Wednesday, December 8, 2010
Tuesday, November 30, 2010
Friday, November 12, 2010
Joseph Campbell wrote the bookThe Hero With a Thousand Faces which was a study of world hero myths. Campbell found that all story-telling, consciously or not, follows the ancient patterns of myth, and that all stories, from the crudest jokes to the highest flights of literature, can be understood in terms of the hero myth; the “monomyth” whose principles he lays out in the book.
The theme of the hero myth is universal, occurring in every culture, in every time; it is as infinitely varied as the human race itself; and yet its basic form remains the same, an incredibly tenacious set of elements that spring in endless repetition from the deepest reaches of the mind of man.
The repeating characters of the hero myth such as the young hero, the wise old man or woman, the shape-shifting woman or man, and the shadowy antagonist are identical with the archetypes of the human mind, as revealed in dreams. That’s why myths, and stories constructed on the mythological model, strike us as psychologically true.
This accounts for the universal power of such stories. Stories built on the model of the hero myth have an appeal that can be felt by everyone, because they spring from a universal source in the collective unconscious, and because they reflect universal concerns. They deal with the child-like but universal questions: Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?
The idea imbedded in mythology and identified by Campbell in The Hero With a Thousand Faces can be applied to understanding any human problem. The are a great key to life as well as being a major tool for dealing more effectively with a mass audience.
Please choose only ONE of the following blog's to read on Joseph Campbell's Hero's Journey 12 step cycle. These blogs were the most concise versions of the "Hero's Journey" that I could find on the internet. I do not subscribe to these blogs or know anything about these blog authors beyond these two posts.
http://vajrakrishna.wordpress.com/2010/09/07/follow-your-bliss-idiots-guide-to-heros-journey/ (This one is the simple version- I liked it the best)
https://revolutionmagik.wordpress.com/2010/09/07/the-heros-journey/ (The longer & more in-depth version of the 1st blog post)
1. Consider your reading of Coraline in relation to Joseph Campbell's Hero's Journey. In what ways do you see intersections and/or connections to some of the stages of Joseph Campbell's Hero's Journey?
2. Consider our viewing of Chihiro's journey in the animated movie Spirited Away. What intersections and/or connections, if any, can you make to the graphic novel Coraline?
3. Name one other character from a book, graphic novel, play or movie that comes to your mind when you consider Joseph Campbell's Hero's Journey and briefly describe why this character comes to mind for you.
Wednesday, November 3, 2010
Selected quotes from the Forward of Eisner's book:
Wednesday, October 20, 2010
Thursday, October 14, 2010
According to Martin Scorcese, "we should make room for film in curriculum. What you are doing is training the eye and the heart of the student to look at film in a different way by asking questions and pointing to different ideas, different concepts. You're training them to think about a story that is told in visual terms in a different way, and to take it seriously. It is so important, I think, because so much in today's society is communicated visually and even subliminally. Young people have to know that this way of communicating is a very, very powerful tool."
In an ideal educational setting where (a) there were no restrictions on what type of movie you could show students and (b) you are able to facilitate the discussions regarding the movie without constraints, which movie would you recommend that students must view BEFORE they graduate high school?
Please consider any movie regardless of genre, violence or sexual content. Why would you recommend that movie?
Wednesday, October 6, 2010
Today, the NCTE definition of 21st century literacies makes it clear that further evolution of curriculum, assessment, and teaching practice itself is necessary.
Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and cross-culturally
• Design and share information for global communities to meet a variety of purposes
• Manage, analyze, and synthesize multiple streams of simultaneous information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments
Thursday, September 30, 2010
1. Please list the strengths and drawbacks of the Google Application you explored this week. (I've emailed you 3 attachments that will support your exploration and use of these Google Applications.)
2. Please list the strengths and drawbacks of the Alternative to Youtube Application you explored this week. (I've sent you a separate email list of 47 Alternatives to using Youtube in a classroom).
Please remember to bring your laptop to class on Tuesday so we can continue our inquiry into educational technology support!
Tuesday, September 21, 2010
1) Any struggles/challenges in completing your Google Presentation powerpoint?
2) What resonated most with you regarding the article you were selected to read this week? The term resonated does not mean that you agree or disagree with the statement but it did have an impact upon you of some kind.
3) Pose one question that you have from your article. Please do not answer it. Just write one question or wondering that may have come up during your reading. Thanks!
Tuesday, September 14, 2010
The American Library Association's (ALA) Presidential Committee on Information Literacy, Final Report (1989) states, "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information"
Please respond to both of the questions below:
1. As a graduate student what part(s) of the research process that includes obtaining information online are you successful or challenged by in conducting your own research for assignments: (a) recognizing when information is needed, (b) the ability to locate information, (c) evaluating information and/or (d) effectively using the information?
3. In your opinion (and previous experience) which one is most difficult for students (and WHY?): (a) recognizing when information is needed, (b) the ability to locate information, (c) evaluating information or (d) effectively using the information.
Monday, September 6, 2010
In your introduction post please include your name, teaching experience and choose ONE of the three questions to respond to in your own blog response:
(1) What is the most interesting trip that you have taken thus far? Why?
(2) We interviewed the person in your life who knows you the best. What do you believe they listed as your top three attributes as a human being? What evidence did they provide?
(3) What is a tradition from your own childhood that you believe should be passed on to the next generation?
The term "multiple literacies" refers to the many kinds of texts and literacy practices that are intertwined with contemporary life. Some examples of text under the term multiple literacies include: classics and postmodern literature, fiction and non-fiction trade books, newspapers, magazines, web pages, PowerPoint, e-mail, IM, cell phones (text), graphic novels, video games, podcasts, video, film, fanfiction, memes, drama and poetry slams.