Sunday, May 10, 2009
Sunday, May 3, 2009
One More Week of School...
This song has been my motto for the past few days. It's the final push that's the hardest. Congrats to all of graduating! We're so close, just "move along"!
http://www.youtube.com/watch?v=FSbGur1dz9k
(Won't embed. D: )
http://www.youtube.com/watch?v=FSbGur1dz9k
(Won't embed. D: )
Blogging About Blogging (Kevin Stole My Title)
Well this should prove to be interesting: a blog about blogging. How meta!
Anyway, I’ve really enjoyed using Blogger.com for this class. I’ve had a few blogs over the years, which I only updated sporadically, and this class gave me an opportunity to collect my thoughts. Although we had to write to specific prompts, I really liked the way we were able to communicate as a class in another capacity, through media literacy. I liked how this blog project allowed us to discuss “classroom stuff” in another forum, where communication is less formal. It was also encouraging to read what people commented on my blog, to know we’re in the same boat.
That being said, I think it would be a tremendous opportunity for students of any age to have a personal blog, created for a class. I think a blog is most appropriate for high school or college age students since the teacher can safely assume the students are more familiar or have the capacity to learn how to use a free blog site, like Blogger or LiveJournal. I would probably do something similar to what we did in this class, and have the students respond to prompts before, during, and after we complete a unit. As the teacher, I would probably have a blog too and possibly end up posting assignments there. If students had any questions, they could email me and talk to me but also comment on my blog and I would promptly respond. Perhaps the students could even use their blogs to post essays (save a tree!) and communicate and do group projects. At any rate, the idea of a blog can be put to tremendous use in almost any classroom and can be used to a variety of assignments.
Anyway, I’ve really enjoyed using Blogger.com for this class. I’ve had a few blogs over the years, which I only updated sporadically, and this class gave me an opportunity to collect my thoughts. Although we had to write to specific prompts, I really liked the way we were able to communicate as a class in another capacity, through media literacy. I liked how this blog project allowed us to discuss “classroom stuff” in another forum, where communication is less formal. It was also encouraging to read what people commented on my blog, to know we’re in the same boat.
That being said, I think it would be a tremendous opportunity for students of any age to have a personal blog, created for a class. I think a blog is most appropriate for high school or college age students since the teacher can safely assume the students are more familiar or have the capacity to learn how to use a free blog site, like Blogger or LiveJournal. I would probably do something similar to what we did in this class, and have the students respond to prompts before, during, and after we complete a unit. As the teacher, I would probably have a blog too and possibly end up posting assignments there. If students had any questions, they could email me and talk to me but also comment on my blog and I would promptly respond. Perhaps the students could even use their blogs to post essays (save a tree!) and communicate and do group projects. At any rate, the idea of a blog can be put to tremendous use in almost any classroom and can be used to a variety of assignments.
Wednesday, April 29, 2009
Thursday, April 23, 2009
Shopping in the Fiction Section
Another month has passed by, which mean it’s time for another comparison blog. =]
Like I mentioned in a previous post, because I am an English major, a lot of the time I find it easier to write about fiction or poetry or a novel. Since I’ve been “trained” to look for meaning in texts and how to analyze the symbolism and imagery, I am prepared to explicate a story. Although I will admit that the short stories included in the reader were challenging and quite interesting, especially because the stories were so culturally diverse. I definitely feel like the worksheet with leading questions and the information on the cultural background was useful in writing my essay.
On the other hand, sometimes I find it more difficult to write fiction, especially since I am my own harshest critic. A lot of the time I will think of a great beginning for a short story, but then I don’t know where to take it or how to end it. This is exactly what happened when I wrote my fiction piece; I plan to remedy this and successfully complete it for the final portfolio. However, it is obvious how both aspects of fiction inform the other: you have to know about the elements of fiction when you write your own story.
As for the classroom, I would certainly include a fiction exercise into a lesson plan. I always had to do some creative writing in school, but it usually took the form of writing poems. Only recently have I had an assignment to write an entire short story, and that was in an Asian American Literature class. It was a great exercise that allowed me to be creative while forcing me to finally finish a story. Writing fiction gives students an outlet and allows them to be original, instead of just writing about the same standard ideas. I would have few parameters to the assignment (maybe only a minimum page length) and see how the students express themselves.
Like I mentioned in a previous post, because I am an English major, a lot of the time I find it easier to write about fiction or poetry or a novel. Since I’ve been “trained” to look for meaning in texts and how to analyze the symbolism and imagery, I am prepared to explicate a story. Although I will admit that the short stories included in the reader were challenging and quite interesting, especially because the stories were so culturally diverse. I definitely feel like the worksheet with leading questions and the information on the cultural background was useful in writing my essay.
On the other hand, sometimes I find it more difficult to write fiction, especially since I am my own harshest critic. A lot of the time I will think of a great beginning for a short story, but then I don’t know where to take it or how to end it. This is exactly what happened when I wrote my fiction piece; I plan to remedy this and successfully complete it for the final portfolio. However, it is obvious how both aspects of fiction inform the other: you have to know about the elements of fiction when you write your own story.
As for the classroom, I would certainly include a fiction exercise into a lesson plan. I always had to do some creative writing in school, but it usually took the form of writing poems. Only recently have I had an assignment to write an entire short story, and that was in an Asian American Literature class. It was a great exercise that allowed me to be creative while forcing me to finally finish a story. Writing fiction gives students an outlet and allows them to be original, instead of just writing about the same standard ideas. I would have few parameters to the assignment (maybe only a minimum page length) and see how the students express themselves.
Friday, March 27, 2009
My Myth Experience
I have to admit, I was pretty excited when we started the myth unit. I have been fascinated with mythology my entire life. I loved learning about myths in school and on my own, usually from the Greek or Roman tradition. I still have a few collections of famous Greek myths concerning heroes, gods and goddesses and mortals alike. Although I love classic Greek myths, I was happy to be learning new stories from other, non-Western cultures. I really liked all of the group presentations; by making the class teach a chapter, it was a new way to learn the material instead of just reading the book all the way through. I thought it was great how the authors categorized myths into some basic categories: creation, trickster, the female divine, the male divine, and sacred places. I felt like the categories helped me see the many similarities amongst myths, yet they all deviate in their own unique way.
Learning about myth first obviously prepared us to write our own myth. But now that I had all of these ideas swimming around in my head, I felt like it was hard to get started. I felt pressured to come up with something original, although many myths share similar elements. I was stuck for a while, but when I took the time to actually start writing my myth, the ideas and words just flowed. I still feel like it is awfully derivative, but then again, I can always say I am just paying my respects to the traditions that came before. =]
I remember learning about some myths at home (my dad has always been big on the Greek hero stories), but we also studied some in school. I think myths hold up over the years because they always end up dealing with universal issues or questions. I would definitely use a myth or two as a lesson in the classroom. I really like the idea of having the students write their own myth; after all, getting the students interested in the lesson is the biggest challenge, and what better than to get their creative juices flowing? I would also consider Robin’s great project and have the students create a group myth using the animals-on-a-stick.
Learning about myth first obviously prepared us to write our own myth. But now that I had all of these ideas swimming around in my head, I felt like it was hard to get started. I felt pressured to come up with something original, although many myths share similar elements. I was stuck for a while, but when I took the time to actually start writing my myth, the ideas and words just flowed. I still feel like it is awfully derivative, but then again, I can always say I am just paying my respects to the traditions that came before. =]
I remember learning about some myths at home (my dad has always been big on the Greek hero stories), but we also studied some in school. I think myths hold up over the years because they always end up dealing with universal issues or questions. I would definitely use a myth or two as a lesson in the classroom. I really like the idea of having the students write their own myth; after all, getting the students interested in the lesson is the biggest challenge, and what better than to get their creative juices flowing? I would also consider Robin’s great project and have the students create a group myth using the animals-on-a-stick.
Friday, March 6, 2009
Wow, I Wrote a Lot.
When we started the poetry unit, I felt confident in my ability to analyze poetry and knew I would be able to incorporate what I’ve learned in my English classes up until this point. I wasn’t really fazed by the poetry analysis essay; I ended up enjoying the Edgar Allan Poe poem I picked. However, when we had to write our own poetry, I was definitely intimidated. I don’t consider myself that poetic or creative necessarily, so I didn’t know if I could create interesting or thoughtful poems. In the end though, I liked how almost all of the poems turned out, especially the two collaborative ones.
In writing about poetry, I like the idea of trying to find the meaning in someone else’s established text, coming up with different interpretations of sounds, metaphors and images. What does the text say to you, and so forth. But I think different elements are at work in writing your own poetry. Of course you might want to include a rhyme scheme, or a simile, or alliteration, but it’s different when you are the one constructing the text and making meaning out of it at the same time. When you get down to it, it’s up to you to choose the right words and metaphors to express what you want to express. For example, after I picked my topics for the three stages of the Wrecking the First Person poem, I found it difficult to get started. I was concerned with properly and coherently incorporating some of the elements of poetry---what words should I use, and do I need a rhyme here? That day in class, I wasn’t too pleased with my original Wrecking the First Person draft. When we had to post it to WebCT, however, I made sure to take the time to revise it and really think about what I was creating. In the end, it all worked out, and I had a poem I thought flowed. For me at least, I had to “get into the zone,” and understand what I wanted to get across; when I was at that point, the words just came to me naturally.
As for the teaching aspect, I think it would be a great idea to incorporate some of these assignments into the classroom. After reading so many poems, some students would probably want to try writing their own, and this would be the perfect opportunity. However, as I’ve learned from a few friends, it’s important to give the students guidelines or a template for the poem; that way they can be creative but not entirely without boundaries, so they don’t turn in something completely inappropriate or off-base. I remember writing some poems in middle and high school, and there was always a format to follow. I would definitely do any of these poems with my students.
In writing about poetry, I like the idea of trying to find the meaning in someone else’s established text, coming up with different interpretations of sounds, metaphors and images. What does the text say to you, and so forth. But I think different elements are at work in writing your own poetry. Of course you might want to include a rhyme scheme, or a simile, or alliteration, but it’s different when you are the one constructing the text and making meaning out of it at the same time. When you get down to it, it’s up to you to choose the right words and metaphors to express what you want to express. For example, after I picked my topics for the three stages of the Wrecking the First Person poem, I found it difficult to get started. I was concerned with properly and coherently incorporating some of the elements of poetry---what words should I use, and do I need a rhyme here? That day in class, I wasn’t too pleased with my original Wrecking the First Person draft. When we had to post it to WebCT, however, I made sure to take the time to revise it and really think about what I was creating. In the end, it all worked out, and I had a poem I thought flowed. For me at least, I had to “get into the zone,” and understand what I wanted to get across; when I was at that point, the words just came to me naturally.
As for the teaching aspect, I think it would be a great idea to incorporate some of these assignments into the classroom. After reading so many poems, some students would probably want to try writing their own, and this would be the perfect opportunity. However, as I’ve learned from a few friends, it’s important to give the students guidelines or a template for the poem; that way they can be creative but not entirely without boundaries, so they don’t turn in something completely inappropriate or off-base. I remember writing some poems in middle and high school, and there was always a format to follow. I would definitely do any of these poems with my students.
Wednesday, February 11, 2009
Yo Momma!
A collaborative comic insult poem by Alex Hohmann, Denica Maravilla, Kevin Plumtree and Morgan Proctor
My Date With Your Mother
My Date With Your Mother
Your mother is so rotund that the mass of several suns could take up residence within the confines of her pantaloons.
Your mother is so intensely grotesque that verily, Medusa herself would transform to stone upon gazing at her visage.
Your mother is so impoverished she was compelled to cut a ha’penny in half.
Your mother is so ancient that she is frequently mistaken for a leather valise left near the tracks of the train station.
Your mother is so promiscuous and lacks discretion in her affairs.
And I should know.
Saturday, January 24, 2009
*waves*
Hello there English 495ESM! Are you ready to rock?! I am Alexandra Hohmann, but you can call me Alex. Like most of the class, I too am a graduating senior. I love to laugh and make people laugh. I am really into musical theater, and nothing is better for me than watching a live performance. About half of my iPod is full of showtunes, and my favorite musicals are Little Shop of Horrors, RENT and Wicked. Besides Broadway songs, I love the pop and rock genres and I really dig The Killers and Muse. I watch entirely too much TV (thank goodness for DVR technology!) and I just discovered this hilarious cartoon, The Marvelous Misadventures of Flapjack. Trippy stuff for a kid's show!
I'm eager to get out of school and get into the job market, doing what I want to do. However, I haven't had that much experience in a classroom (other than observation hours), so I'm a little wary of actually conducting the class when the day comes. But I am willing to meet challenges head on, and I'm looking forward to being in charge, and trying to get through to the students.
I have always been good at English/the liberal arts in school, so naturally I want my career to reflect my strengths. I also have several relatives who are teachers and professors of all different kinds of subjects--French, English/history, mechanical engineering. My aunt, who teaches eighth grade, was always interested in what I was doing in my classes. Now that I am older, I have someone I can speak with about my teaching career and what works and doesn't work in the classroom.
As for technology in the classroom, I am all for it (I consider myself to be tech-savvy). However, I think it's important for technology to help the students, not hinder them; I would hope the teacher knows how to use PowerPoint/Blogger/etc. properly so that it's not distracting or improperly time consuming. I have had few teachers over the years who know how to correctly use PowerPoint, but when it is done right, it is very effective. Because of my generation growing up with all of this technology available to us, I would certainly use it in the classroom to further the lesson. I also like the idea of what we are doing now, using a blog as a part of the class.
Alrightly, well hopefully my novel wasn't too boring to read, haha. I look forward to getting to know everyone, especially since many of us also have theater together. See you in class!
I'm eager to get out of school and get into the job market, doing what I want to do. However, I haven't had that much experience in a classroom (other than observation hours), so I'm a little wary of actually conducting the class when the day comes. But I am willing to meet challenges head on, and I'm looking forward to being in charge, and trying to get through to the students.
I have always been good at English/the liberal arts in school, so naturally I want my career to reflect my strengths. I also have several relatives who are teachers and professors of all different kinds of subjects--French, English/history, mechanical engineering. My aunt, who teaches eighth grade, was always interested in what I was doing in my classes. Now that I am older, I have someone I can speak with about my teaching career and what works and doesn't work in the classroom.
As for technology in the classroom, I am all for it (I consider myself to be tech-savvy). However, I think it's important for technology to help the students, not hinder them; I would hope the teacher knows how to use PowerPoint/Blogger/etc. properly so that it's not distracting or improperly time consuming. I have had few teachers over the years who know how to correctly use PowerPoint, but when it is done right, it is very effective. Because of my generation growing up with all of this technology available to us, I would certainly use it in the classroom to further the lesson. I also like the idea of what we are doing now, using a blog as a part of the class.
Alrightly, well hopefully my novel wasn't too boring to read, haha. I look forward to getting to know everyone, especially since many of us also have theater together. See you in class!
Tuesday, January 20, 2009
Yay First Post!
What's up happy fun people! First day of classes, last semester as an undergrad, new president today. Woot woot!
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