Final Project : I Am a Girl

Working on this final project was quite interesting and pretty far out of my comfort zone, not because it made me uncomfortable, but because it really pushed the extent of what I know how to do. I mean we even choreographed a dance! I found that to be really exciting and thoroughly enjoyed the process.

We came to the idea of hiding who we are behind artificial masks because in our poems that we had all written for class we had all talked about that idea. After finding that central concept it all just started floating. We quickly decided to do a three voice poem and came up with the idea to do the reverse makeup videos.

After that we all got to work and wrote our own poems and stories. I know that I said this in class, but I was amazed by how meaningful those words became to me. When I first wrote them I did it just to do it. Just to have something to turn in. But the more we practiced, and the more I lived with those words, the more I felt that they embodied me and that I embodied them.

I really liked that we had so LONG to work on the project because it really helped me invest in it. I started the project with the intention of just getting it done, but because I had to live with it for so long I actually began to really care about. I also thought that it was super helpful to do most of the work in class. I feel like knowing that that time was only for this project helped me to focus and do better quality work.

We went through a lot of drafts, but I am really happy with the final project. Somehow the project ended up being a lot more feminine than we intended, but I loved it. I feel like our message was very powerful and very authentic. We played off of our strengths and I think that each of our personalities shone through. I hope that it was effective for the audience and really communicated some sort of truth about what we all behind all that we hide behind.

I am not sure how I would integrate this project into the classroom.... It was a really cool experience for me as an artist, but I have a hard time imagining such an elaborate project in a high school classroom. I suppose it could be broken down into a smaller and more specific assignment for a particular assignment. Perhaps they could do some sort of an embodied movement as a reaction to the text. However, I do think that what I learned as an artist will be valuable to my students. I learned that time allows the project to be more meaningful and would like to try having at least one project a year that takes more time so that the students can be more invested. I also think that I learned a lot about the value of doing work in class, which is something that I can definitely apply to my future classroom.

As for the class as a whole... I really enjoyed the class as an artist. We created some really fun things and it was nice to get to explore the creator in me. That's not something I do a whole lot, but it felt good. However, I sometimes felt that the class lacked a focus on pedagogy. These activities were fun and interesting, but sometimes they lacked application. We always talked about the application, but never as much as we talked about the creation. I feel like there could be a better way to incorporate the two. I would have appreciated a course that was more focused on pedagogy and in the process allowed us to create, instead of such a focus on artistry that sometimes allowed us to talk about pedagogy. I also felt like the guidelines often lacked specificity. I didn't always know what ways expected of me. The best remedy for that was the examples we were shone. They really helped me to see what was possible and what was expected.

All in all, it was a great experience. Thanks!

Media Performance Piece

So for my alternative to the DJ Battle I attended a performance of Aida in Salt Lake's Capitol Theatre.  It was very interesting. I am usually a huge fan of opera, but this one was quite different. Of course there were the typical elements of opera: the dramatic singing, the slightly cheesy costumes, and the beautiful orchestral music. However, there were also some interesting elements. For example, they included modern dancers throughout the piece. At first I found it rather jarring, but by the end I really liked it. I thought that they added a nice exotic feel to the show that fit its Egyptian setting. For me the chemistry between the two main characters was also lacking. This left the opera much less engaging and I found that I wasn't rooting for their success  quite as much. I think that an opera could be interesting in the classroom because it could allow for a discussion about the different strengths and weaknesses of the genre. I would probably use it in relation to a novel that discusses similar events or a similar time period.

Speak Media Activities

Learning Activities:

1. Analysis of the format and design of the text. Meets up with ELA standard 5 for grades 9-10.
1. We would begin with a close analysis of the text individually. We would use the strategy of notice, name, apply.
1. We would then highlight the diary format of the novel and how that affects the structure. We would pick a specific grammar principle that plays into the format and help students apply it to their own writing.
2. We would also analyze how the diary format plays into other other texts by watching a vlog (video diary). https://www.youtube.com/watch?v=FsmD7Q2I980
1. We would discuss the strengths and weaknesses of each medium in portraying the diary feel.
2. Themes: This novel addresses certain themes that are difficult. It is important to give the students the tools they need to address the problem.
1. Watch a well known music video. (https://www.youtube.com/watch?v=QcIy9NiNbmo) ask students to identify a theme and then write story about that theme in their writer’s notebook.
2. Mini-lesson reviewing what theme is.
1. Using gradual release of responsibility analyze themes in different mediums (visual art, music, film). Begin by modelling, then as a class, then in pairs, then individually.
3. Ask students to identify a theme in Speak and then create a short/rough film as group to show how that theme is reflected in their lives.
3. Characterization through twitter
1. Split class into small groups→assign each group a character
1. Have them brainstorm character traits for that character. Ask: What most impressed you about the character? What are his/her strengths? What are his/her weaknesses? What does he/she like to do.
2. Have each group create a twitter account for that character.
1. Have them follow the other characters
2. Ask them to follow other people that they believe that character would follow
3. Ask them to interact on Twitter in authentic ways that  reflect their understanding of the character.
4. Small reflection on what they learned about the character
3. Class discussion about how the characters chose to interact. What does this say about how Melinda interacted with others in the novel? What may have motivated Melinda to keep quiet?
4. Pre-reading Identity Study (reading standard 2)
1. This would be a pre-reading project to help them prepare for the novel. The entire unit would be structured on learning about identity.
2. Ask students to bring three items to class that represent who they are.
1. In class have them present them to small groups
2. Have students explain their choices
3. Using what the students learned about their relationship to those items have them craft a blog post that integrates the items in order to explain their identity.
1. Have them talk/write about what the items say about them and why they chose them?  
4. After these activities come back for a discussion about what would change if the piece of that art was taken out and how it would change them?
5. We could present a clip of the film and then talk about if there was differences and why? This could lead into a conversation about translation and what happens when things are expanding across different mediums. As an activity, we could have the students take a section of the book (probably in group) and translate the meaning into a different medium (video, audio, painting, poem, etc.).
1. At the end of the novel show the film. (we will keep this relevant and purposeful)
2. Ask students what was different in the film? What was the same? What themes were emphasized? Which medium did they feel more connected to?
1. General discussion of how different mediums have different strengths
3. Assign small groups of students a section of the novel
1. Ask them to create a representation of that section in a medium that they think would be the most effective (video, audio, painting, poem, etc.).
2. Each student will write a short reflection to discuss the choices they made. Why did they choose that particular medium? How did they represent themes? How did they choose to represent the narrative elements of the text?
6. Melinda’s Refusal to Present
1. Anderson pg 155-156
2. What could Melinda have done differently to actually have her voice heard?
3. How do we initiate social change? → Have them read articles on this.
1. http://www.studylecturenotes.com/social-sciences/sociology/282-what-is-social-change-definition-and-meaning
2. Watch a Video in class: https://www.youtube.com/watch?v=hP8kmPf8xlQ
3. Discuss this video and the different things we can do now to initiate social change within our school and city.
4. Brainstorm Peer Share: What are some different social issues you wish to change?
5. Present Homework → Write a page about something you wish to change and how you will go about doing it.  Contrast the way you wish to change something versus the way Melinda went about change.
7. Kesha and Melinda (writing standard 8)
1. For this lesson, we will discuss reasons for Melinda never using her voice to explain what happened to her.  
1. Ask students if they ever hid something about themselves that was hurtful because they were afraid what others would think?
2. Have students find evidence in the text of when Melinda conceals her experience more and more.
2. After doing this, show them that even people in media struggle with expressing to others about hurtful situations.
3. Bring up Kesha and how she was abused and sexually assaulted, but reached out and received help from many including Taylor Swift. This is an article on Kesha’s case. http://www.rollingstone.com/music/features/kesha-and-dr-luke-everything-you-need-to-know-to-understand-the-case-20160222
4. To integrate writing standard 8, we will have the students research different social issues going on that have affected one of their super peers.  They will then write a brief 1 page paper that includes both their research (cited correctly) and their opinions on what this person should have or should not have done.
8. Creative nonfiction (writing standard 3)
1. In this lesson, we would discuss the point of view of Speak and the different grammar techniques Anderson uses such as the way the words and dialogue are presented on the page.  
2. After this mini grammar lesson and noticing how Melinda writes her stories all from her point of view and how these different things in her life affect her, we will then look at our own lives.
3. Ask students → What are different things that affect you today?  At school?  At home? With friends?
1. Have them brainstorm with a partner about these things.
4. After that, present the assignment of writing a creative nonfiction about themselves.
1. Clarify what exactly is creative nonfiction →  genre of writing that uses literary styles and techniques to create factually accurate narratives.  It is meant to be entertaining and fun.
2. They will write a 3 page narrative about a specific event in their lives that they feel has affected them the most.  Good or bad.
5. Depending on time, give them time to brainstorm the characters they want in their stories. Have them give each character different traits that they really want to express in their narratives.
9. writing standard 6= use internet to publish
1. Part of writing standard 6 is to use the Internet to work on and share a piece of work.  
1. As a progression of their creative narratives, I would have them share their work with another student via Google Drive.
2. They would review their peers work and make any suggestions using the different editing buttons on google drive. (these are super cool and are way helpful when you are not near anyone who can give you immediate help).
3. I would give them in class time to work on this.
2. As this would probably take up a good portion of the time, at the end of class I would show them how they will post their creative narratives to our class blog.  This will allow them to share their work with others and be able to read and respond to their classmates.  
1. After presenting this, discuss appropriate interaction with others work on media.  Remind them to be respectful and caring.

                                           

Speak Lesson Plan

LESSON PLAN

PLANNING

Date: 29 February                             Class and Grade Level: 10

Title/Subject of Lesson: Exploring new media through the perspective of Speak

Overall Unit Essential Question: How can we discover and express our voice? How do we handle emotional difficulties in our life? etc.

Learning Goal(s): Students will cite textual evidence to create a piece art representative of one that Melinda may have created. (reading standard 1 & 3)

Assessment(s): Writing and analysis of choices made in the art piece.

State (or Common) Core Curriculum Standard(s): Reading standards 1 & 3

Concept(s) to Be Taught: Citation of evidence, character analysis, creative process, representation in multiple mediums, presentation skills

Rationale: We want this unit to help students begin to understand and identify their own and find ways to express. This project will serve as a springboard to finding their own voice as they further explore Melinda’s. This lesson will also help students explore character analysis by creatively exploring aspects of Melinda’s character and citing textual evidence.

Materials Needed: Computers, video equipment (phones), art supplies

Strategies to Be Used: Brainstorming, writer’s notebook

PERFORMING

Announcements: N/A

Continuation from Previous Lesson:  N/A

       

Lesson Presentation:

Jenn:  Welcome to class. We are going to jump right into our writing prompt.

        A) Preparing for Learning:  [anticipatory set]

Project Mona Lisa. Prompt: This is the Mona Lisa. In the next few minutes we want you to take your writer’s notebooks and write a narrative describe the character’s emotional state. It can be funny, sad, or happy.

Questions: What insights do we gain when we project our own artistic interpretation onto the original?

        B) Directing the Learning:  [learning activities]

Assignment/Strategy or Skill Development:

A) Directions= We want you to create a piece of art that reflects Melinda’s character and experience in the novel. Using our piece as your model pick something to symbolize her emotional state then create it. You may choose several symbols or focus on one. Then create a visual representation. You can use an visual media: drawing, video, photoshop, whatever you want. Then write a brief reflection (1  page)  citing the passages that inspired your choices and explaining how you used the visual elements to support your idea of Melinda’s character.

              B) Modeling/Examples= Our mentor text of pizza box in trash. (Anderson pg. 14-15, 90)

Question: Is this piece an accurate representation of Melinda’s emotional state? What feelings does this piece prompt?

              C) Guided Practice= N/A, instead we’ll help with the independent practice.

• Brainstorm about Melinda’s emotional state.=
• 2 or 3 as a class
• 3 min individual time
• Brainstorm visual symbols=
• 2 or 3 as a class
• 3 min individual time
• Finding textual evidence=
• 10 minutes to begin finding evidence
• Discussion on how to put it all together

             

              D) Independent Practice (Homework, etc.)= The final project

        C) Reinforcing the Learning: Recapture what needs to be done. Focus on finding Melinda’s voice.

Post-Instruction Reflection:

Did the directions make sense? Did the students understand the assignment? Did they make intentional artistic choices?