Cater to the Clientele

As teachers, we must understand today's students. We need to adjust our teaching to meet their needs and interests.



Look to the students for inspiration. Redefine teaching in a way that uses technology to enhance the learning experience.




We are living in a new world. We are teaching in a :

Discovery, Dialogic inquiry
Invention, Interactivity
Global audience
Internet
Technology, (Neil Postman's term "Technopoly"!)
Authorship (by the masses)
Literacy redefined

Wiki, Whiteboard
Online
Revision of curriculum approach
Learner-centered
Digital divide, Democracy

Buying and Selling Culture Through Talk Shows

Commodification is "the process of increasing the realm of what is possible to sell and buy" (Macedo and Steinberg, 354).

In lecture, we were asked to respond to the chapter that touched us most in the week's reading. It was almost unanimous that the section on "Talk Show Commodification" was most intriguing. Talk shows definitely boost consumption and consumer culture:


(1)The production and distribution of the program itself is a marketable commodity.
(2)The host is branded into a celebrity figure (Eg. Oprah and created own magazine)
(3)Intertextual commodification exists through advertisements, product placement, and merchandising.
(4) The topic of the episode often commodifies key information for the viewer to become a better consumer (Eg. Make-up, clothing, best gifts for the holidays).
(5) The guests on shows are often commodifying his or her identity as a celebrity, a book, or knowledge/content.

Digital Photo Album: "LEARNING FROM THE LAND"

BubbleShare: Share photos - Easy Photo Sharing

I have a deep appreciation of art. When I come across a sculpture, intentionally or by surprise, I stop and ask myself a few questions. What am I looking at ? Who produced this? What is it saying to me? Learning occurs outside of the classroom. Analyzing sculptures is an enjoyable pursuit that is enriching and meaningful. To explore autobiographical moments of learning, I have used BubbleShare to upload various images of sculptures which have moved me. To follow, are written descriptions and analyses which explain the significance of each learning moment. Since I am an educator, below each of my personal reflections I will also include how I could incorporate these encounters in my future classroom. My personal growth is always causing me to be a more critical and creative teacher. 

1. "Girl in Wetsuit" was created by Elek Imredy. It was given to the Vancouver Park Board in 1972. Upon biking through Stanley Park this summer, I came across the beautiful figure. At first, it reminded me of my childhood fascination with water. For example, many children can relate to the lovely fantasy life of Ariel, being a mermaid swimming, through the sea and communicating with animals. In fact, the artist was inspired by the famous Copenhagen mermaid. The rock has a water ring. This is because at high tide, the water level covered much of the bolder. The piece is symbolic of Vancouver's dependence of the sea. 

Classroom Connections: water currents, exploration, trade, ecosystems, folk tales and fairy tales

2. Here we see eight totem poles produced by First Nations People. These sculptures are messages from the past. They could be truthful and/or mythological in nature. These sculptures surprised me! I was walking through lush greenery, when I came across a huge crowd of tourists snapping away. When looking at a totem pole, the viewer is amazed by the amount of time and effort that would have gone into carving each piece. 

Classroom Connections: Design a personal totem pole (symbols to represent family, way of life).  Research a tribe or totem pole to present to the class. 

3. Michelangelo's David, is a magnificent Renaissance work. Produced in 1504, we see David contemplating his challenging opponent, Goliath. This photograph is of the smaller version located in the Piazza Della Signoria, Florence. I encountered this work when studying in Florence for a summer. David's dominating presence is felt, when seeing the gigantic production in the Galleria dell'Accademia. The imagery is symbolic of the political message of the Florentine government. 

Classroom Connections: What is a hero? Biblical lessons. Provide examples of visual imagery and propaganda today (TV. Advertisments etc). 

4. "The Munchkin" is a funny sculpture I came across when approaching the Villa Rotunda, outside of Vicenza. The architect of the palace is ofcourse Andrea Palladio. The final stretch of pathway had a long fence with numerous "characters". Each sculpture was amusing. This munchkin in particular made me laugh. The work was produced to signify the exact opposite of admirable leadership traits. Rather than a tall, strong and robust male figure, we see the jovial, silly, jester. These palaces provided a retreat from the rigid life in Venice. Wealth among the common folk could not be expressed austentaciously (to compete with the leadership). Perhaps the many munchkins are symbolic of the retreat and takeover from below? The sculptures all make you laugh and provide entertainment.

Classroom Connections: Personality traits. Moral Education. 

5. LOVE was a symbol for peace after the Vietnam War. Robert Indiana produced this work with simple symmetry, colour and form in the 1960's. This photograph was taken in Manhattan. I have enountered this popular pop-art work in many other cities as well. The reading of the piece evoke different feelings in each viewer. While the intent was politically rooted, I am drawn to think about the human condition. 

Classroom Connections: 

Moral Education: What is love? How is the meaning of "love" different depending on the speaker/ subect matter ("I love you Mom." or "I love grilled cheese.")

Holidays: Valentine's Day (Commercial vs. Religious). 

6. Henry Moore is an English sculptor. I was first introduced to his work as a young child at the Art Gallery of Ontario, Toronto. I later learned that this is actually the world's largest collection of his work. My fascination with his work was due to the fact that the pieces were abstractions of the human figure. The pieces were suggestive and allowed me to use my imagination to speculate about the artist's intent. As I grew older, and learned about Moore in school, it became clear that the gigantic pieces were to resemble natural objects. I have always found the pieces to be "bone-like". Over the course of my life, I have come across Moore's pieces in Montreal, New York and other big American metropolises. This past summer I went on a ten day travel excursion to Israel. Without knowing anyone, I decided to embark upon a travel program. Upon viewing this sculpture, at the Jerusalem Museum, I felt really close to home and really close to my youth. I was so thrilled to remember my childhood moments when I first viewed Moore's work. 

Classroom Connections: Ask students, "What special memories do you have with your parents?", "When looking at this piece, what does it make you think of?", "What do you think the model would have really looked like?" 

7. On my first day in Israel, I came across this landmark. There was an unusual street post as well as numerous cut-outs of soldiers. I immediately began thinking about how lucky I am to live in such a safe and peaceful country. Each day I wake up, listen to the radio, and then embark upon my day. The thought of fighting and war never seems like a possibility. I asked people around me about the very spot I was standing at, "What is this place?". I quickly learned that it was an ancient battle site. Below ground were tunnels for soldiers to protect themselves. This moment was a rude awakening for me. The "perfect" world was tarnished. 

Classroom Connections: "Why do people and countries fight?" , Remembrance Day connections, "Compare and contrast your life here with how your life would be if you were born in _______ country."

8.  Paul Lancz's sculpture "Tenderness" is located at the corner of Peel and Sherbrooke. Last summer I took a sculpture class, where for the first time I took a hammer and chisel and got dirty! As part of the class, I was supposed to walk around the city and search for an inspirational piece that spoke to me. I looked high and low. I spent days at galleries and walking the streets. Upon returning home exhausted, I encountered "Tenderness". The mother and child are depicted as deeply devoted to each other. The figures are deeply connected and resonate mother-child memories in the viewer. This piece made me think about how all animals on earth require emotional nurturing as well as physical support before becoming fully independent.

Classroom Connections: Cycle of life, Explore a species and its growth (maturation stages), Eric Carle's "The Very Hungry Caterpillar"

 

9. I came across this sculpture in Yorkville. The piece is of a large hockey player. Immediately, it made me think about how athletics bring about such simple joy in the athlete. Hockey is merely the movement of a puck into a net. Basketball involves tossing a ball into a basket. Tennis involves keeping a ball in motion between two or four individuals. Despite the fact that our world is constantly being transformed by new technological innovations, our recreational games have remained simple. This piece also made me think about how passionate so many Montreal inhabitants are of hockey. Being a fan is deeply engrained in many people's identities.  

Classroom Connections: Importance of recreation for health (discussion); Sports and Identity; Comparison of games that students enjoy versus parents (generational changes)

Plebian Paparazzi

Entertainment television shapes society's perception of what is "desirable". It is necessary to teach our students to crtically interpret the underlying economic and ideological messages. Particularly, the vision of the "lush life" seems to be captivating viewers at large. Television producers and advertisement agencies are well aware of the positive correlation between viewing, ratings and commercial expenditure. 

Our class discussion on January 19th was particularly amusing. There we were,  one hundred educated individuals in our twenties, discussing the latest occurences on the most popular television shows: Gossip Girl, Sex and the City, OC, 90210... the list was endless. It was quite clear to us that television is directly linked to capitalism and politics. 

So what is with this fascination all about? People gain pleasure by observing the elite rule their world. While there are many miserable characters, which would support the belief that money does not bring happiness, there are also many positive fascinations. Today there seems to be a desire to live out a celebrity lifestyle. People want to be the center of the universe. People want to look their finest. People want to be tracked and followed. (In a sense, Facebook is the plebian's paparrazi). People want to posses the latest technology. People want to be consumed by personal relationships. 

Aren't producers brilliant! These shows are largely geared to pre-teens and teenagers. At this stage, young girls have disposable income. Part time jobs are often used to save up for the prom dress and new shoes. Young girls really are absorbed by personal relationships; Females need to feel accepted in a peer group and to appear desirable to their male counterparts. 

It will be necessary to dissect media messages with our students. Lanky actors and the fascination with superfluous goods need be scrutinized. As a teacher, it is our goal to have each student develop a positive self-concept. Understanding that television images are constructed and fabricated is essential. 

One last note: 

Depending on the political climate, the messages being disseminated on television vary. For instance, portrayal of the family structure and ethnicity has become more diverse. As teachers, we must stay informed as to what shows are being watched by our students. At this juncture, our age gap is small enough to easily be up to date. In future years, it will be necessary to ask our students key questions: "How often do you watch tv?", "What do you like to watch?", "Why do you like the show so much?". We will then need to do our own homework. It will be necessary to observe and analyze the pieces for hidden messages. Clips could then be presented to the class to discuss and analyze. The teacher should guide this process to help students develop acute media literacy. 

"A spoon full of sugar..." for Inner City Schools

Teaching in an inner city school made me realize that as a teacher, I will sometimes need to infuse the curriculum with "a spoon full of sugar". That is right, I am quoting Mary Poppins and her lovely chant, "Just a spoon full of sugar makes the medicine go down in the most delightful way." The sugar I used to make learning fun, exciting and engaging was TECHNOLOGY!

My most recent field placements have been in inner city schools. Some students came to class hungry and without school supplies. Obviously, students from economically disadvantaged homes have not been exposed to the many new technological innovations of the twenty-first century. In order to ensure that each child develops the skills base to succeed in today's society, it will be critical to prepare each student with the basic foundations. 

"Literacy" is a noun used to describe one's ability to read, write and interpret text. Macedo and Steinberg encourage us to reconsider the term "literacy"  and broaden it to include "the intellectual tools and capacities to fully participate in one's culture" (5). With this understanding, students should be able to type, scrutinize information for its validity (wiki, blog, journals), and stay "safe" (chat rooms). In addition to accessing information and communicating with technology, students must learn to analyze and evaluate information.

During my field experience, I had my students work in collaborative groups of four. Each group had one laptop computer. While listening to my cues, students navigated through Microsoft Word, Microsoft Excel, IMovie and the Internet. Each program was carefully integrated into a unit. Rather than tacking on computer literacy, I chose to weave media skills into the curriculum. Word was used for typing up good copies of Language Arts activities. Excel was used for graphing during a Mathematics unit. IMovie was used to create a scientific television show. My students LOVED using computers and looked forward to the lessons. Technology was the sugar that sweetened the learning journey greatly.

Media constructs messages that have bias and "hidden messages". Television and film provide visual manifestations and prejudice. Representations of class, gender and race are rarely neutral. It is necessary to teach our students to think critically. As part of a moral education unit, I asked student to describe the "Big Bad Wolf". I then showed my class a few video clips taken from the Little Red Riding Hood and The Three Little Pigs. The grade two class came up with an excellent list of coded constructions.

In the Little Red Riding Hood, patriarchal power, violent masculinity and male dominance is expressed. My students made these observations:

-Male vs. Female (Big & Strong vs. Little & Weak) = GENDER

- Bad vs. Good (Dishonest vs. Honest)

-Black vs. White (Evil vs. Innocent/Socialized) = Race/ Skin Colour/ Ethnicity

- Ugly vs. Beautiful (Appearance correlated to inner traits)

In the Three Little Pigs, the Big Bad Wolf's presence exudes similar traits:

-"I'll Huff and puff and blow your house down." Rich vs. Poor (Greedy takeover vs. Bricks/Sticks)

-Big vs. Small ("Little pig, Little pig, let me in.")

-Strong vs. Weak

Brainstorming meaning as a class was very successful. Depending on one's culture, the interpretations can be different. While most students were familiar with the Big Bad Wolf image, new students to the country were unaware of the character and his associated traits.

It is essential to teach students to be critical thinkers. It will be necessary to reframe education to include new technologies. I especially see this as a priority in inner city schools. Resources must be made available to ensure that these students will have equal opportunities to become active democratic participants of society.  

The Birth of the Blog

Today, we learned about the advantages of creating our own blogs. Creating a blog seems to be relatively quick and easy to set up. Thinking toward the future, I could see maintaining a blog for my classroom. Parents could follow the course content and post comments. Pictures, newsletters, and upcoming events could be regularly updated. Students could also exercise responsibility by taking turns to post information.