I really understand WHY we got the instructions for this project so early on. As I'm looking for pictures and videos, I find myself sometimes watching full episodes of old TV shows or listening to the music of my youth.
Seriously. I'm having way too much fun with this project!!!
Sunday, January 30, 2011
FOOT: Pleasure "Reading"? Do Duct Tape dresses based off literary texts count as a text?
Hey everyone!
I will be working this spring with Fashion Week Cleveland again and this time I figured "Hey, why not combine duct tape and literature in a fantastic explosion of creativity!?!?"
As promotion for FWC and a potential wearable art fashion show next year, I will be (hopefully) attending the pre-parties and also (maybe) Cuyahoga County Public Libraries during the days of the parties. Everything is still in the works but I'm very excited. I have as of right now 5 designs on the drawing board and would love to hear some input.
I will be basing my ideas off literary works (novels, poems, authors, etc). As of right now I have a "The Raven" by Poe dress, a "Leaves of Grass" by Whitman dress, "The Inferno" by Dante dress, and a few other rough ideas.
Look for updates in the near future and once I refine my designs, I'll try to post them on my other blog. It's called TAPED! by Sadie and if you click on TAPED! it will take you to that site. (Okay to clear up any confusion: For those who don't know this already, I deeply dislike that my name is so common so Sadie is my nickname that I use when designing though people will call me both Sarah and Sadie)
If you just want to see pictures, my lovely photographer friends Tanya Perez and Robert Banks have some sets up on Flickr. For some of Tanya's pictures you can click here, here, here or here. (I know it's a lot of links) The ever wonderful Robert Banks also took some photos which you can view here.
I will be working this spring with Fashion Week Cleveland again and this time I figured "Hey, why not combine duct tape and literature in a fantastic explosion of creativity!?!?"
As promotion for FWC and a potential wearable art fashion show next year, I will be (hopefully) attending the pre-parties and also (maybe) Cuyahoga County Public Libraries during the days of the parties. Everything is still in the works but I'm very excited. I have as of right now 5 designs on the drawing board and would love to hear some input.
I will be basing my ideas off literary works (novels, poems, authors, etc). As of right now I have a "The Raven" by Poe dress, a "Leaves of Grass" by Whitman dress, "The Inferno" by Dante dress, and a few other rough ideas.
Look for updates in the near future and once I refine my designs, I'll try to post them on my other blog. It's called TAPED! by Sadie and if you click on TAPED! it will take you to that site. (Okay to clear up any confusion: For those who don't know this already, I deeply dislike that my name is so common so Sadie is my nickname that I use when designing though people will call me both Sarah and Sadie)
If you just want to see pictures, my lovely photographer friends Tanya Perez and Robert Banks have some sets up on Flickr. For some of Tanya's pictures you can click here, here, here or here. (I know it's a lot of links) The ever wonderful Robert Banks also took some photos which you can view here.
FOOT: Little Brother Post
Personally, I'm unsure of how I feel about Little Brother as of now. I'm still in the process of reading it, but I cannot decide if I like the text or not. The text and the issues presented in the text can be great conversation starters. Yesterday evening, I was in the car driving back from babysitting with Connor and attempting to help a 2 year old learn the alphabet when I started talking to him about Little Brother because we were on the turnpike and using an EZpass. Over the summer at work, we had discussed how whoever is in charge of the EZpass information could tell if we were speeding based on the times you passed through the readers. Last night, I was telling Connor about how in the book, they were using the EZpass-like devices to find out where everyone is at all times. This then started a 30 minute long conversation about how far can and should the government go with invasion of privacy. If that was a theme for a unit in class, this could totally be a book to use.
As for the actual story itself, it took me a while to "get into" the text. There was a lot of technology terminology that I was unfamiliar with. Luckily, most of it was defined in the text but since I had no prior interest in the topic of technology, it was harder to get into. One piece I did find entertaining was when Marcus said he was a LARPer. Wikipedia has a fairly accurate description of what LARPing is. Here is a link to Larp.com for more info and a video about larping.
I also tried to find the Kent State LARPers on the Center for Student Involvement website but the only thing I could really find was the Evil Geniuses for a Better Tomorrow club.
What Is LARPing? - Watch more Funny Videos
As for the actual story itself, it took me a while to "get into" the text. There was a lot of technology terminology that I was unfamiliar with. Luckily, most of it was defined in the text but since I had no prior interest in the topic of technology, it was harder to get into. One piece I did find entertaining was when Marcus said he was a LARPer. Wikipedia has a fairly accurate description of what LARPing is. Here is a link to Larp.com for more info and a video about larping.
I also tried to find the Kent State LARPers on the Center for Student Involvement website but the only thing I could really find was the Evil Geniuses for a Better Tomorrow club.
What Is LARPing? - Watch more Funny Videos
Thursday, December 16, 2010
Reflection
This has by far been my favorite class I've taken thus far. I LOVE the set up of the class, the choice of books, the activities, EVERYTHING. I don't think I've ever loved an evening class more! I've had evening classes before that just dragged on and on and I never felt that with this class. I've always felt that it moved fairly quickly for a 4:25-7:05 class. I wish I could take the class again because I L-O-V-E young adult literature and finding out ways to think about texts as a teacher. It was a totally different experience than any English/reading class I've been in and I loved it. I don't think I could say I loved this class enough. On top of everything, the textbook actually provided REAL, RELEVANT information that I will actually use in my career. I'm really excited now for the class next semester with Dr. Pytash because I really enjoyed her style of teaching. Happy Winter Break Everyone!
14: Finding the Right Book
I really loved the description for "the right book" because it talked about things I wouldn't have considered otherwise. Things such as white space and and illustrations are often overlooked, I feel, by many teachers. I also really liked "Suggestion 5: Create a Good Books Box." I feel that this is KEY! When students are looking for places to find books they might want to read and are sent to the library, that can be extremely overwhelming because they don't know where to start. This is one MAJOR reason I want to start a classroom library. It is CRUCIAL to have books to recommend to students because otherwise they might not know where to look and just give up. Knowing "good books" to suggest and having access to them is a key thing that teachers should do. Also, "good books" should NOT mean just the teachers favorites. Having access to all types of books is what needs to happen because not all students have the same taste as the teacher.
13: Creating the Confidence to Respond
This chapter contained a lot of valuable information to increase participation. I think the easiest thing to do is on page 265 where Beers talks about students knowing each others names. It makes each student feel valued in the classroom instead of just a person in a seat that no one acknowledges. On top of instilling value in the student, it also makes it easier for students to respect one another. Another point I thought was good was providing various ways for engagement. Just like the online literature circles discussion, providing different methods to participate can really benefit most students, especially if they are shy and do not like to speak out in class. I also LOVED, LOVED, LOVED the section of questions teachers can ask students. By asking the RIGHT questions, participation can be increased and more authentic learning can take place. I plan on using some of those questions in my own classroom and maybe even tape a copy to my podium (if I have one) or in the front of whatever book we're reading in case discussion seems to be lagging.
10: Fluency and Automaticity
I think my favorite part of Chapter 10 would be the "Suggestion #5: Prompt, Don't Correct" section. "Whether done out of kindness, offered out of frustration, or offered because we don't know any other strategies, telling the dependent reader the word encourages more dependence."
I find this statement made by Beers to be the strongest statement that sums up the chapter. Teachers NEED to know other strategies because teachers NEED to teach and not just chug on through the material. If teachers prompt and use other strategies to help the child learn, it will create a long lasting impression on the child instead of instant gratification by receiving the answer from the teacher.
I find this statement made by Beers to be the strongest statement that sums up the chapter. Teachers NEED to know other strategies because teachers NEED to teach and not just chug on through the material. If teachers prompt and use other strategies to help the child learn, it will create a long lasting impression on the child instead of instant gratification by receiving the answer from the teacher.
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