THE LILY by William Blake
The modest Rose puts forth a thorn,
The humble sheep a threat'ning horn:
While the Lily white shall in love delight,
Nor a thorn nor a threat stain her beauty bright.
Here it goes:
The poem is entitled “The Lily” which is white. White is associated with purity. Our first image is of a rose which is bright red and symbolizes love. Pure love seems to be on Blake’s mind. The modest puts up resistance. Sheep is associated with purity as well. The lamb of God. Thorns and horns resemble resistance. Blake transitions to the lily and ‘shall in love delight’ shows that the lily will love openly and won’t be modest toward love. Pure love not afraid to love. Blake always uses metaphors envolving roses and love and lambs. I can't help but have vivid colors of white and red. A thorn piercing white. Not going to happen for the Lily because of purity....
Thursday, December 13, 2007
Appleman Chapter 8
Appleman Chapter Eight
Critical Encounters: Reading the World
I absolutely adore the idea of literary stations. I think that it would be a fun interactive way of utilizing literary theory and would also provide students to work together and an outlet for some who have a hard time sitting. I think that the worksheet (appendix 6) provided is a great guideline to follow. “Critical encounters with theory help students and teachers re-evaluate what counts as knowing in the literature classroom…. First, literary theory has implications for how people read. Secondly, literary theory has implications for what is read. Thirdly, literary theory simulates the production of ideas and discourages reductive thinking” (138-139). I think that this is true and valid especially after reading the three texts we had for this course. This book does provide tools to become more familiar with contemporary literary theory, and also emphasizes the value of multiple perspectives by different readings. Appleman uses journals as a tool to see how the students respond to different activities. This is a very insightful way to see how effective the teaching process went.
This final chapter was able to pull everything together in a conducive manner to fully understand what Appleman is purposing. I think this book is extremely resourceful and I will definitely be keeping it around. I like the activities in the appendix as well.
Critical Encounters: Reading the World
I absolutely adore the idea of literary stations. I think that it would be a fun interactive way of utilizing literary theory and would also provide students to work together and an outlet for some who have a hard time sitting. I think that the worksheet (appendix 6) provided is a great guideline to follow. “Critical encounters with theory help students and teachers re-evaluate what counts as knowing in the literature classroom…. First, literary theory has implications for how people read. Secondly, literary theory has implications for what is read. Thirdly, literary theory simulates the production of ideas and discourages reductive thinking” (138-139). I think that this is true and valid especially after reading the three texts we had for this course. This book does provide tools to become more familiar with contemporary literary theory, and also emphasizes the value of multiple perspectives by different readings. Appleman uses journals as a tool to see how the students respond to different activities. This is a very insightful way to see how effective the teaching process went.
This final chapter was able to pull everything together in a conducive manner to fully understand what Appleman is purposing. I think this book is extremely resourceful and I will definitely be keeping it around. I like the activities in the appendix as well.
Wilhelm Chapter 6
Chapter Six
Expanding Concepts of Reading, Response, and Literature
Wilhelm says that time is one of the most important things to give for a successful literary response, and I can understand this fully. So many times in high school and today I have struggled with time and feel that I was unable to ingest all of the useful information and gain from the experience. I like how Wilhelm actually did research alongside his experiments with students, doing so he has successful gained awareness for himself, students, and future teachers.
I think that my role as a teacher is not one to ‘shove information throats,’ but to inspire and find methods that will. I do think that the teaching of the classics is very important; however why teach it in such a traditional and banal way? Wilhelms journal entry is very encouraging as well. What Wilhelm purposes are very encouraging and fun activities to make sure everyone is participating and engaged with what is being taught. The issues that he mentions on pages 148-149 are thought provoking. I like the idea of creating your own critical literacy through research. I feel that that is what I am doing with these education courses, and I will continue to do so in my future as an educator. I definitely have a better understanding of reader response and how it can be used as a successful tool in the classroom.
Expanding Concepts of Reading, Response, and Literature
Wilhelm says that time is one of the most important things to give for a successful literary response, and I can understand this fully. So many times in high school and today I have struggled with time and feel that I was unable to ingest all of the useful information and gain from the experience. I like how Wilhelm actually did research alongside his experiments with students, doing so he has successful gained awareness for himself, students, and future teachers.
I think that my role as a teacher is not one to ‘shove information throats,’ but to inspire and find methods that will. I do think that the teaching of the classics is very important; however why teach it in such a traditional and banal way? Wilhelms journal entry is very encouraging as well. What Wilhelm purposes are very encouraging and fun activities to make sure everyone is participating and engaged with what is being taught. The issues that he mentions on pages 148-149 are thought provoking. I like the idea of creating your own critical literacy through research. I feel that that is what I am doing with these education courses, and I will continue to do so in my future as an educator. I definitely have a better understanding of reader response and how it can be used as a successful tool in the classroom.
Wilhelm Chapter 5
Wilhelm Chapter Five
Reading is Seeing
I loved the little story at the beginning of this chapter. It’s so true, I have never thought about this. I think that it’s funny that Wilhelm talks about the pains that Walter and Tommy present in his class and later states that he likes them. I think that Wilhelm does an excellent job describing his students, this way the reader can fully understand what he is dealing with and what we may encounter. This chapter has a nice transition from the previous introducing visualization to his students. Visualization is very important part of reading, and some students simply don’t understand how to do it.
I love the idea of using art in classroom. Having the students draw a scene from a story sounds like fun and interesting idea to get students to ‘see’ the text. Wilhelm states that there are three significant aims of art education: 1) to increase the variety and depth of meaning people can secure in their lives, 2) to develop cognitive potential, which is achieved only through the exercise of various opportunities, and 3) to achieve educational equity. Doing this activity would promote community in the classroom and a response to literature. Wilhelm provides some really great activities to use to get students visualizing. I personally really enjoy the Picture Mapping idea. Using pictures and drawing pictures rather than note taking would be so much more interesting than the other option, and could be a useful tool for future classes.
I can totally understand why using artistic responses could engage readers. I think that this chapter offers great alternatives to reader response activities.
Reading is Seeing
I loved the little story at the beginning of this chapter. It’s so true, I have never thought about this. I think that it’s funny that Wilhelm talks about the pains that Walter and Tommy present in his class and later states that he likes them. I think that Wilhelm does an excellent job describing his students, this way the reader can fully understand what he is dealing with and what we may encounter. This chapter has a nice transition from the previous introducing visualization to his students. Visualization is very important part of reading, and some students simply don’t understand how to do it.
I love the idea of using art in classroom. Having the students draw a scene from a story sounds like fun and interesting idea to get students to ‘see’ the text. Wilhelm states that there are three significant aims of art education: 1) to increase the variety and depth of meaning people can secure in their lives, 2) to develop cognitive potential, which is achieved only through the exercise of various opportunities, and 3) to achieve educational equity. Doing this activity would promote community in the classroom and a response to literature. Wilhelm provides some really great activities to use to get students visualizing. I personally really enjoy the Picture Mapping idea. Using pictures and drawing pictures rather than note taking would be so much more interesting than the other option, and could be a useful tool for future classes.
I can totally understand why using artistic responses could engage readers. I think that this chapter offers great alternatives to reader response activities.
Wilhelm Chapter 4
Chapter 4
Using Drama to Extend the Reader
“Reading literature is not the reception of meaning, but the reader’s participation in a “transaction” with text that produces meaning” (88). Welhelm states that his less engaged readers cannot understand this concept, and this is what I will have to deal with in my future. Using drama as a method to engage students to enter the text is an excellent idea. Having a reader/text relationship is the aim of using drama in the classroom and Wilhelm provides examples and exercises to engage readers. Using drama as a way to bring in students “background experiences, schema knowledge, interests, desires, and questions to bear in the reading act” (91), can actually allow for the student to relate to the text and hopefully in future.
This chapter really taught me a lot about less proficient readers and what it is like for them. I really appreciate this because this is something I have not experienced. Using Kevin, Marvin, and Libby as examples really showed the importance of being energetic and passionate about literature. The dramatic activities that Wilhelm provides on pages 100-101 really are great to get students to understand stories. I think that the Epilogue really sums up the importance of meaning making of literature through the use of drama.
Using Drama to Extend the Reader
“Reading literature is not the reception of meaning, but the reader’s participation in a “transaction” with text that produces meaning” (88). Welhelm states that his less engaged readers cannot understand this concept, and this is what I will have to deal with in my future. Using drama as a method to engage students to enter the text is an excellent idea. Having a reader/text relationship is the aim of using drama in the classroom and Wilhelm provides examples and exercises to engage readers. Using drama as a way to bring in students “background experiences, schema knowledge, interests, desires, and questions to bear in the reading act” (91), can actually allow for the student to relate to the text and hopefully in future.
This chapter really taught me a lot about less proficient readers and what it is like for them. I really appreciate this because this is something I have not experienced. Using Kevin, Marvin, and Libby as examples really showed the importance of being energetic and passionate about literature. The dramatic activities that Wilhelm provides on pages 100-101 really are great to get students to understand stories. I think that the Epilogue really sums up the importance of meaning making of literature through the use of drama.
Monday, December 10, 2007
Webb Chapter Four
Webb Chapter Four
Addressing the Youth Violence Crisis
We are all going to face future classrooms where violence, gangs, drugs, and weapons will be on the student’s minds more so then the mini-lesson on commas. Even if these issues don’t directly affect the students they surely are surrounded by it every day in the media. What Webb does is explore the causes of youth violence within traditional literature and new texts.
I think that using Native Son is an excellent way to introduce racism and economic inequality being tied to violence, crime, and predigest. Webb has his student’s consider violence today compared to when the novel was written. I think that Scott’s viewpoint on the issue is very valid and Webb didn’t have much to say in response to his viewpoint.
Using Howard Zinn’s, A People’s History of the United States, is an amazingly progressive and awesome idea. I don’t know how well it would fly in a secondary classroom though.
“Yet I think that we should recognize that for those of our students who live in relative safety and prosperity, learning about the experience of others in different circumstances may lead them to take personally the unfairness and inequalities of our world” (57). I agree with this immensely. The same applies for homelessness and gender issues.
By using multicultural literature, the students can view the characters and the authors’ stance to gain insight on their different ethnic positions. Within multicultural texts topics of racism, crime, youth violence, poverty, and justice are all issues that can be considered. Teaching minority writers to address racial issues openly and maturely is something that I plan to do in my classroom.
I like the mass media idea as well. It seems like a great method to sharpen literacy.
Addressing the Youth Violence Crisis
We are all going to face future classrooms where violence, gangs, drugs, and weapons will be on the student’s minds more so then the mini-lesson on commas. Even if these issues don’t directly affect the students they surely are surrounded by it every day in the media. What Webb does is explore the causes of youth violence within traditional literature and new texts.
I think that using Native Son is an excellent way to introduce racism and economic inequality being tied to violence, crime, and predigest. Webb has his student’s consider violence today compared to when the novel was written. I think that Scott’s viewpoint on the issue is very valid and Webb didn’t have much to say in response to his viewpoint.
Using Howard Zinn’s, A People’s History of the United States, is an amazingly progressive and awesome idea. I don’t know how well it would fly in a secondary classroom though.
“Yet I think that we should recognize that for those of our students who live in relative safety and prosperity, learning about the experience of others in different circumstances may lead them to take personally the unfairness and inequalities of our world” (57). I agree with this immensely. The same applies for homelessness and gender issues.
By using multicultural literature, the students can view the characters and the authors’ stance to gain insight on their different ethnic positions. Within multicultural texts topics of racism, crime, youth violence, poverty, and justice are all issues that can be considered. Teaching minority writers to address racial issues openly and maturely is something that I plan to do in my classroom.
I like the mass media idea as well. It seems like a great method to sharpen literacy.
Sunday, December 9, 2007
Webb Chapter Three
Webb Chapter Three
Genderizing the Curriculum: A Personal Journey.
I think that it’s insane that it took Webb so long to read female writers. He seems like a progressive guy- well educated. At least he admits to being naïve.
Yes, many argue that women have the same rights as men; however it is still a patriarch society. Women are still being objectified and abused. Exploring gender equality in the traditionally male literary canon and exploring questions across cultures certainly can make English something more exciting. Understanding women rights and gender roles doesn’t only bring awareness but deeper character analysis.
It is important to introduce a feminist lens in the classroom. I think that Appleman did a better job explaining it in her chapter, perhaps because she is female. Haha!
I agree that working in secondary schools we will find ourselves in an overtly homophobic environment. Doing a queer study can be uncomfortable for many, but let’s face it, some of our greatest authors were gay or bi. Also, with so many hate crimes and ignorance on the issue, many students feel repressed and often suicidal. It can be used as an outlet for a lot. An understanding of the history will hopefully promote a more progressive attitude about the issue. I think that in our future homosexuality will become more accepted within our culture, it just takes time and awareness.
Genderizing the Curriculum: A Personal Journey.
I think that it’s insane that it took Webb so long to read female writers. He seems like a progressive guy- well educated. At least he admits to being naïve.
Yes, many argue that women have the same rights as men; however it is still a patriarch society. Women are still being objectified and abused. Exploring gender equality in the traditionally male literary canon and exploring questions across cultures certainly can make English something more exciting. Understanding women rights and gender roles doesn’t only bring awareness but deeper character analysis.
It is important to introduce a feminist lens in the classroom. I think that Appleman did a better job explaining it in her chapter, perhaps because she is female. Haha!
I agree that working in secondary schools we will find ourselves in an overtly homophobic environment. Doing a queer study can be uncomfortable for many, but let’s face it, some of our greatest authors were gay or bi. Also, with so many hate crimes and ignorance on the issue, many students feel repressed and often suicidal. It can be used as an outlet for a lot. An understanding of the history will hopefully promote a more progressive attitude about the issue. I think that in our future homosexuality will become more accepted within our culture, it just takes time and awareness.
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