Tag Archives: image

English 30 Poetry Assignment

Respond to each of the following in a well-considered post in your blog.
Limit your selection of detail to a separate poem for each response.

  1. Explain how image and symbol reinforce theme in a poem.
  2. Explain how facts about a writer’s life are relevant to your understanding of a poem.
  3. Explain how a poem can reflect a poet’s personal psychology.
  4. Explain how your own experiences affect your interpretation of a poem.

Trackback each post here.

Prepare for English Language Arts Finals

For those in the midst, or looking ahead at finals in my LA classes(9, 10-1, 20-1, 20-2, 30-1, 30-2).

Consider the outcomes we’ve tried to achieve.

Enhancing the artistry of communication has been a strong technical focus. Skills mastered include using online blogging tools, Word Processing, Spreadsheets, even graphical enhancements using Photoshop or audio/video podcasting tools have been included where time permitted and initiative taken. Participation on an online forum has generated a myriad of useful tips/reminders, questions/answers. There will be no speadsheets on the final, the use of Word will be necessary for English 30.

Each course has been structured around Focus Questions and related questions: English 10, English 9.

Emphasis on social networking, peer review/support/criticism has been critical for developing critical thought and reflection for writers defending an idea.

Each course has a reading list: English 10, English 30. Not every title has been studied intensively(or at all), but the proportion of attention paid to those pieces that were studied in class deserve the same level of attention on the final. Of course, those who choose additional literature from the list to focus on in the final deserve to have that initiative rewarded as well. If you choose to focus on Shakespeare, your audience gets tougher, I’ve noticed.

An English 30 paper looking at how the images/symbols/archetypes of Sophocles and Kingsolver relate to personal freedom to would be intriguing. Why not an English 10 paper discussing the threat of fanaticism by comparing the speeches of Mark Antony, Joseph Strorm, and Eamon De valera? What does Søren Kierkegaard have to do with every page you’ve ever read or written?

Extras, everyone should be able to link to Wikipedia for literary terms, difficult vocabulary, or just the odd or eccentric idea; can anyone incorporate the Hayflick Limit into their paper? Everyone has seen video and heard an mp3, but are any daring enough to Podcast their final essay? A carefully edited U2 mp3 snip, an embedded flash video of Ophelia Simpson, a slideshow?

rubric.pngThe only limit is to abide the first line of every rubric you’ve ever attached to any assignment:

I _________________ honestly declare that the work is what I have done. In circumstances when I have quoted a certain authority, I have clearly indicated what is a quote and the author. 

A Blogger’s Code of Ethics contains truths far older than the phenomenon of blogging.

English 30s will have no access to internet, filesharing, etc etc. English 10s can have it all.

The Night Aunt Dottie Caught Elvis’s Scarf When He Tossed It From The Stage Of The Rushmore Plaza Civic Center

This exercise is simple: write a poem about a family member meeting a famous person. All of us have such incidents embedded in family history or folklore: the day Dad shook hands with Ike in France; the time Mom spilled coffee on Elizabeth Taylor in a pizza parlour in San Mateo; the night Aunt Dottie caught Elvis’s scarf when he tossed it from the stage of The Rushmore Plaza Civic Center. In most cases, our loved ones’ encounters with the famous or powerful tend to be fleeting and bittersweet, however memorable they may later seem — and it’s this aspect of the encounter that helps us to envision our family members in contexts that avoid easy sentimental gestures. These are situations that, in a small way, the forces of public history and private history collide, and these meetings help us to see our loved ones as individuals, not as types.

Guidleines for the exercise:

  1. The encounter can be real or imaginary, but at least should be plausible — no meeting between Cousin Ed and Genghis Khan
  2. The family member, not the famous person, should of course be the protagonist of the poem and it is his or her consciousness that the poem should try to enter or understand.
  3. The writer of the poem should be an effaced presence, understanding the inner workings of the family member’s mind but seeing the family member as a character referred to in the third person (“my father” and not “Dad,” in other words).
  4. The famous person can be anyone in politcs, entertainment, or the arts; JFK to Mel Gibson, Emily Brontë to Madonna
  5. Since the exercise tends to demand a fairly complex profile or portrait of the family member in question, it is best suited to longer poems — at least 30 lines.
  6. Submit completed poems via trackback

My Mother’s Kitchen

  1. Use pencil crayons to draw a picture of your mother’s kitchen.
  2. Put the oven in it, and also something green, and something dead.
  3. Write a poem about your mother’s kitchen.
  4. You are not in this poem, but some female relation – aunt, sister, close friend – must walk into the kitchen during the course of the poem.
  5. Completed poems, with a suitable image(72 dpi, png, lightbox), should appear in your blog and trackback here.

A lesson on single point perspective. Hint: Tiles need an extra diagonal, too.

Plato’s Mimetic Theory of Art(RS 25)

Have a look at this powerpoint file here. Wikipedia additional terms needed to answer the following:

Given that what we experience of reality is merely a simulation in our minds, then all art is a simulation of a simulation.

Is art useless?

In our engineered age, an age of HDTV, megapixels images, colour laser printers, virtual reality, 3D games, are we moving toward or away from art forms that Plato would consider more useful?

What is the future of art?

Can a form of communication, art, be enhanced to the point that it is no more than a mirror of reality?

If art is supposed to mirror reality, wouldn’t a mirror be the cheaper way to go?

Mirrors, we’ve talked about mirrors. Hmmm.

Trackback here.

English Language Arts General Outcomes 10, 20, 30(2003)

Students will listen, speak, read, write, view, and represent to:
1. Explore thoughts, ideas, feelings, and experiences

  • discover possibilities
    • form tentative understandings, interpretations, and positions
    • experiment with language, image, and structure
  • extend awareness
    • consider new perspectives
    • express preferences, and expand interests
    • set personal goals for language growth

2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.

  • respond to a variety of print and nonprint texts
    • connect self, text, culture, milieu
    • evaluate the verisimilitude, appropriateness, and significance of print and nonprint texts
    • appreciate the effectiveness and artistry of print and nonprint texts
  • construct meaning form text and context
    • discern and analyze context
    • understand and interpret content
    • engage prior knowledge
    • use reference strategies and reference technologies
  • understand and appreciate textual forms, elements, and techniques
    • relate form, structure, and medium to purpose, audience, and content
    • relate elements, devices, and techniques to created effects

3. Manage ideas and information

  • determine inquiry or research requirements
    • focus on purpose and presentation form
    • plan inquiry or research, and identify information needs and sources
  • follow a plan of inquiry
    • select, record, and organize information
    • evaluate sources, and assess information
    • form generalizations and conclusions
    • review inquiry or research process and findings

4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication

  • develop and present a variety of print and nonprint texts
    • assess text creation content
    • consider and address form, structure, and medium
    • develop content
    • use production, publication, and presentation strategies and technologies consistent with context
  • improve thoughtfulness, effectiveness, and enhance the clarity and artistry of communication
    • enhance thought and understanding and support and detail
    • enhance organization
    • consider and address matters of choice
    • edit text for matters of correctness

5. Respect, support, and collaborate with others

  • respect others and strengthen community
    • use language and image to show respect and consideration
    • appreciate diversity of expression, opinion, and perspective
    • recognize accomplishments and events
  • work within a group
    • cooperate with others and contribute to group processes
    • understand and evaluate group processes

text_study.pngtext_creation1.png
View English Language Arts Curriculum PDF(ELA10-1, ELA10-2, ELA20-1, ELA20-2, ELA30-1, ELA30-2)

Flickr Plugin works, again.

Flickr changed how you access your images in early September. So I’ve updated the plugin. You’ll need to have an “API Key” and a “Shared Secret”, now.

It is a good idea to put images on Flickr instead, or in addition to, stj servers. Flickr badges are cool, too.

Do not activate the Flickr plugin if you don’t have a Flickr account. You lose the ability to browse your blog’s upload folder while Flickr plugin is active, I still don’t know the fix.

Look here, see if you can find a fix, too.