This week, I really chose to do the graphic novel assignment, which you can see below. However, last summer I spent an entire class developing my thoughts on music in the literature classroom, when I took a class with Thom on this subject. I decided to also re-submit one of my entries from last summer in response to the music readings from these past two weeks. Thom, if this looks familiar to you, it's because I submitted it last summer! (btw, I have used "Assigment #2" in my classroom to great acclaim; I highly recommend it to any other teachers who'd like to "borrow" it!)
A Brief Defense of Music in English Class
And a Sample Lesson
Firstly, English classes – especially the advanced level literature classes – are about communication. Literature and writing is the communication of thought across both space and time; in fact, you are not reading this as I am thinking it, nor in the same place I wrote it. Yet my thoughts are being re-created in your mind as you read my words. Amazing. What is even more amazing is that music can do much of the same thing WITHOUT words (although words are also admittedly important to music, oftentimes). But there is something that is even more powerful about music, inasmuch as it primarily communicates emotion, rather than simply thought. This ability to create and re-create emotion is music’s power. If writing communicates thought, music communicates emotion.
So, are there other reasons to teach music in English class? One particular reason comes to mind immediately: Historical Context. Understanding the historical context of a piece of literature is exceedingly important. Music adds another component to a simple discussion of the historical context of a piece of literature.
Thirdly, an analysis of music –especially pop music- can teach a student to think critically about art aside from that which is assigned in class. We as English teachers spend hours upon hours discussing the symbolic significance or thematic structure of the elements of literature; why not apply this same acumen to music? Chances of student involvement in something that is typically more engaging to an adolescent than Shakespeare or Bronte make it worth the effort.
Assignment 1: Historical context groups.
Students will be broken into music research groups for each unit during the semester. If, for example, during the course of the semester we were to read Their Eyes Were Watching God, The Great Gatsby, The Grapes of Wrath, and The Catcher in the Rye, there would be four groups from the class, one for each book. Each group would be responsible for researching and presenting music from the era, geographic locale, and social strata of the subject of the book. For Hurston’s work the students would research early Southern blues music. For Great Gatsby it would be Big Band and Ragtime tunes from artists like Ellington or Joplin. Grapes of Wrath would look at early country and gospel music. Catcher in the Rye would research any pop music from New York in the 1940’s. This presentation would occur near the end of the literary unit, to give students a chance to prepare their musical selections and brief discussions of the significance of artist and song. The other requirement for the assignment would be the mandatory inclusion of any song which is specifically mentioned within the text.
Assignment 2: Socio-political/Geo-historical/Symbolic-Thematic Analysis of a Chosen Song. (Three week unit).
Each student will choose a song of his or her own liking. The only requirement for a song is that it has been recorded and is readily available to a mass audience (common on radio play, iTunes, CD, etc.). Students will sign up for a date to present their songs to the class. Songs must be chosen by sign up date; no two students may present the same song. Students may present multiple songs by the same artist. The students will be able to discuss their song beyond the simple and literal meaning of the lyrics. They will apply the methods used in the discussion of literature to popular music.
Requirements: On the student’s scheduled presentation day, he or she will play the song for the class and present a five to seven minute speech analyzing the symbolic, thematic, historical or socio-political implications of the lyrics, music, and artist’s intentions. All researched material will be properly cited on an accompanying handout for the class.
Handout requirements:
-Complete lyrics of the song, properly cited.
-Complete quotations from outside research, properly cited.
-A complete chronology of the writing, recording, publishing, and release of the song.
-A list of any awards, recognitions, influences upon the songwriter(s), influences which the song created.
Ideas for inclusion in presentation:
-Does the song have a deeper symbolic or allegorical significance? What is it?
-Was the song a response to a particular social event? Personal event from the songwriter’s life? Is the song dedicated to someone in particular? Does it refer to a political/cultural subject?
-Is the song associated with a particular era, either social, cultural or political?
-Does the song have a new meaning to our culture today (was it used in a commercial or a political campaign or a film)?
-What sorts of music, art, literature etc. influenced this particular artist? Was it inspired by another song or work of art or literature?
-What modern artists have been influenced by this particular work?
-What is your response to this work today as a modern listener? How does that differ from listeners when the song was originally released?
Written response:
All students will choose a particular song (other than his or her own) from the presentations and respond in essay format to the song itself and the presentation. Students can respond as musical critics, adolescent music fans, literary analysts, or any combination thereof. Students should pick an aspect of the song or presentation (or both) that they find compelling and construct an essay around a thesis which explores that particular line of thought. Essays should be about 500 words (2 pages typed).
Sunday, April 19, 2009
Graphic Novels as Literature.
This is my ACTUAL 4-19-09 Assignment:
Firstly, I’d like to discuss the merit of the graphic novel as a legitimate form of literature. Once again, we see the entrenched snobbery of the previous generation passing judgment on new art forms. As I’ve discussed in my previous blog entries, resistance from the powers-that-be to emergent literary forms is to be as expected as the sunrise. Walt Whitman’s free verse poetry broke too many rules, both in regards to content and form. Mark Twain’s Huck Finn used colloquial language. Edgar Allen Poe’s stories were too dark and bloody. Shakespeare’s plays contained too many elements appealing to the masses, rather than the aristocracy. I have no doubt critics in ancient Greece complained about the plays of Euripedes and Sophocles for many similar reasons. Today the objections to graphic novels can be boiled down to one simplistic and specious argument: “Graphic novels are just comic books – comic books are for kids.”
I judge literature (in its many and varied forms) by one standard, and one standard only: does the literature in question provide insight into humanity, and the human condition? Does it ask the difficult question “What does it mean to be a living human being?”
Many graphic novels do just that. And not only do they address the dilemma of human existence, but they do so in a sophisticated and complex manner. Anyone who suspects that graphic novels must be an easy read (since they contain pictures – picture books are for kids!) needs to pick up Alan Moore’s Watchmen. Even the most sophisticated reader will find a cerebral challenge in the convoluted and interlocking narratives of that particular graphic novel – it is certainly NOT kids’ stuff.
So, to examine the graphic novel – first from English teacher’s and literary critic’s point of view:
The most beneficial aspect of the graphic novel to a high school English teacher is the simplicity of teaching my students about imagery and symbolism. Imagery is a slippery concept for many high school students; unfortunately, especially in more advanced texts, students get so bogged down in simple comprehension of vocabulary, diction, and syntax that the actual image which the author intends is lost. The students, after laborious study, will understand the authorial intent of a passage; however, they lose the visceral experience, the “being there” which draws in more mature readers (and is so very enjoyable to those of us who love to read). Graphic novels, however, depict imagery explicitly. Students do not have to worry about what they are supposed to “see”; instead, they literally see the image, since it is literally rendered. Many critics of graphic novels state that this indicates the oversimplification of the literature – that the content is “dumbed down” for the masses. I, however, respectfully disagree. I posit that the medium for communicating the message is simply different, neither lesser nor greater. A readily apparent image does not in any way lessen the POWER of that image. In fact, the opposite may be true. Would you be more moved by a sunset which was described to you by an articulate friend? Or would you be moved by actually seeing the sunset itself? Perhaps a better analogy for the graphic novel: would you like to see a painting of that sunset, as rendered by a skilled artist? This question is a matter of taste, not value.
Another reason for the inclusion of the graphic novel in an English class is the readily apparent use of symbolism. Art Spiegelman’s classic graphic novel Maus is a perfect example. Spiegelman renders the story of the Holocaust into a graphic novel format, depicting different political and ethnic groups as various animals. Nazis are cats, Jews are mice, and so forth. While this abstract representation of people might not translate well to a traditional novel (or maybe it would – Orwell’s Animal Farm?), this artistic rendition of the characters immediately conveys to the reader the nature of the relationships within the graphic novel. If one of the English teacher’s jobs is to convey the complex idea of symbolism to the novice reader, what is the problem with using a form of literature which makes imagery and symbolism a bit more obvious, a bit less complex? This is not to suggest that the concepts suggested within the symbol are any less complex; on the contrary, the power of the symbol often resonates even more deeply through a visceral, rather than syntactical, depiction of that symbol.
Firstly, I’d like to discuss the merit of the graphic novel as a legitimate form of literature. Once again, we see the entrenched snobbery of the previous generation passing judgment on new art forms. As I’ve discussed in my previous blog entries, resistance from the powers-that-be to emergent literary forms is to be as expected as the sunrise. Walt Whitman’s free verse poetry broke too many rules, both in regards to content and form. Mark Twain’s Huck Finn used colloquial language. Edgar Allen Poe’s stories were too dark and bloody. Shakespeare’s plays contained too many elements appealing to the masses, rather than the aristocracy. I have no doubt critics in ancient Greece complained about the plays of Euripedes and Sophocles for many similar reasons. Today the objections to graphic novels can be boiled down to one simplistic and specious argument: “Graphic novels are just comic books – comic books are for kids.”
I judge literature (in its many and varied forms) by one standard, and one standard only: does the literature in question provide insight into humanity, and the human condition? Does it ask the difficult question “What does it mean to be a living human being?”
Many graphic novels do just that. And not only do they address the dilemma of human existence, but they do so in a sophisticated and complex manner. Anyone who suspects that graphic novels must be an easy read (since they contain pictures – picture books are for kids!) needs to pick up Alan Moore’s Watchmen. Even the most sophisticated reader will find a cerebral challenge in the convoluted and interlocking narratives of that particular graphic novel – it is certainly NOT kids’ stuff.
So, to examine the graphic novel – first from English teacher’s and literary critic’s point of view:
The most beneficial aspect of the graphic novel to a high school English teacher is the simplicity of teaching my students about imagery and symbolism. Imagery is a slippery concept for many high school students; unfortunately, especially in more advanced texts, students get so bogged down in simple comprehension of vocabulary, diction, and syntax that the actual image which the author intends is lost. The students, after laborious study, will understand the authorial intent of a passage; however, they lose the visceral experience, the “being there” which draws in more mature readers (and is so very enjoyable to those of us who love to read). Graphic novels, however, depict imagery explicitly. Students do not have to worry about what they are supposed to “see”; instead, they literally see the image, since it is literally rendered. Many critics of graphic novels state that this indicates the oversimplification of the literature – that the content is “dumbed down” for the masses. I, however, respectfully disagree. I posit that the medium for communicating the message is simply different, neither lesser nor greater. A readily apparent image does not in any way lessen the POWER of that image. In fact, the opposite may be true. Would you be more moved by a sunset which was described to you by an articulate friend? Or would you be moved by actually seeing the sunset itself? Perhaps a better analogy for the graphic novel: would you like to see a painting of that sunset, as rendered by a skilled artist? This question is a matter of taste, not value.
Another reason for the inclusion of the graphic novel in an English class is the readily apparent use of symbolism. Art Spiegelman’s classic graphic novel Maus is a perfect example. Spiegelman renders the story of the Holocaust into a graphic novel format, depicting different political and ethnic groups as various animals. Nazis are cats, Jews are mice, and so forth. While this abstract representation of people might not translate well to a traditional novel (or maybe it would – Orwell’s Animal Farm?), this artistic rendition of the characters immediately conveys to the reader the nature of the relationships within the graphic novel. If one of the English teacher’s jobs is to convey the complex idea of symbolism to the novice reader, what is the problem with using a form of literature which makes imagery and symbolism a bit more obvious, a bit less complex? This is not to suggest that the concepts suggested within the symbol are any less complex; on the contrary, the power of the symbol often resonates even more deeply through a visceral, rather than syntactical, depiction of that symbol.
Sunday, March 29, 2009
newscast
KARE 11 10 o clock News. Rick Kupchella.
-Story of the Red River flooding- slow decline. Reporter on scene. 3 minutes
-Spring snow storm. Sven Sundgaard. 1 minute.
-Shooting in Lakeville. 3 arrested. 30 sec
-Fire in duplex 30 sec
-8 dead in nursing home shooting. Feed of press conference. 1min.
-GM CEO out after nudge from White House. 30 sec
-Northwest to Delta Changeover. Scott Seroka. Coverage of union meetings. Footage. Interviews with Union officials. Hamline Prof Daly phone interview. Info from anchor. 2.5 minutes
-Commercials: Chrysler. Southwest Airlines. Alltel Wireless. Toyota. Omnitheater Science Museum. Yellowstone Nat’l Park/Wyoming Tourism. 4 min.
-Feature. Real estate story/short sales. Interviews with homeowners. Rick Kupchella. Interview with real estate agent. 4 minutes.
-Outskiing avalanche in Norway, video footage. 30 sec.
-Banter.
-Weather. 3-4 minutes.
-Broomball tourney. Juliana Olson. Interviews with players. 2 min.
-Commercials: HOM Furniture. Dodge Chrysler. SoDak Tourism. Syngenta. Comcast. Kare11.com. Coburns Delivers. Sears BMW. 4 min.
-Sports. Eric Perkins. March Madness coverage. MN Wild. NCAA Hockey Tourn. T Wolves. Twins Spring Training Game. Tiger Woods, Arnold Palmer Tourney. Nascar. 5 minutes.
-Banter.
-Before we go – story on Twins commercial.
What was most interesting about this newscast was the seventh news story of the evening. The Northwest to Delta Airlines changeover story was exceedingly one-sided. The footage was highly positive images (cheering and clapping) from a union meeting. Two interviews followed; one interview was with a union man who seemed slightly more desperate, saying that the union was in a “fight for its life” since Delta Airlines has non-union workers. The other interview, with another union member, was more optimistic and upbeat. All in all, the union was presented as a force that was possibly under attack, and certainly a positive entity for its workers. The only other interview was with a Hamline Law professor with union expertise. He offered a few benign comments about union survivability in the recessed economy. At no point was anyone from Delta Airlines interviewed; the only comment about Delta was that they offered good salaries and benefits, even without a unionized labor force. That being said, at no time was the union ever portrayed in any sort of a negative light, or having unreasonable demands of the airline industry. Considering the fact that Northwest Airlines LOST two billion dollars last year, and still their union has been constantly demanding raises and increased benefits, this strikes me as skewed, to say the least.
The rest of the news cast was rather boilerplate. We had a sense of urgency early on, in regards to the “hard” news, such as the flooding and shootings. Later the mood lightened with sports and the weather.
The only other really notable trend in the news was a kind of motif of negativity about big business. In addition to the (in my opinion) pro-union piece about the airlines, there was also a story about the resignation of GM’s CEO (at the urging of President Obama), and a feature piece on the inefficiency of banks and their ability to handle houses facing foreclosures or short sales. Considering the current state of the economy, however, I don’t think it’s particularly surprising that much of our news would be pejorative towards the continued seeming incompetence of banking or automotive executives.
-Story of the Red River flooding- slow decline. Reporter on scene. 3 minutes
-Spring snow storm. Sven Sundgaard. 1 minute.
-Shooting in Lakeville. 3 arrested. 30 sec
-Fire in duplex 30 sec
-8 dead in nursing home shooting. Feed of press conference. 1min.
-GM CEO out after nudge from White House. 30 sec
-Northwest to Delta Changeover. Scott Seroka. Coverage of union meetings. Footage. Interviews with Union officials. Hamline Prof Daly phone interview. Info from anchor. 2.5 minutes
-Commercials: Chrysler. Southwest Airlines. Alltel Wireless. Toyota. Omnitheater Science Museum. Yellowstone Nat’l Park/Wyoming Tourism. 4 min.
-Feature. Real estate story/short sales. Interviews with homeowners. Rick Kupchella. Interview with real estate agent. 4 minutes.
-Outskiing avalanche in Norway, video footage. 30 sec.
-Banter.
-Weather. 3-4 minutes.
-Broomball tourney. Juliana Olson. Interviews with players. 2 min.
-Commercials: HOM Furniture. Dodge Chrysler. SoDak Tourism. Syngenta. Comcast. Kare11.com. Coburns Delivers. Sears BMW. 4 min.
-Sports. Eric Perkins. March Madness coverage. MN Wild. NCAA Hockey Tourn. T Wolves. Twins Spring Training Game. Tiger Woods, Arnold Palmer Tourney. Nascar. 5 minutes.
-Banter.
-Before we go – story on Twins commercial.
What was most interesting about this newscast was the seventh news story of the evening. The Northwest to Delta Airlines changeover story was exceedingly one-sided. The footage was highly positive images (cheering and clapping) from a union meeting. Two interviews followed; one interview was with a union man who seemed slightly more desperate, saying that the union was in a “fight for its life” since Delta Airlines has non-union workers. The other interview, with another union member, was more optimistic and upbeat. All in all, the union was presented as a force that was possibly under attack, and certainly a positive entity for its workers. The only other interview was with a Hamline Law professor with union expertise. He offered a few benign comments about union survivability in the recessed economy. At no point was anyone from Delta Airlines interviewed; the only comment about Delta was that they offered good salaries and benefits, even without a unionized labor force. That being said, at no time was the union ever portrayed in any sort of a negative light, or having unreasonable demands of the airline industry. Considering the fact that Northwest Airlines LOST two billion dollars last year, and still their union has been constantly demanding raises and increased benefits, this strikes me as skewed, to say the least.
The rest of the news cast was rather boilerplate. We had a sense of urgency early on, in regards to the “hard” news, such as the flooding and shootings. Later the mood lightened with sports and the weather.
The only other really notable trend in the news was a kind of motif of negativity about big business. In addition to the (in my opinion) pro-union piece about the airlines, there was also a story about the resignation of GM’s CEO (at the urging of President Obama), and a feature piece on the inefficiency of banks and their ability to handle houses facing foreclosures or short sales. Considering the current state of the economy, however, I don’t think it’s particularly surprising that much of our news would be pejorative towards the continued seeming incompetence of banking or automotive executives.
Wednesday, March 25, 2009
Ethnography!
I examined a specific website as the focus of my media ethnography. http://www.whenshtf.com/ is a website dedicated to preparation and survival in emergencies. “SHTF” is an acronym referring to “sh!t hitting the fan” and is a general catch-all term for civil unrest, natural disasters, riots, breakdowns in infrastructure, or – of course – the biggie, TEOTWAKI: “The End of the World as We Know It.” (I got linked into the site from an outdoors/hunting/fishing/camping website which I frequent; I must admit, some of the stuff is highly entertaining and interesting!) The site is mainly comprised of men, and most of their preparation is done in anticipation of some sort of short-term collapse of society. Many of the members of the site are Southern, Gulf Coast residents. Hurricanes Katrina and Rita were life-changing events for many of these site contributors. Others are Midwestern residents who have been variously concerned with flooding or tornadoes or ice storms. A few big city dwellers worry about the possibility of riots. Of course, in this recession, economic issues and emergencies are frequently discussed. By and large, most of the members are middle-aged white men.
The social purpose of the website/forum is discussion of various preparations for anticipated disruptive events. The members exchange information, ideas, photographs, and anecdotes about their experiences. Often members will also meet in “real life” for camping trips or “bug-outs” (hiking and camping trips wherein they test their gear). Their social agenda is highly politicized: survivalists are strongly libertarian in their views, and pride themselves on self-sufficiency. They view anyone who disregards the possibility of SHTF as being “sheep” or “sheeple” (Sheep/people). The most commonly shared stance is one of self sufficiency and a general mistrust of any sort of “authority” in an emergency.
Within the social interaction of the on-line communication, authority within the forum is derived from “experience.” Members who provide first hand, real world discussion of actual emergencies are held up as the leaders or moral authority of the discussion board. Law enforcement officers, emergency personnel, former and current military personnel, and people who have BTDT (been there, done that) are generally expected to be treated with respect. Of course, verisimilitude is necessary. Since this is on the Internet, any story which seems fabricated or manufactured will immediately be met with calls of “BS” and “Troll”. That being said, it is seldom that anyone asks for any sort of documentation of expertise or experience.
More authority tends to be given to rural residents, rather than urban residents. All members/contributors to the forum are treated with respect, as long as they share the viewpoint that in an emergency, it is important to be self-sufficient. Any sort of expectation of government assistance is anathema to the general mindset of the website. Also, the membership of the website is not surprisingly pro-gun. Any sort of support of gun control is roundly discouraged.
The most popular threads seem to be the ones displaying pictures of the various preparations or “preps” made by the various members. It was surprising to me how the various members would disagree on what is necessary; most seem to think that a supply of non-perishable food, a sturdy vehicle, and a family emergency plan are a suitable set of preparations. However, great authority is given to the forum members who have gone above and beyond these (in my mind) practical steps, and into a world of bunkers, ammunition stockpiles, vast quantities of food, and various BOL (bug out locations). Apparently, the most basic belief is that you can never be TOO prepared.
The construction of meaning of the text within this group is fascinating. They are constantly writing and re-writing their own text, and the authors who support, amplify, or expand the basic philosophical underpinnings of self-sufficiency are held as the moral authority of the on-line community. Those with real-world experience or who provide documentation (photographic, especially) are held up as teachers or wise men. Resistance from the group is also easily identified; anyone who suggests that these members are paranoid or overly imaginative is instantly faced with multiple arguments or is treated as if he or she is simply too foolish for words.
The social purpose of the website/forum is discussion of various preparations for anticipated disruptive events. The members exchange information, ideas, photographs, and anecdotes about their experiences. Often members will also meet in “real life” for camping trips or “bug-outs” (hiking and camping trips wherein they test their gear). Their social agenda is highly politicized: survivalists are strongly libertarian in their views, and pride themselves on self-sufficiency. They view anyone who disregards the possibility of SHTF as being “sheep” or “sheeple” (Sheep/people). The most commonly shared stance is one of self sufficiency and a general mistrust of any sort of “authority” in an emergency.
Within the social interaction of the on-line communication, authority within the forum is derived from “experience.” Members who provide first hand, real world discussion of actual emergencies are held up as the leaders or moral authority of the discussion board. Law enforcement officers, emergency personnel, former and current military personnel, and people who have BTDT (been there, done that) are generally expected to be treated with respect. Of course, verisimilitude is necessary. Since this is on the Internet, any story which seems fabricated or manufactured will immediately be met with calls of “BS” and “Troll”. That being said, it is seldom that anyone asks for any sort of documentation of expertise or experience.
More authority tends to be given to rural residents, rather than urban residents. All members/contributors to the forum are treated with respect, as long as they share the viewpoint that in an emergency, it is important to be self-sufficient. Any sort of expectation of government assistance is anathema to the general mindset of the website. Also, the membership of the website is not surprisingly pro-gun. Any sort of support of gun control is roundly discouraged.
The most popular threads seem to be the ones displaying pictures of the various preparations or “preps” made by the various members. It was surprising to me how the various members would disagree on what is necessary; most seem to think that a supply of non-perishable food, a sturdy vehicle, and a family emergency plan are a suitable set of preparations. However, great authority is given to the forum members who have gone above and beyond these (in my mind) practical steps, and into a world of bunkers, ammunition stockpiles, vast quantities of food, and various BOL (bug out locations). Apparently, the most basic belief is that you can never be TOO prepared.
The construction of meaning of the text within this group is fascinating. They are constantly writing and re-writing their own text, and the authors who support, amplify, or expand the basic philosophical underpinnings of self-sufficiency are held as the moral authority of the on-line community. Those with real-world experience or who provide documentation (photographic, especially) are held up as teachers or wise men. Resistance from the group is also easily identified; anyone who suggests that these members are paranoid or overly imaginative is instantly faced with multiple arguments or is treated as if he or she is simply too foolish for words.
Sunday, March 8, 2009
Media representations of race.
I’d like to start with an apology for this journal entry: it may not possess a clear focus throughout! I have many disconnected thoughts in regards to the subject of media representations and their effect upon thinking about race, class, ethnicity, religion, gender, and sexuality. So some of these paragraphs not seem clearly connected.
In regards to race:
Three days ago I was watching the History Channel. The program was about organized crime in America – specifically Frank Lucas and Nicky Barnes, the most prolific heroin dealers in New York City in the 1970’s. In light of the recent reading I’ve been doing on media representations, I began to ruminate on the frequency of the portrayal of blacks as criminals across all media. From gangsta rappers to gangster movies, from The Wire on HBO to the 10 o clock news, we see black criminals almost incessantly. There is certainly some basis for this media representation in reality. According to the Department of Justice, offender rates in homicides for black Americans are seven times higher than that of whites; blacks are much more likely to be murdered (http://www.ojp.gov/bjs/homicide/race.htm). The leading cause of death for black males, age 15-24, is homicide (http://www.hhscenter.org/bonbstat.html) and has been, for years.
Yet, at the same time I was watching this program about black gangsters, I saw something interesting. The judge who eventually prosecuted Frank Lucas was a black man, named Sterling Johnson. And I began to wonder: how many of my students would know the answer if I asked the question: “Who is Thurgood Marshall?” How infrequently we see black Americans as judges, doctors, teachers! The media representations of ethnic minorities are typically negative, especially in news media. This causes an expectation of certain types of behavior in certain individuals in our society. I know that I myself, especially early in my career, would have knee-jerk reactions to certain students based upon their race and clothing. I wouldn’t go so far as to pre-judge, but I would have a frequent reaction that I would need to “keep an eye on” a young black man who was wearing baggy clothes. (Although, I am happy to say that as I have become more experienced as a teacher, I have learned that sort of judgment is seldom correct; some kids who look like angels on the first day are my worst problems, and that kid in the back row with a Tupac t-shirt on will write the best essay of the year).
TBC
In regards to race:
Three days ago I was watching the History Channel. The program was about organized crime in America – specifically Frank Lucas and Nicky Barnes, the most prolific heroin dealers in New York City in the 1970’s. In light of the recent reading I’ve been doing on media representations, I began to ruminate on the frequency of the portrayal of blacks as criminals across all media. From gangsta rappers to gangster movies, from The Wire on HBO to the 10 o clock news, we see black criminals almost incessantly. There is certainly some basis for this media representation in reality. According to the Department of Justice, offender rates in homicides for black Americans are seven times higher than that of whites; blacks are much more likely to be murdered (http://www.ojp.gov/bjs/homicide/race.htm). The leading cause of death for black males, age 15-24, is homicide (http://www.hhscenter.org/bonbstat.html) and has been, for years.
Yet, at the same time I was watching this program about black gangsters, I saw something interesting. The judge who eventually prosecuted Frank Lucas was a black man, named Sterling Johnson. And I began to wonder: how many of my students would know the answer if I asked the question: “Who is Thurgood Marshall?” How infrequently we see black Americans as judges, doctors, teachers! The media representations of ethnic minorities are typically negative, especially in news media. This causes an expectation of certain types of behavior in certain individuals in our society. I know that I myself, especially early in my career, would have knee-jerk reactions to certain students based upon their race and clothing. I wouldn’t go so far as to pre-judge, but I would have a frequent reaction that I would need to “keep an eye on” a young black man who was wearing baggy clothes. (Although, I am happy to say that as I have become more experienced as a teacher, I have learned that sort of judgment is seldom correct; some kids who look like angels on the first day are my worst problems, and that kid in the back row with a Tupac t-shirt on will write the best essay of the year).
TBC
Tuesday, March 3, 2009
I thought I posted this yesterday!
Discussion of Conversational Agents
Like many of my fellow teachers, no doubt, I am mildly horrified but remain unsurprised by the nature of interaction between various students and Joan, the conversational agent. While we like to think that most of our students are like us – that is, value knowledge, intellect, and education – I think it’s important to remember that the average human being will very often get away with whatever he or she can. I think it’s also important to remember that our teacher-student relationships, be they in person, online or some combination thereof, are based upon the human interaction of learner and instructor. As a high school teacher, I am told incessantly that the most important factor for a successful student is his or her relationship with the teacher. Interpersonal relationships are the lynch-pin of education. A student might feign respect for a teacher based upon the teacher’s authority; a student respects a teacher for his or her character. Nowhere in this equation will you notice a respect for knowledge of subject material (although I add the disclaimer that if a teacher does not know his material, he may certainly lose the students’ respect; that does not mean that simply knowing the material makes students respect you). So how can we expect students to interact respectfully with an artificial construct which simply imparts information, and lacks human anima?
The truth of this strange phenomena surrounding conversational agents is that human beings often act as pack animals, working to establish their place as either dominant or subservient to those around them. Since Joan held no authority, nor would any authority figure inflict punishment for inappropriate conversation, the students’ interactions quickly devolved into degradation and profanity.
I find it also sociologically and psychologically significant that so many of the comments were sexual, and would be considered sexual harassment if addressed to a human female. I have little doubt that if the CA were male that many students would quickly have accused him of being homosexual, and made inappropriate comments to that effect. Domination and sexual degradation are often psychologically intertwined.
All this being said, in the end I don’t think it’s really anything significant. The average adolescent has a clear understanding what is appropriate interaction with another human being, and what is “fantasy” within a simulated human interaction. In spite of much of the hysteria surrounding violence associated with video games and television, the average adolescent understands that what they see on TV is often not acceptable in real life. In spite of the fact that we have all seen the Death Star explode dozens of times in the Star Wars films, we remained horrified on 9-11-01. Video game players who kill dozens in Grand Theft Auto do not (by and large) go on murderous car-jacking sprees. The average high school student, when faced with a conversational agent, is much more likely to treat the agent like a video game character than an actual human.
And since the CA is also a proxy for a teacher, the students might want to establish their dominance over the symbolic manifestation of the people who spend hours each day giving those students orders.
Like many of my fellow teachers, no doubt, I am mildly horrified but remain unsurprised by the nature of interaction between various students and Joan, the conversational agent. While we like to think that most of our students are like us – that is, value knowledge, intellect, and education – I think it’s important to remember that the average human being will very often get away with whatever he or she can. I think it’s also important to remember that our teacher-student relationships, be they in person, online or some combination thereof, are based upon the human interaction of learner and instructor. As a high school teacher, I am told incessantly that the most important factor for a successful student is his or her relationship with the teacher. Interpersonal relationships are the lynch-pin of education. A student might feign respect for a teacher based upon the teacher’s authority; a student respects a teacher for his or her character. Nowhere in this equation will you notice a respect for knowledge of subject material (although I add the disclaimer that if a teacher does not know his material, he may certainly lose the students’ respect; that does not mean that simply knowing the material makes students respect you). So how can we expect students to interact respectfully with an artificial construct which simply imparts information, and lacks human anima?
The truth of this strange phenomena surrounding conversational agents is that human beings often act as pack animals, working to establish their place as either dominant or subservient to those around them. Since Joan held no authority, nor would any authority figure inflict punishment for inappropriate conversation, the students’ interactions quickly devolved into degradation and profanity.
I find it also sociologically and psychologically significant that so many of the comments were sexual, and would be considered sexual harassment if addressed to a human female. I have little doubt that if the CA were male that many students would quickly have accused him of being homosexual, and made inappropriate comments to that effect. Domination and sexual degradation are often psychologically intertwined.
All this being said, in the end I don’t think it’s really anything significant. The average adolescent has a clear understanding what is appropriate interaction with another human being, and what is “fantasy” within a simulated human interaction. In spite of much of the hysteria surrounding violence associated with video games and television, the average adolescent understands that what they see on TV is often not acceptable in real life. In spite of the fact that we have all seen the Death Star explode dozens of times in the Star Wars films, we remained horrified on 9-11-01. Video game players who kill dozens in Grand Theft Auto do not (by and large) go on murderous car-jacking sprees. The average high school student, when faced with a conversational agent, is much more likely to treat the agent like a video game character than an actual human.
And since the CA is also a proxy for a teacher, the students might want to establish their dominance over the symbolic manifestation of the people who spend hours each day giving those students orders.
Monday, March 2, 2009
Subscribe to:
Posts (Atom)