Sunday, November 28, 2010

Response to Unlearning the Myths That Bind Us

In response to Unlearning the Myths That Bind Us, I think there was a lot of validity in the ideas that were presented, but I must admit this isn’t the first time I have heard these assertions.  At risk of sounding like some of those that were referred to as “needing to believe in the fairy tale magic that will transform their lives---whether it’s a rich man of winning the lottery” because “they accept in the absence of visions for a different and better world”, I don’t see so much harm in reading these fairy tales or watching the cartoons.  I read the fairy tales, I watched the cartoons and I have viewed and have taken my children to see such movies.  Is it lazy parenting, or not wishing to make the world a better place that I do these things?  I don’t think so. I am a good person, I have self-confidence, I don’t need a man to rescue me, I didn’t grow up feeling unattractive or needy.  My children are whole, happy, accepting, self-assured young people.  Yes, I recognize some of the stereotypes depicted in these movies, fairytales and cartoons.  I even get annoyed by them, albeit sometimes more than others.  I think what is missing here is that the recognition of having balance of perspective, good parenting and healthy environments for children are what really make the difference in what they believe about the world.
 While these cartoons, movies, and stories don’t necessarily illustrate races or classes equally or appropriately, stories can be taken as simply stories.  They can also be springboards for great conversations with our children.  What gives any child good self esteem and a positive attitude towards others has a whole lot more to do with their everyday lives than any movie propaganda out there.  I am not naïve enough to claim that these have no influence on children’s’ attitudes or perceptions; however, I think it can be blown out of proportion. Perhaps most importantly, is that these movies, cartoons and stories must be seen as one activity in a child’s life and it is the way children are raised (what they are taught to believe and what is modeled) that are most important.  How a family treats others, who they associate with, how generous, loving, kind and compassionate it is to fellow human beings will more determine how a child looks at the world than will any story or movie.  Likewise, a child that is brought up in a loving, accepting, supportive home will be far more self confidant than one that is not whether either child watches or reads any of these materials,  no matter the child’s sex, size, color, religion, or socio-economic status.

Monday, November 15, 2010

Multimodal Texts

In response to our readings on multimodal texts, I found that text is interpreted much more widely than I had thought possible.  Literacy is being redefined. The idea of a text has been described in these readings as “many dimensions to representation and communication”.  After some reflection, I can see many ways this will affect our teaching in the classroom, both in engaging children in classroom projects and being able to communicate with them effectively in an ever progressive technological world.  Again, as in many of our readings throughout our cohort classes I appreciate the implication that we must talk with children and find out about their experiences of texts and to make that part of “considering what literacy—specifically critical literacy might mean in the twenty-first century”. In reaction to all of this, I have had to come to terms with my own, perhaps even self-imposed, limitations in using multimodal texts.  I must make it a priority to become ever more familiar with those innovations of texts that will enhance my teaching and my students’ learning. 

Monday, November 8, 2010

Creating Genre Pieces

The process of creating the genre pieces for our MGRP was overwhelming. I actually started two pieces before discarding them and waiting another day.  Once I finally got a flow going, the creative side of me took over and I ended up really enjoying creating the pieces and choosing which information to incorporate with each distinct genre. At first I wasn’t sure how to choose which parts of the research paper to incorporate into the genres.  Should I decide exactly which information to use first or decide which genres I would like to use first?  I ended up choosing my genres first and I feel like that was a good choice. Our paper was divided nicely with headings which made selecting material to use so much easier.  My fourth grader was intrigued with my writing of a children’s book and enjoyed naming the main character and giving me some of his ideas. He is even cited as a co-author! I’m looking forward to hearing everyone’s presentations and seeing all of the different genres we come up with collectively.