Film Festival--Racing Dreams

I went to the film festival and saw the movie, Racing Dreams. It was about three kids that dream of being a race car driver. Two boys and one girl compete to be the national champion of their age group. The movie was really good and kept my attention the whole time. It was actually really funny and had some sad moments as well. I thought watching a documentary would be a little wierd or boring, but it was very interesting. Each kid had their own story within the movie that was followed and I particlularly felt for the boy whose father and mother were not around much for him so he was raised by his grandparents. One of the kids, Josh Hobson, was actually at the movie with us and talked to the people in the theater right before the movie started! It was neat to see him and then watch him on the screen. Afterward he stayed and answered questions about the movie. It was obvious that he is still racing and that this film was a few years old because he looked around 14-15 and in the film he was 11. He and the other boy actually won the national championship in their age group.

Jago Ch. 6

This chapter was very long, but very helpful! On page 97, Jago says, "Being a teacher means being a learner." This is very true. I am nervous about teaching literature in an exciting way and this statement rings true when I think about teaching anything. I have to learn the subject inside and out and I have to keep expanding my knowledge on literature in order to teach it effectively. Teaching something like The Odyssey would be hard if the students have never learned about greek mythology. I really like how in this chapter the whole lesson plan is described. I really like the character web and the Cornell Notes form. I think getting the students used to taking notes in a particular way, like using a form such as this, will help them to pay attention to what is important when listening to a lecture. I really liked the list of greek gods as well. It is hard to keep track of who is who and I especially looovve the way she displays the standard beside the character webs and other classroom assignments so that students know that the work they are doing is necessary and like Jago says "standards-aligned."

The Socially Networked Classroom and films

was re-reading the section of the book on films because that is what we are working on right now. I really loved the idea of having students do an urban street video version of a classic like the Canterbury Tales. I think that would be a perfect way to learn what goes into making a film, but also interpreting the story your own way! I agree with the students when in the book it says that they find it hard to watch films casually after paying so much attention to the elements. After watching "To Kill a Mockingbird" and analyzing a scene I find myself doing it with other movies too.

History of Facebook

I wish I was as smart as Mark Zuckerberg! After reading about Zuckerberg and his invention I wonder what his teachers thought of him? I mean, he may very well be smarter than most of his teachers and I wonder how you teach a student who is that smart? Also, college is different than high school in the sense that in high school students are required to go to class, so how do you engage a student, who is so immensely engulfed in one interest or subject, in a subject that is not related?

I'm So Totally, Digitally Close to You.

After reading this article I started to read the comments that people left. One 78-year-old woman, who is a teacher, wrote, "Is this a generation gap? And how will these GenY people feel when their pasts catch up with them during job applications or dating relationships?"
The author of the article replied by saying, "It's an excellent question! Many of these online sites leave persistent digital trails -- pictures and posts that can be Googled later on, by employers, potential mates and the like. What's more, any time you post something publicly online, you're inherently giving up control of that information. It's extremely easy to cut and paste something out of someone's Facebook page, Twitter feed, blog, Flickr account, and put it into a different blog or Web site. So even if you decided you were sick of your online life and wanted to delete it, you might discover stray bits of it floating around on other sites -- where curious or admiring observers had cut and pasted it." I wonder the same thing sometimes. Currently I have a Facebook account and I am careful of what I post and pictures I put up because I am going to be a teacher soon, but I wonder what kinds of posts and pics will be considered inappropriate? Should I have a Facebook account when I start teaching? After thinking about this a lot I feel that participating in these social networks is fine, but a lot of caution must be taken. Like stated, people can take pictures anywhere now with cell phones, so not only do the posts and pictures I display need to be monitored, but watching what I am doing and saying outside of my home that can easily be broadcast for the public.

Costanzo and class activities

In the Costanzo text it says "The earliest cameras were fixed, but today the camera moves." Since cameras are no longer fixed there are many different types of shots a cameraman can capture. Knowing about these types of shots, a tilt, pan, crane shot or zoom shot, creating a storyboard before filming helps the cameraman to decide what types of shots will work best. I think the activities we did today involving making up our own storyboards were really helpful in showing us that much thought goes into how a film is shot. Making the right choice when it comes to shooting is important to getting the point across that the director and writer wish to make. Creating these storyboards was also helpful for helping me to remember the events that happened in "Little Brother." After a period of time passes it is hard to remember all of the events in order, so this activity also helps students to not only remember all of the events, but to put them in order. Doing it without speaking is also a good way to get students to work as a team.

I just finished the first 4 chapters in "Great Films" by Costanzo. I never realized how much goes into making a film!! It is true that being able to see the pictures in front of you and to be able to hear the music does help to understand what is going on and what the character is thinking. With a book it is interesting to have the visuals described to you and to have to picture them in your mind as opposed to having the film do everything for you.
In chapter 3, the technology of film, I think it is very hard to remember what all of the bold faced words mean. There are so many details that a filmmaker has to understand. There are so many facets to a movie!! I didn't think that making a movie was simple, but I didn't think it was so complex either. Just for lighting alone there are 11 bold faced words that describe different kinds of lighting. This information definitely causes me to appreciate the work put into a film!

Classics in the Classroom chapter 3

I really liked this chapter! I am actually a little worried about what books I will be able to teach. There are some that I particularly like and that I would like to teach, but I wonder what will happen if the school I am teaching at requires books that I don't feel are challenging enough. I really hope to learn more ways of trying to challenge my students so that they do not finish the novel in 2 days and are bored with the assignments. I think a good way to do this would be to assign multiple assignments and to require many books to fulfill the requirements for the assignments. Using one novel to lead discussion and presentations while using another novel to allow the students to form literature circles. I think as long as the students are constantly engaged and reading books that will challenge and interest them they will be more inclined to put forth the effort it takes to develop a full understanding of the novels. My favorite sentence in the entire chapter was, "How are these young people to develop empathy for other, to know individuals unlike themselves, to walk in someone else's shoes except through literature?"