Interdisciplinarycourses.2012 hawaii

372 views
317 views

Published on

Pajka, Sharon, and Jane Nickerson. "Engaging Students with Videos in Integrated Learning Classes." The HUIC Arts and Humanities Conference. January 8, 2012. Ed. Derek Leong. Honolulu Hawaii: Hawaii University International Conferences, 2012. Print.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
372
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Interdisciplinarycourses.2012 hawaii

  1. 1. Engaging Students with Videosin Integrated Learning Classes 2012 Hawaii University International Conferences On Arts and Humanities Honolulu, Hawaii January 8, 2012 Sharon Pajka, Ph.D. Jane Nickerson, Ph.D. Gallaudet University Washington, D.C. USA
  2. 2. Focusing on Videos in Classes• We plan to lead an interactive workshop that focuses on videos students create in American Sign Language that support the reading and writing activities we do in our integrated learning classes entitled, “Vampires: Their Historical Significance in Literature, Film, and Pop Culture” and “Multiple Lenses: Grappling with Reality and Illusion.”
  3. 3. Experimenting with Engaging PedagogiesKuh, Kinzie, Schuh, and Whitts (2006) "unshakeable focus on student learning" encourages us to reflect on our teaching strategies to ensure that we are experimenting with engaging pedagogies and challenging students to perform at high standards.Gallaudet University –• is located in Washington, DC• is the only Liberal Arts university in the world for Deaf and Hard-of-Hearing students• allows teachers and students to focus on visual literacy
  4. 4. Enriching Student Learning inInterdisciplinary Courses• Newell writes that the lens through which a discipline views the world is its most distinctive feature, as the incorporation or integration of disciplinary perspectives into a larger, more holistic perspective is the chief distinguishing characteristic of interdisciplinary studies (1992).• We focus on literature, film, history, pop culture, and other disciplines in our courses.
  5. 5. What is Visual Literacy?• Teachers strive to communicate effectively to their students.• Effective communication focuses on creating accurate messages and interpreting those messages. Visual literacy plays a role in communication.• Visual literacy is the ability –  to access, analyze, evaluate, and communicate information in any variety of form that engages the cognitive processing of a visual image.• People “negotiate meaning by interacting with messages” (Hobbs, 2008).
  6. 6. Visual Literacy
  7. 7. Reflection• In what ways do you make your curriculum visual?• What do you add to your classes that inspire your students?
  8. 8. Creating a Vampire Course • Our first integrated course which is part of the school’s Identity and Culture Learning Outcome focuses on enabling students to understand complex social identities, including the deaf identity in the 1975 film Deafula, and the interrelations within and among diverse cultures and groups. It is never just about the vampire!
  9. 9. Vampires & Critical Pedagogy•Engages students in analyses of the unequal powerrelations, and it aims to help students develop tools thatwill enable them to challenge this inequality (McLaren163)•Classroom as a site for social change
  10. 10. Vampires- our focus• Vampirism in verbal and visual culture – Various historical periods and cultures• Vampire lore-->rich focus for textual analysis – Themes--death, disease, social class, & sexuality – Reading & Film selections focus on vampires from a variety of critical perspectives • contextualize the works in the cultures that produced them, and understand their influence on society at large
  11. 11. It is never just about the vampire!
  12. 12. Vampires & Student EngagementLiterature – Student lead discussions – From Demons to Dracula – “Carmilla” Sheridan Le Fanu – “Dracula’s Guest,” Bram Stoker – I am Legend, “Drink My Red Blood,” “No Such Thing as a Vampire,” and “The Funeral” Richard Matheson – “The Master of Rampling Gate,” Anne Rice – 30 Days of Night (graphic novel)
  13. 13. Film Studies– Nosferatu, 1922– Dracula, (Bela Lugosi), 1931– Deafula, 1975– Shadow of the Vampire, 2001– 30 Days of Night, 2007– I Am Legend, 2007– Let the Right One In, 2008– “Hush” Buffy The Vampire Slayer
  14. 14. Reflection• What texts do you use in your classes?• What other materials do you use to enrich your classes?
  15. 15. Deafula (1975)• Peter Wechsberg writer, director, and lead actor• Deafula is a film about the character’s two identities: a Deaf man and a vampire in disguise. • After 27 people in town have been killed, two detectives focus on the murders and determine that Steve Adams is the killer.• All of the characters in the film are Deaf and use American Sign Language (ASL).
  16. 16. “I personally noticed a pattern of mirrors andreflections in the movie. There are many shots ofthese so I can’t help but feel it connects to Steve’sidentity as a vampire. My argument is that manycultures have superstitions about mirrors, but oftenone common theme among mirrors is that theyreflect our real souls, which includes identities”(Craig).
  17. 17. “The thing that had the most impact on me wasDeafula. It is a cool film that shows how PeterWolf envisioned a Deaf vampire. Some of theideas in that film were clever such as thereligious aspects” (Baldwin). (Amir)
  18. 18. Student videos - Deafula• After students analyzed and discussed Deafula in class, we ask them to remake one scene from the film. Students have created some interesting and new ways to look at Deafula, including students in our most recent class who created a prequel to the film, Deafula: The Early Years, and had a young toddler play Deafula. They posted it on You Tube for everyone.• http://www.youtube.com/watch?v=mOMI5sBoaV8http://www.youtube.com/watch?v=mOMI5sBoaV8
  19. 19. Student videos - Deafula• Students in other groups created the following videos and posted them on You Tube:• http://www.youtube.com/watch?v=xF5ZYKOjVR8, http://www .youtube.com/watch?v=rua9A5k2SNM, and• http://www.youtube.com/watch?v=UIeYEvVxYII.
  20. 20. Graphic Novel Assignment• One other assignment for this class engages students as it requires them to create a graphic novel.• After they read the graphic novel, 30 Days of Night (Niles and Templesmith), and watch the film of the same name, students create their own story and illustrate it.• One student utilized his graphic design talents to use his scene from Deafula for his graphic novel.
  21. 21. Deafula as a graphic novel
  22. 22. Writing scripts for their short filmsStudents wrote shortscripts and created“Interviews with aVampire.”Randi pictured atGallaudet’s coffin door
  23. 23. Jan interviewed her “vampire” and created an old time look for her film.
  24. 24. Doug is introducing his vampire interview.
  25. 25. Script writing, Producing & FilmingMaking connections of current vampire portrayals tothose depicted in the past.- Nod to the oldProduce short films using vampire themes– Deafula Remake– Interview with a VampireAnalyze various forms of media with vampires– Create Commercials
  26. 26. Achieving our Course GoalsIn our course students who are engaged learners – Understand complex social identities, including the Deaf identity – Examine the phenomenon of Vampirism in verbal and visual culture – various historical periods – contextualizing the works in the cultures that produced them, and understanding their influence on society at large – Critically think about how they can create short films using vampire themes
  27. 27. Reflection• What kinds of films do students create in your classes?• What other interesting projects do your students create?
  28. 28. Multiple Lenses: Grappling withReality and Illusion• In our second integrated course, students examine how people look through various lenses as they view events. This course focuses on the Ethics and Social Responsibility student learning outcome which asks students to make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions.
  29. 29. Different Perspectives• After people witness events, what are their interpretations of what happened? Are we looking at reality or are we seeing our own illusions?• We focus on – the Bystander Effect, – the Rashomon Effect, – Rashomon (Kurosawa, 1950), and – Rear Window (Hitchcock, 1954).
  30. 30. The Bystander Effect• Students in our class – analyzed what the Bystander Effect means. – created short videos about the Bystander Effect which provide a look at how they view this effect and how people who did not know they were creating films, became part of the Bystander Effect.
  31. 31. The Bystander Effect• Washington, DC’s Union Station – Bystander Effect Video – you have to see it to believe it!• Their video can be seen on You Tube at – http://www.youtube.com/watch?v=xPh_1Li9iEg.
  32. 32. The Bystander Effect• In two situations, women stopped our young male students from going into the wrong restroom and in the last frame viewers can see that the woman plans to lead our student to the correct restroom. This confirmed their hypothesis that women would be more likely to help. Of course, this would have to be replicated many times to be sure, but our students were proud that they had created a situation in which they could test on a small scale.
  33. 33. The Rashomon Effect• We discussed the Rashomon Effect, named after the short stories by Ryûnosuke Akutagawa and the 1950 Kurosawa film in which several people witness a horrific event and later when questioned, all of them had different versions of what they had seen.• http://www.youtube.com/watch?feature=player_em bedded&v=xCZ9TguVOIA
  34. 34. Crash• Students in this class also watched several films that focused on ethical decisions people make.• Crash (Haggis) – is a film that forces people to think about how a decision made by one person can affect decisions made by others. The situations in Crash were all caused by a single car crash in the beginning of the film which led to viewers examining multiple situations.• Racism and abuse of power – two main themes
  35. 35. Main characters in Crash
  36. 36. Crash• Detective Graham Waters (played by Don Cheadle) and his partner are in a traffic accident at the beginning of the film. The story then goes on to relate events that happened to Detective Waters, his younger brother, other policemen, the district attorney in Los Angeles and his wife, a television director and his wife, a Persian store owner and his daughter, and a Hispanic locksmith and his daughter. Each of these characters would not have met had it not been for the original car accident. The film’s twists and turns provide lots of themes that students can discuss related to ethical decision making.
  37. 37. Possible videos for future classes• Crash is a great illustration of the domino effect. What happens to one person, ends up changing the lives of others. We may want students to create films based on this movie.• Voyeurism
  38. 38. Voyeurism• Short story, “Rear Window” (Woolrich)• Rear Window (Hitchcock, 1954)• http://www.youtube.com/watch?v=6kCcZCMYw38• Disturbia (Caruso, 2007)• http://www.disturbia.com/flash_index.html• Students love focusing on voyeurism because they can discuss lots of ethical dilemmas.
  39. 39. Rear Window and Disturbia
  40. 40. Caché (Hidden)• Another powerful film about voyeurism is Caché (2005).• A couple is terrorized when they receive videotapes of themselves. They focus on who has them under surveillance. It’s a thrilling film that students never forget.
  41. 41. Learning Communities• Focusing on various themes that look at concepts from a variety of perspectives.• Students at Gallaudet University focus on – language and communication – critical thinking skills• First course -- students also focus on identity and culture as they learn vampirism.• Second course -- students focus on ethics and social responsibility as they explore the themes of racism, voyeurism, the Bystander Effect, and the Rashomon Effect.
  42. 42. Reflection• For our courses, we incorporate moviemaking and focus on topics in which our students already have a vested interest. Through this, students enjoy learning while continuing to improve their language skills.
  43. 43. Reflection and DiscussionWhat assignments doyou use in yourclasses to make themmore student-centered andinteresting?How do you use filmsin your classes?
  44. 44. Questions? Comments?• Please feel free to contact us at –• Sharon.Pajka@Gallaudet.edu• Jane.Nickerson@Gallaudet.eduWe would love to hear from you!

×