I had a hard time deciding what type of visual aid I could make that would enhance my project that is already so visually based. I thought of a timeline that sort of describes my relationship with one of texts might a good way to do this, and it might sort of model to the students what one goes thru when one is creating/experiencing/talking about nostalgia.
This flip book (or timeline) shows not only the history of the text, but also my history with the text. My hope is that this would sort of explain how nostalgia works in real life. Wizard of Oz wasn't just a movie I watched whenever I was sick (although it was that, as well). It was a movie we talked about as a family, convinced, as explained in the flip book, that my Grandmother was the star (she wasn't, but this didn't stop me and the older cousins from propagating this rumor).
This specific flip book allowed me to see how nostalgia works for me. I don’t generally liken myself to someone who looks at things from point a to point b, but this project forced me to sort of do that. It was interesting to see where it all began, and to add personal highlights in there as well, for that is where the nostalgia comes from. This really made me look at the text(s) from a historical standpoint, which is something I might not have done otherwise. I thought the re-release in 1949 was key as was the television premiere, and subsequent viewings.
The flip book I created via dipity.com is something that I would use in class to show not only how my personal relationship with this film has evolved, but how the film has left it's mark on our cultural landscape. This is a very rudimentary example, and I could have gone deeper including memes, tattoos, other films this film has inspired and so on. It's cultural reach is almost infinite. But rather than focusing on that I chose to focus on my personal relationship since nostalgia is such a huge role in this project.
This specific visualization method could be used as we work through the project, or as a final project of sorts. Students could pick their own text and create a timeline on how this has informed their cultural existence.This was a rather easy visual project to put together, especially for a luddite like myself (I am way better at reading about technology than I am at applying it). This is also something that was easily done on a computer and could be accomplished by less experienced researchers over the course of a couple of class periods.
One drawback of this method, is that I can't seem to figure out how to edit my timeline. However, one of the plusses is that if this is a topic you are meaning to keep up with, you can set up searches that will automatically add to your timeline for you. This might be a good way for students to keep track of a topic their interested in, or just their writing progress in general.
While trying to come up with a way to re-invent the wheel in terms of the hero's journey, I kept coming back to films that do this, and the majority of films I kept thinking of had female leads. These films were made long before Frozen, or Tangled, or the Disney Princess explosion that has overtaken the cultural landscape. I wanted to look into why these films have stayed with me so long, and what that means about our culture in general. Knowing a bit about fan studies, I knew I wasn't the only one who felt this way about these films, and I knew the cult status of these films was tied up in nostalgia. So while this project began as a study in pop culture (much too broad) and took a turn towards the hero's journey (slightly limiting), it has turned into a project about all of these things by way of nostalgia and the American Dream.
This project, could easily be the curriculum for a class on popular culture, or be easily amended to fit within a "hero" unit. I think popular culture is important to learn about because only when we have savvy consumers of texts (speaking in the broad sense here) can we have a culture that is informed and educated. Consuming texts isn't always easy, and these texts will prove that. Almost all of the texts presented are written or produced for children, and yet we as consumers are able to continuously make meaning from them. These texts will not only introduce the students to informed text consumption, but also to looking beneath the surface, and digging deeper. All is not what it seems, a theme that is common throughout all of the texts.
One of the best ways to delve into popular culture is to look at something that is inherent to us, to our culture. While Joseph Conrad was a Polish ex-pat living in in England, writing in English, his "Hero's Journey" has become endemic to the American Dream. This text set reflects not only primary examples of the Hero's Journey, which most of us are familiar with in some way or another, but this text set also speaks to nostalgia. While it isn't the students' nostalgia I am speaking to (at least most of them; students have a way of surprising me with what they know and are familiar with), we will discuss nostalgia and what it means, and how it ties into the American Dream.
I will introduce nostalgia and explain how these films and books tie into that:
Quantitative:
Since this was a slideshow I was unable to get an actual quantitative score. However, since this was a slideshare that was used in an eighth grade class I was observing, I do not think this is that difficult for a class of advanced high school students. The Hero's Journey narrative should be something that is a review for them. We are using this as an introduction, to see how the Hero's Journey has become a cultural artifact.
Qualitative:
This has very deep ramifications, and one could take this to the nth degree, if one wanted to. Since this piece is used as a review, we will be looking more at this in terms of what the Hero's Journey says about the American Dream. We consistently see the Hero's Journey portrayed in film, television, and literature. Does this coincide with the American Dream?
Questions:
How does the Hero's Journey coincide with the American Dream
What is the American Dream and is it still relevant
As we delve deeper into our text set think about what message the texts are sending us; what is important? What values are being reflected?
Vocabulary:
archetype
Jungian
monomyth
supernatural
TEXT 2:
Nostalgia, as defined by Don Draper in episode 13, season one of Mad Men (Wiener, Matt. "The Wheel." Mad Men. AMC. N.d. Television.):
"This is not a spaceship, it's a time machine," he says. "It goes backwards and forwards, and it takes us to a place where we ache to go again."
"It's not called 'The Wheel,'" he continues. "It's called 'The Carousel.' It lets us travel around and around and back home again."
The clip:
Often cited as one of the best episodes of the season, if not the series, I thought this definition of nostalgia, and the images that went along with it were perfect for exploring the American Dream and how it relates to nostalgia. The show itself created a sort of zeitgeist for all things modern and stylish. It brought back craft cocktails and created a false sense of nostalgia for those of us who weren't even alive during that time period. While I will not delve into the false nostalgia this show is capable of giving to a generation of people who weren't even glimmer's in their parent's eyes, I do believe this is a prime example of a seemingly simple text, just giving a definition, but it's also defining something else.
Quantitative:
According to storytoolz.com this text has an average readability of sixth grade. This is not difficult. Matthew Wiener (the writer of this episode) even breaks down nostalgia for the students. There might be words the students don't know, but Wiener (the writer of this episode) breaks down those.
Quantitative: When looking at this text in relation to the American Dream, and the hero's journey, this text offers challenges, especially for students who are not familiar with nostalgia. Using this show as a jumping off point to discuss nostalgia, we can discuss the way we crave the past incessantly, why certain shows and films catch our culture's favor so much, including Mad Men.
Questions:
How does Wiener frame nostalgia and the American Dream?
What does this clip tell us about the values of that time period? Are they the same now?
(Baum, L. Frank, and W. W. Denslow. The Wonderful Wizard of Oz. N.Y.: of Wonder, 1987. Print.)
Quantitative:
While this book has a Lexile score of 810, which places it at age 10 and up, this will be an easy read for most students, especially those in an advanced class. Using an easy read will allow students to not get hung up on the text and allow them to dive deeper, and look at the symbolic meaning of the text (if there is any).
Qualitative:
Because the text itself is relatively easy to read, this means students can spend more time on looking into the deeper meaning of the text, relating it to the hero archetype and the American Dream. Assuming most students aren't as familiar with the literary text as they are with the movie, this piece will not focus on nostalgi. To look at this text via the American Dream students will need to be versed in symbolism. The vocabulary for this text will focus on the symbolic meaning of the characters in the text, in both the hero's journey and how this relates to the American Dream.
Questions:
How does this text reflect the Hero Archetype?
What values are reflected in this text? Do these values reflect the time period of publication?
How does historical context help us understand the text? Does it?
Vocabulary (symbolic):
Kansas
Dorothy
Yellow Brick Road
Scarecrow
Tin Man
Cowardly Lion
Glinda the Good Witch
Wicked Witch of the West
Deus Ex Machina
Toto
TEXT 4
The film version of the above text (The Wizard of Oz. Dir. Victor Fleming. Perf. Judy Garland. MGM, 1939. DVD.):
While this is merely a clip, we will be looking at the text in it's entirety.
Quantitative:
Using StoryToolz, this film's screenplay is given a 3rd grade level. Clearly, there is much more going on in the film due to the use of images and music, but this does tell us a bit about who this film was produced for. I expect the students to be familiar with some iteration of this film, if not the 1939 classic. Because the film is something that the students will (presumably) be aware of, this will allow the students to look deeper into the film; take notes on what they are seeing, hearing, and feeling.
Qualitative:
Many books, thesis papers, and magazine articles have been written about this film. We will look at one such article next. While this film may have been made for children, there is definitely something deeper going on whether it's in our cultural subconscious, or something more on the surface. This film will also provide a great opportunity for students to compare and contrast the book and movie in a way that goes beyond, "I liked the book better because it was more realistic." This film also engages music as a tool which may or may not increase the film's nostalgic value.
Questions:
Does this film draw a stronger correlation to the American Dream and/or nostalgia than the book?
Does this film make you feel nostalgic? Why or why not?
Why has this film remained around so long?
Vocabulary:
Because this film is written at a 3rd grade level, there isn't much in the way of vocabulary. When students take notes on the film, they will be instructed to write down any words that are unclear (colloquialisms, old-time slang, etc.)
TEXT 5
This article from Vulture.com which will introduce students to different theories, hopefully some that we have come across on our own via consumption of these texts. This article will hopefully introduce students to a sort of "film studies lite" and something that also reflects the culture we live in (Vulture being short for Culture Vulture; Vultures subsist on the remains of dead animals...do you see where I am going with this? Plays into nostalgia itself!) (Ebiri, Bilge. "7 Theories of What The Wizard of Oz Is Really About." Vulture. New York Media LLC, 7 Mar. 2013. Web. 10 Dec. 2014.)
Quantitative:
According to StoryToolz, this is a college level text. To support this, our previous discussions of the literary and film texts will help them engage in this text. This text is also working as an introduction to film theory. I do not expect the students to glean everything from this text. This is to get them thinking that film can be seen in many, many different ways. This will help us as we dive into more texts without so much background.
Qualitative:
While this does have a "higher" score for readability, I do think the students will find this text accessible and understand it. It is not written for college students, but for the mass population. It is mean to inform and provide insights that the public might not have thought of before, I think the text does this well, and I think the students will be able to understand what the article is trying to say, even if they don't understand every single theory the article provides. I am hoping this article will work to get them thinking about the next texts we consume and texts that they consume on their own.
Questions:
Which one of these theories makes the most sense to you? Why?
How could you apply some of these theories/ideas to other texts you consume?
Vocabulary:
vulture
parable
populism
allegory
suffragist
subconscious
What is great about this article (and anything published on the internet, really) is the way one can fall into a rabbit hole of links and theories. If the students want to read up on one of the said theories, or Littenfield's original essay, they can! Primary source document enthusiasts rejoice!
TEXT 6
And now we do what the teacher wants to do.
But seriously. In an exploration of nostalgia, we will look at my own nostalgia. This is not merely self serving but it will allow me to navigate my experiences to the students, who will then be able to discuss an artifact from their youth and the nostalgic purpose it serves and how it could/will work to help them achieve the American Dream, if that is something they believe still exists, or if that is something they believe in. Since we've looked deeply into multiple iterations of The Wizard of Oz, which is a nostalgic artifact that we can all agree on, I will then introduce them to something they most likely have not seen, Return To Oz. From the Wikipedia page:
Return to Oz is like The Wizard of Oz's less wholesome, steampunk sister. Featuring a younger Dorothy who is sent to an asylum for her incessant talk of her trip to Oz, she is once again transported there to find it in terrible shape, overrun by sinister creatures and rulers. This movie follows the hero's journey narrative yet ends in a fashion that suggests there is more to life than family, which is the narrative pushed in both Wizard of Oz and the Mad Men episode. Perhaps those that can help us most are our friends, or the family that we create. (Return to Oz. By Walter Murch. Dir. Walter Murch. Perf. Piper Laurie, Jean. Marsh, and Nicol. Williamson. S.n., 1985. Videocassette.)
Quantitative:
Since the screenplay is not available, I cannot find a concrete score for this film. However, with a PG rating, and a release from Disney, it is safe to assume that the intended audience for this film is young. While this is definitely darker than it's much older, much more regaled sister, with it's fantstical premise and child actor, this film isn't for adults.
Qualitative:
Since this is our first foray into critical analysis of a film, it will be interesting to see what the students come up with. Using the Vulture article as a jumping off point, we will look at the historical context of the film and how the symbolism of this film has changed from the previous film.
Questions:
How do the symbolic shifts of this film reflect the time period of which it was produced?
Are the values of this film the same as the previous film? What are the values of this film?
Is the American Dream relevant in this movie? What is it? Has it changed since the initial release of Wizard of Oz?
Vocabulary:
Similar to the Wizard of Oz, the vocabulary section of this film will rely on student-based inquiry.
TEXT 7
Creation of one's own family is a theme that is continued in the film Labyrinth. While this film was made for children, there is still much to be gleaned from the film. Since the students have now had some background in looking at films from a critical perspective, it will be interesting to see what they take from this movie, a classic if I do say so myself. This film also features an interesting relationship of nostalgia in the sense that Don Draper talks about in his monologue from Mad Men. Sarah is almost obsessed with her (presumably) dead mother, and the artifacts associated with the life she had with her mother. The story begins when a beloved teddy bear, "Lancelot" is missing from Sarah's room. This begins her journey, she curses her brother, he promptly gets kidnapped by the Goblin King, Jareth, and she has 13 hours to solve his labyrinth.
Similar to Return to Oz, this film offers dark imagery, comparable to other Jim Henson films of the time including The Dark Crystal. Whether this was a comment on Reaganomics or the selfishness of the 80s, perhaps only my students will be able to cipher. Both films offer a unique heroine who ultimately must "grow up" and leave their childish artifacts behind. Something that the original Wizard of Oz did not expect Dorothy, or the viewers to do. Perhaps this is why the newer films have resonated with so many viewers, creating a cult following. (Labyrinth. Dir. Frank Oz. Perf. David Bowie, Jennifer Connely. Jim Henson, 1986. DVD.)
Quantitative:
A film made for children, complete with puppets, goblins, fairies, and a teenage heroine. This film is easy for almost anyone to follow, including my 4 year old nephew. Music and crude humor lend a juvenile feel to this dark film that some (well at least this author) have hailed as a Bakhtinian feminist funhouse.
Qualitative:
There are many references here that most children won't get. Heck, most adults might not get them. But for discerning eyes there is much to be seen (aside from David Bowie's codpiece). An interesting tale of friendship across worlds/species, not to mention the Carnivalesque ala Bakhtin (I would not expect my students to understand that relationship) and feminism. There are also interesting things going on about nostalgia within the film.
Questions:
What values are being espoused in this film? How do they compare to the previous texts?
What is the role of family in this movie?
Is this film a feminist movie? Why or why not?
Does this film say anything about beauty? Explain what it says to you.
How does this film play with the notion of nostalgia and/or remembering? What is the difference?
Vocabulary:
labyrinth
oubliette
Since this text will be the most inquiry based of all, the students will once again come up with words they don't know
While in the thirties and forties, home was indeed where the heart was. There was no place like home. But home has changed for many of us. We seek to create homes where we as individuals are honored and our dreams, whether they are American or otherwise can be chased in a safe space. Sometimes our families don't/can't/won't offer us this security. So while we were raised on this type of dream, on this type of nostalgia, it wasn't always what we were given. Return to Oz and Labyrinth offered a sort of new mythology where we could create something promising out of disappointment.
One of the reasons I want to teach is to ensure that students are literate in the media that they produce and consume. So many of us are bombarded with images and sounds non-stop (I for one have been listening to Glenn Campbell’s “Witchita Lineman” on repeat. Don’t judge). But why? Why do we listen to what we listen to? Why do I watch Bridesmaids when I am sad?
Why is Airplane still funny?
One needs a certain amount of cultural currency to examine this, and to delve deeper.
One of my goals for my classroom is to ensure that the students are engaged with the texts. This might mean I step out of my comfort zone, and it might mean that they step out of their comfort zone. We can examine the texts together, and hopefully, if true learning is taking place, we can learn from each other.
While literature does hold a special place in my heart, I am going to be an English teacher after all, my bigger love is analyzing texts of all sorts. Whether this is songs on the radio, memes on the internet, and movies and television shows. These all require a type of literacy that many of us go without. But if we learn how to consume media, we can then claim some control over what kind of media is being produced.
What I would love to learn how to do, is to seamlessly incorporate media studies or pop culture studies in the English classroom. While I have some ideas, I need to know whether these are just my ideas to get kids to listen to the music I like (kidding!) or if there is actual precedent in studying music videos, film, and other assorted ephemera from pop culture.
Some texts I plan on using to create this sort of curriculum, or lesson plans are Bahktin’s Carnival theory (but might this be too much for high school students? or middle school students?), Reading in the Dark by John Golden. edutopia.org has some great resources and real-word applications for topics ranging form social media and general pop culture. I also have a slew of articles that are piled and buried away from my graduate school and undergrad days that may come in handy once uncovered (see the title of this blog if there is any question about my organizational style).
My path, like most, isn't traditional.
An honors student throughout high school, I almost failed out of undergrad. Seven years later, I found myself with an MA and a desire to teach.
Talking to friends, lovers, and family there was a clear message:
You are crazy.
You will hate it.
Why?
You are not going to like it.
You don't want to get your PhD?
So you're not done with school yet?
Middle school? High school? Really? You're sure?
I'm not sure. Are any of us sure about anything? I was sure that I was through with academia. I wanted to teach something, but I thought it was too late if I was teaching at the college level. There are way too many students that need good teachers so they can apply and go to college.
While this blog begins as an assignment for a disciplinary literacies course, I hope to continue it as my student teaching and teaching career progresses. I want it to be a space to share ideas, criticisms, joys, and frustrations.
