So I just went to see Live Free or Die Hard and let me tell you, it is pretty much kickass. I only recently saw the first and third Die Hard, but I definately loved them with intensity. This one had that awesome buddy-movie dynamic of the third one, replacing Samuel L. with that cute little Mac. I like this kid a lot, except for the train wreck that a movie studio called Jeepers Creepers. I also kinda dug that this one was PG-13, which only meant that my older brother was willing to come with me and witness the wonder that is John McClane. Its been almost 20 years since the first Die Hard, but Bruce Willis still knows how to take down terrorists, I tell you what.
And just as a note of ranting: If anyone else tries to tell me that this is a "guy movie" and that I cannot have enjoyed it as much as them because of that which I "lack", I will take a cue from the classic action heroes that I love so much and I will punch first, ask questions later. Little insecure jerks...
In other movie news, I also saw an advanced screening of Death at a Funeral, a funny little movie featuring a delectable Mr. Darcy and the always-hilarious Alan "Wash" Tudyk. It was pretty freaking funny, but what was even funnier was the portly gentlemen seated behind us. This guy (who was attending the movie alone) snored audibly through the beginning of the movie, but who woke up about a third of the way through and let the entire theater know how much he loved the movie. He yelled comments, laughed loudly, and clapped at his favorite moments. Normally, this kind of behavior would have annoyed the hell outta me, but this guy was so out there that I kinda liked him.
Friday, June 29, 2007
Monday, June 25, 2007
Read This Now!
So I just read an awesome book (that was in no way read for a college class-- hooray for reading for pleasure!) that I would recommend to anyone who might venture forth across my blog. Its called Blankets by Craig Thompson. If you've never read a graphic novel before, this is a great place to start. Its this great coming-of-age story about religion and family and first love and all those awkwardly painful parts of growing up. Its beautifully written and awesomely drawn. And if you're interested, don't be intimidated by the hugeness of the book. I read it in about two hours, maybe less. I was incredibly impressed by its quality and by how sucked in I was by the story. And so far, the only person who actually listens to my book recommendations, my gentlemen love, really liked it as well.
Thursday, June 21, 2007
Class is Over!
Hooray! But I think I'm keeping this blog. I'll write about movies and the weather or something. So if anyone from class wants to continue reading my ramblings, they'll be here... with a vengeance.
Wednesday, June 20, 2007
Tuesday, June 19, 2007
Grabe Article Post
#3 Take some time to explore the PBS site "Don't Buy It." (www.pbs.org/dontbuyit ). This site deals with Media Literacy - a form of information literacy. What do you think of the site? Do you think this is important, or not? Do you think this is effective, or not?
I think that media literacy is an extremely important topic. So important, in fact, that my group planned our TEAMS presentation around one facet of media literacy. I thought that this site had a lot of great information on it, but I think that the site should be geared to an older audience of students than this. It seemed a little childish to me for any junior high or high school class.
This topic is an essential one for teachers to implement in the classroom. In my research for our project, I have found some great websites for teachers to use as references in teaching their students media literacy.
My absolute favorite, and the jumping-off point for my interest in this topic, is found at PBS.org. It is a documentary, made in 2001, called "Merchants of Cool." It talks about the relationship between teens, the media, and identity creation. If you have not watched this documentary, I highly reccommend that you do so. It is fascinating. While you're there, PBS.org has a ton of information on this subject that you can browse.
I would also reccommend the New Mexico Media Literacy Project's page, found at nmmlp.org. It has a lot of great information, especially if you are more interested in deconstructing ads (which probably just means us English people).
However, I also found a site for you History folk, which has an overview of using advertising as historical evidence. Its a really good reference as well. Check it out here.
Lastly, there is a Canadian site called media-awareness.ca that is jam packed full of great resources to increase students' media literacy. There are lesson plans, articles, even online games for your pleasure.
Anyway, I have to go and write a task card and a final paper and die. Wait, scratch that last one. Instead, maybe I'll eat Pad Thai. That sounds much better.
I think that media literacy is an extremely important topic. So important, in fact, that my group planned our TEAMS presentation around one facet of media literacy. I thought that this site had a lot of great information on it, but I think that the site should be geared to an older audience of students than this. It seemed a little childish to me for any junior high or high school class.
This topic is an essential one for teachers to implement in the classroom. In my research for our project, I have found some great websites for teachers to use as references in teaching their students media literacy.
My absolute favorite, and the jumping-off point for my interest in this topic, is found at PBS.org. It is a documentary, made in 2001, called "Merchants of Cool." It talks about the relationship between teens, the media, and identity creation. If you have not watched this documentary, I highly reccommend that you do so. It is fascinating. While you're there, PBS.org has a ton of information on this subject that you can browse.
I would also reccommend the New Mexico Media Literacy Project's page, found at nmmlp.org. It has a lot of great information, especially if you are more interested in deconstructing ads (which probably just means us English people).
However, I also found a site for you History folk, which has an overview of using advertising as historical evidence. Its a really good reference as well. Check it out here.
Lastly, there is a Canadian site called media-awareness.ca that is jam packed full of great resources to increase students' media literacy. There are lesson plans, articles, even online games for your pleasure.
Anyway, I have to go and write a task card and a final paper and die. Wait, scratch that last one. Instead, maybe I'll eat Pad Thai. That sounds much better.
Monday, June 11, 2007
Final Project
Hey group! This is a webquest using "Merchants of Cool". I don't really understand our project, but I wanted to save this link.
Check it out.
Here's a great cross-cultural idea page for media literacy.
Hooray!
I also like this lesson plan.
Kapow!
Hopefully we can talk some more about this project soon...
Check it out.
Here's a great cross-cultural idea page for media literacy.
Hooray!
I also like this lesson plan.
Kapow!
Hopefully we can talk some more about this project soon...
CPB Article
#2 How can teachers use video to promote student achievement?
I think that video can be a great way to promote student achievement when it is used correctly, which includes planning ahead and promoting active learning. The article went through each subject to highlight several ways in which video could be appropriately used. I enjoyed the bit about using video in a history class to make history come alive and to make it more accessible to students. In language arts, I liked the idea of treating a video like a text and using critical thinking skills to analyze it. They had a list of great ideas on how to use video in the classroom, including:
"• to provide alternative interpretations of
literary classics;
• as presentations of background information
and context;
• to foster reader-response approaches to
understanding literature, especially when
video and print-based texts are compared; and
• to develop communication skills as students
learn to interpret visual messages." Flood (1995)
The article mentioned several benefits from using video that I thought were interesting. Obviously, video is likely to engage students and increase their motivation. The one that suprised me was the information about how much is remembered when taught using various media. too. I wsas amazed by the statement that “…people will generally remember:
• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they see and hear.” Marshall (2001)
I think this is a great incentive for teachers to use video and television in the classroom. Since I am a big fan of both, I definitely plan on working them into my curriculum. High five!
I think that video can be a great way to promote student achievement when it is used correctly, which includes planning ahead and promoting active learning. The article went through each subject to highlight several ways in which video could be appropriately used. I enjoyed the bit about using video in a history class to make history come alive and to make it more accessible to students. In language arts, I liked the idea of treating a video like a text and using critical thinking skills to analyze it. They had a list of great ideas on how to use video in the classroom, including:
"• to provide alternative interpretations of
literary classics;
• as presentations of background information
and context;
• to foster reader-response approaches to
understanding literature, especially when
video and print-based texts are compared; and
• to develop communication skills as students
learn to interpret visual messages." Flood (1995)
The article mentioned several benefits from using video that I thought were interesting. Obviously, video is likely to engage students and increase their motivation. The one that suprised me was the information about how much is remembered when taught using various media. too. I wsas amazed by the statement that “…people will generally remember:
• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they see and hear.” Marshall (2001)
I think this is a great incentive for teachers to use video and television in the classroom. Since I am a big fan of both, I definitely plan on working them into my curriculum. High five!
Saturday, June 9, 2007
Harris Article
#3 Some critics believe there's no place for Internet projects in today's world of high stakes testing and emphasis on student achievement. What is Harris'(2000) answer to this criticism? What is your answer?
Harris believes that Internet projects should be included in instruction. She says that they enhance student achievement and that, if used correctly, they can be highly successful learning opportunities. The author also mentions the importance of good preparation and design in the success of these projects. On page 58, she states, "Internet tools and resources are not (or, shall I say: should not be) additions to our curricula; rather, they can be used as "instruments of construction."
I think this is a great way to look at it. If you are doing an internet project because you think it'll be cool and your students will like it, then yes, this project has no place in your "high-stakes" classroom. However, if the project is enhancing their knowledge of your content, providing skills from the curriculum, or engaging the students in content-based learning, then I think the project is money. The Internet has to be used as an "instrument of construction," not just as an add-on or as filler.
Harris believes that Internet projects should be included in instruction. She says that they enhance student achievement and that, if used correctly, they can be highly successful learning opportunities. The author also mentions the importance of good preparation and design in the success of these projects. On page 58, she states, "Internet tools and resources are not (or, shall I say: should not be) additions to our curricula; rather, they can be used as "instruments of construction."
I think this is a great way to look at it. If you are doing an internet project because you think it'll be cool and your students will like it, then yes, this project has no place in your "high-stakes" classroom. However, if the project is enhancing their knowledge of your content, providing skills from the curriculum, or engaging the students in content-based learning, then I think the project is money. The Internet has to be used as an "instrument of construction," not just as an add-on or as filler.
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