basics such as push this button now, and start this machine here, but they often do not learn the critical thinking skills necessary for making conscious decisions about why things are done.

Prior to my undergraduate literature experiences I would not have believed it was possible to teach critical thinking and analyzing.  Having survived those courses, and improved my ability to analyze and critically review literature I now believe that it is possible, but there are challenges to teaching this type of thinking in a traditional classroom.

The teacher in the classroom is taking something relevant and fun and presenting it in a relaxed manner that gets students to think.  By repetitively doing this on a regular basis she is ingraining in the students the need to watch, listen, and think.  This snippet of education is being presented regularly and in a very non-traditional way.  Many teachers might find this difficult to do because they are not educated on media literacy and its relevance, they do not feel they have the time to take out 5 minutes from the regular curriculum, or they just do not believe that it is relevant.

 

Resource:

http://addams.sd54.org/etruppa/about/

I went on the search for projects posted by inschool production companies.  I was not having much luck and then I came across this piece.  Wow, was I impressed by reading the lead in on this course.

“Media Production is intended to introduce the middle school student to production, performance, and theory involved in the creation of digital video and photography. Emphasis will include media literacy, manipulation of the message, technical aspects of video production, advertising, photography, and physical and verbal communication. In addition to concept oriented class assignments, students are responsible for collaboration, following directions, and critique of peer work, as well as, critique of their own work, on a daily basis.”

This is a comprehensive course developed and implemented in a middle school.  Apparently at least one school is getting it right and not only creating media productions, but also teaching media literacy in the process as well as the variety of skills required to be successful, yet under outcomes:

“Outcomes:
Upon completion of this course students will be able to:
(*Depending on time, some of the items listed below might not be completed.)”

I’m not sure if one is to be impressed that the teacher is being honest or concerned that the goals have been set so high that there is a fear of failure from the beginning.  I sent the instructor and email early in the week and was disappointed to not receive a response.  I was curious to know how successful he was in accomplishing the outcomes. 

 After reviewing this curriculum I wonder if perhaps it is necessary to add such a course in all middle schools, to get students thinking and acting.  Then an inclusion of 5 minutes of media literacy in other coursework as seen in the reading example would have additional impact.

  

Citation:

Hobbs, R. (n.d.). Teaching media literacy: Yo, are you hip to this!. Center for Media Literacy, Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip

 

Truppa, E. (n.d.). Media production course description. Retrieved from http://addams.sd54.org/etruppa/about/