Media Reflection

I was hoping to make this post earlier in the week, but arguably I’ve been a little bombarded with media myself.  I find myself trying to refrain from talking during lecture, really because I can easily get to a point where I talk too much, so I’ve learned to simply take a step back and allow things develop and contribute in a more natural manner.  This is the beauty of online collaboration; I can rant as much as I can type.  But the main point I want to drive is related to our reading for this past week and lecture, while at the same time somewhat of a tangent. 

The only time I have had a more contemporary means of including media in an educational setting, was the inclusion of the internet and YouTube here at CSUN a few years ago.  Before that, my own primary and secondary education was always rooted in lecture, worksheets, overhead projectors and plain power points.  I always imagine if I would somehow be smarter, more intelligent, or at least more capable as access to technology and learning to use this technology efficiently enables the student to be more resourceful. 

I can recall from adolescent psychology, and several other courses which prepare educators, it is necessary to use as many means of communicating knowledge and content as possible because every class will have different students who learn differently.  The verbal, the visual, the tactile, the kinesthetic, all of which are further engaged by different mediums of related media.  It is therefore critical to include, understand the benefits and limitations of including different mediums, but the most important decision an educator can make is to include as many as possible in order to engage every one student in multiple methods of expression.  I can only wonder if this is an effective method or more of a preferred style.

Presentation Reflection

I had the pleasure to be one of the first groups to present this last Monday.  I say pleasure because when we do have our own classes, whether it’s a class of 30 fifteen year olds or five year olds, it can play on one’s nerves.  Essentially there will be different problems whenever anyone presents to a group of people, fundamentally the anxiety of the speaker.  Personally, I like to talk in front of people, it certainly gives me a rush, and to be honest, I like the attention; depending on the topic I feed off it.  However, I do get nervous, each and every time, and it only seems to happen only a few minutes before. 

This time it was very interesting however, many of the courses leading up to culmination always drill in the various points one needs during a lesson.  Check for understanding, wrap up, “work the room,” energy in voice, etc.  Looking back I made a few mistakes, simply because my audience is not middle or high school, some of those points still remain.  During my portion of the presentation, the Professor interjected and asked a few questions based on some of the picture and information I was providing, which is something I should have done and should have included.  You don’t just tell the student or provide information, anyone can do that, a regular teacher does that; the exceptional educator will show, tell, and allow the student to engage, interact and make their own connections.  For example, Professor asked “what does that tell you about their family bonds, if all of them live in big houses like that?”  This was a gentle reminder to me, the audience should not matter, all these fundamental rules should always be kept in mind when presenting. 

Save the Goddess

Good evening mates!

So tomorrow is designated for class presentations, I looked over the stories once again, and I can’t wait for one in particular, “Kali Beheaded.”  There are of course the other stories, context and interpretations I look forward to, but this story in particular fascinates me, particularly the ending.  In the last few lines the story seems to wind down in that the morality behind it suggests that all people of every background have similar struggles.  Each person is good and bad and subject to the same passions, decisions and trials that make us human to begin with, and everyone is subject suffrage of the very mistakes we make based on our decisions.  But even though the ending seems to wind down to end with this moral story, it seems to hang on the very ending and leaves it open to interpretation.  Stories of this nature may be powerful and impacting and may be meant to continue thought after the initial read, but I really wanted to have some finality from this story.  I hope that tomorrow’s focus on the reading will help and illuminate some understanding and finality, particularly since I feel for Kali as a victim of circumstance as opposed to suffering form her decisions.  I wonder if there are any ties to be made to Jesus Christ or Christianity.  Or again perhaps I am stretching the interpretations made; or rather making too many connections that may not necessarily have foundation.  I look forward to tomorrow.  

Preparing for the Presentation Reflection

Good evening class,

          I figured I might as well post this weeks’ reflection now since I might have just finished my part of the presentation.  I believe I got very lucky, my portion of the presentation does not focus on the explication or interpretation of our story “How the Coyote Placed the Stars,” in fact my portion is the introduction to the Wacos/Chinook tribe and context.  So as stated I got off easy, but also a bit sad.  In preparing my slides, I read through the brief history given in our text, which prompted me to look “google” more information about the tribes. 

          I have always been impressed by educators who take an extra step and prepare historical contexts prior to engaging in a lesson, even if it does not contribute directly, it applies and engages the class indirectly as the background of the writer, artist, family, culture etc make all the difference in understanding even a few nuances that otherwise may go misunderstood or comprehended.  When I first truly discovered reading, I was mesmerized by Edgar Allan Poe, to me, it made all the difference in the word in understanding that he grew up and a child and as a man surrounded by death, particularly tuberculosis and lost many close people to him who; in their final days, would cough blood until they perished.  It made sense to me how vividly he wrote of suffering, death, and torture of the soul.  Somehow if he grew up on a bunny farm, I don’t think his writing would be the same.   

Weekly Reflection

Good evening,

In preparation for my group’s upcoming presentation I was able to read through a chapter of Trickster myths; which although I usually love the genre, I am somewhat confused about the Native American subgenre.  Particularly the story which we will focus on, “How the Coyote Placed the Stars,” left me with more questions than what I would like to admit to.  When I think of the Trickster, although I can visualize literary and film archetypes, I see them more overt, with callus, and  some signs of a wicked soul; if not the character would be lecherous but yet good at heart and not necessarily go through transformation.  I can picture the Joker, Fight Club, Ocean’s Eleven, Rue from the Hunger Games, The Music Man, characters that are so much so purposely and overtly dishonest.  However I am having trouble with the Coyote in our short story.  If anything he seems to have unplanned the entire event leading up to the end.  Perhaps this is part of the web spun by the Trickster in this story, but I am simply having a hard time with my interpretation.  The Coyote in the selection seemed to be a part of the family of wolves, and in fact had more to lose if he did anything against them to cause them hard, so why did he decide to leave them behind?  This may just be a good concluding question for presentation. 

Poetry Reflection

I don't believe I have ever taken the opportunity to write poetry in a different manner other than attempts to rhyme words or replace them with more charged or vivid words.  For this exercise, I had a few thought in my mind a few days before, but when it got down to write the poems, I did everything backwards.  I grabbed several different blank pages and drew various images and a few keywords of what I wanted to write about.  Then I simply looked at the pages and began to organize my thoughts, line by line.  I enjoyed this because, it feels as if the poem wrote itself.  I had a few ideas with organization and other significant points I wanted to include, drew them or wrote in the words, and every thing else fell into place.  If I do have a class of my own someday, I would like them to attempt to write poetry in this manner first, just to learn of different methods of inspiration.  

About my first piece, I realized I talked about the second in a comment reply, so I won't repeat myself and avoid redundancy.  

My first piece is about having two chose between a family life and the life of a revolutionary.  The poem is also structured to represent the founding of America by the 13 stanza lines, in connection with the 13 colonies which rebelled against England, depicted on the US flag.  In the poem itself there is also the reference to red, white and blue colors.  Each specific path was strewn with items representing each lifestyle.  Red brick, white picket fence, Dandelions, to represent the family home life and American dream.  Manuscripts, concrete and iron to represent activists who are politically charged by propaganda, only to eventually be incarcerated and secluded from society.  The twice demise in the second path refers to an emotional death which is also found in the first path, as each traveler laments what their life could have been; the second being the death of their ancestry.  Since the first path, leads to raising a family, thereby ensuring a bloodline.  

Playing with Poetry

The first of these pieces took me more time than it should have, while the second should have perhaps consumed some more.  In all, this was an enjoyable exercise.

Rebellion and Residence

Two paths diverged into redwood

The traveler considered each

Divined as best a mortal could

And sought to see beyond reach

Each path led to a certain death

One paved with tranquil brick

Dandelion, and white fence

The other twice over demise

Paved with concrete, iron

Blue manuscript, free yet confined

One path grows the noble tree, Chose by those unmarked by time

The other path chose by those of equal esteem

Unmarked, or recorded under rebellious infamy 

Poisoned Rebuttal

me like you steal for them

up against giants monsters

at me plague why       

does this to them