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Unpacking Symbolic Creativities

LLED 301. Holly Keon. PPT - 7. Unpacking Symbolic Creativities. Presentation.

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Unpacking Symbolic Creativities

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  1. LLED 301 Holly Keon PPT - 7 Unpacking Symbolic Creativities Presentation

  2. As signifiers of Aboriginal identity and culture continue to shift and transform, and older traditions find renewed meaning in new forms of expression, one thing remains constant: a commitment to politics, to storytelling, to Aboriginal languages, to the land and rights, whether it be with drums skins or turntables, natural pigments or spray paint, ceremonial dancing or break dancing.

  3. Shape of the Class • Housekeeping- $5 photocopying • Assignment Check in • Final Groups • Hook • Group 3 Readings discussion • Debrief of article • Transmit/Transaction/Transformation • DAN Discussion • Free Write Popcorn • Vancouver Art Gallery – Beat Nation Plan • Noon Hour lecture (3 Guest speakers)

  4. Final Project Groups • If you have an idea– write it on the board at the Break and perhaps other people may want to join in.

  5. Assignment Check in Technical difficulties… http://dlc6.lled.educ.ubc.ca/section/section-92-h-2012

  6. Shane Koyczan - We Are More http://www.youtube.com/watch?feature=player_embedded&v=zsq68qRexFc One of my students– ShaynaVirginillo, is part of Slam Poetry Vancouver http://www.youtube.com/watch?v=hEzN2hS9LrQ

  7. Group 3 Reading Presentation Critical Multiculturalism = openess to different resources and types of literature Poemness. Paying attention to features of novelness— polyphony (multivoiced- ness), chronotope(time and space), and carnival(newness and difference) Emulating: Emulating the poet’s style (i.e., linguistic, thematic) Emulating the poem in its entirety (i.e., form, structure) Emulating the title or phrasal units in the poem (i.e., ‘‘I need to write’’ )

  8. Curricular Orientations What type of belief system are you using in your teaching practice? John Miller and Wayne Seller in their book, Curriculum: Perspectives and Practice have identified three curriculum metaorientations. Transmission Transaction Transformation

  9. Transmission Orientation • Curriculum is designed to transmit facts, skills and values to students. • Students master specified content and certain values. • What is to be learned is analyzed and broken into small units that are then arranged sequentially and taught using specific instructional strategies.

  10. Transaction • The curriculum is designed to create a dialogue between the students and the curriculum in which students reconstruct knowledge through their engagement with the curriculum. • There is an emphasis on curriculum strategies that facilitate problem-solving and the development of cognitive skills.

  11. Transformation • The curriculum is more open ended and focuses on personal and social change. Students learn skills that promote social and personal change. • Learning experiences are viewed holistically. • The interdependent nature of the world and the interrelatedness of phenomena are key values in this orientation. • The curriculum and the student interact with each other in a holistic manner.

  12. DAN Discussion #1 Think back to your practicum, what type of orientation did you subscribe to? U Transmission Transformation What type of orientation do you hope to adopt in the future? Transaction

  13. Where does Multi-modal Literacy and Critical Multiculturalism fit in to the Curricular Orientations?

  14. Example of Multi-modalLiteracy Shayne Koyczan: http://www.shanekoyczan.com/ “Don’t let your luggage define your travels, each life unravels differently.” { Shane Koyczan } http://www.youtube.com/watch?v=xRLQ54WNGaU&feature=youtu.be

  15. Vancouver Art Gallery • We will meet at 10 am, in the lobby • Check in with me, then we’ll all proceed up to the 2nd floor together. • You and your group will get 30 minutes to wander the exhibit, find your artist and figure out how/what you’ll present. • At 10:45 we will meet at the entrance to the exhibit (at the top of the stairs by the screen). • We will begin our presentations then. • Once all 6 groups have presented, you will have the remainder of the time to wander around the Gallery • Be sure to check out the Matisse exhibit!

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