There were several things that I really enjoyed or appreciated about this class and how it was run. For one, I was completely surprised at how much I enjoyed tutoring at NALC. I was extremely nervous going into my first session, but after two or three lessons, I felt very comfortable - I never had one unpleasant student. I was able to talk with some dynamic people and I loved it. One thing I really valued was the fact that we took several preemptive steps in going about the semester-long project and paper. I appreciated that - that by the time I sat down to officially write my research paper I already had my research and four pages completed. I like that I had the liberty to choose my project topic. Even though 15-20 is a lot to write, and even thought I spent several hours doing it, I enjoyed what I was writing about, it felt like a fulfilling endeavor.
I enjoyed some blog activities, but by the end of the semester, I was weary about having to continue posting in it. I understand that a comprehensive quality is necessary for blogs, but I didn't enjoy it by the end. Same goes for the reading. I like the Fieldworking reading, but having to continue reading material about cohesion and digital stories became somewhat dull by March and April.
But overall, I really had a good time in this class. Our particular section developed a strange sense of community which was refreshing. It most likely won't continue outside of class, but it was nice to meet with a group of social, friendly people. I loved watching all of the digital stories and seeing the person reflected in his/her work. Very fun!
Monday, May 2, 2011
Monday, April 25, 2011
Sunday, April 17, 2011
Service Learning Reflection (Question no. 4)
I’ve already written about my encounter with CH in a previous reflection. But as I led the expert hunter/fisherman through listening and writing exercises, I was reminded in addition to the existence of sub-culture-specific “glossaries” the effect of lists. We discussed in class how lists are everywhere - how we organize things in list form, how we simplify extensive pieces of information for lists, how they work their way into our everyday life. We have grocery lists, bus schedules, TV guides, etc. If I remember correctly, most of my classmates agreed that lists are generally very helpful.
I was instructed by NALC to work with CH through a series of exercise designed to help students recognize beginning consonant sounds. It worked like this - CH had before him a workbook filled with several columns. Each column had a heading of four letters of the alphabet followed by twenty blank lines for writing. My job was to read aloud twenty words and on each line CH would write the letter that each word started with, one of the four letters listed. He did fairly well; he had to struggle and think through a few of the words, and had a lot of trouble particularly with the letter “c.”
While this exercise proved helpful, and CH did show improvement, there was a flaw, I think, in the lesson plan. We didn’t do this exercise five or six times, not even nine or ten times. We did this same exercise for the entire session as instructed by the NALC staff. CH commented, and I agreed with him, that the activity was pretty monotonous. It was overwhelming to look at CH’s workbook and see four pages filled with dozens of blank lines. It was in this case that I figured that the “list” was an almost discouraging tool. Even though repetition is key in learning anything, it’s a different story to have an adult humble him/herself in order to learn a skill such as reading and writing. The pages of lists definitely brought down CH.
I might have gone about this exercise differently. Instead of presenting the entire book incomplete, it might seem less daunting to give the student scanned copies of the workbook - one or two pages at a time. I would even try and get rid of the list; it might be more suitable to give the student a blank sheet of printer paper and have him or her use a pen or pencil and write out the words in a more individualistic fashion.
It’s been a few weeks since I met with CH. I knew that after our time together that he would be working on those lists for his next several sessions. I wonder how he did with the rest... Either way, that particular hour at NALC showed me that there is a downside to an otherwise helpful everyday writing device. Hopefully we learn not to overdo lists.
I was instructed by NALC to work with CH through a series of exercise designed to help students recognize beginning consonant sounds. It worked like this - CH had before him a workbook filled with several columns. Each column had a heading of four letters of the alphabet followed by twenty blank lines for writing. My job was to read aloud twenty words and on each line CH would write the letter that each word started with, one of the four letters listed. He did fairly well; he had to struggle and think through a few of the words, and had a lot of trouble particularly with the letter “c.”
While this exercise proved helpful, and CH did show improvement, there was a flaw, I think, in the lesson plan. We didn’t do this exercise five or six times, not even nine or ten times. We did this same exercise for the entire session as instructed by the NALC staff. CH commented, and I agreed with him, that the activity was pretty monotonous. It was overwhelming to look at CH’s workbook and see four pages filled with dozens of blank lines. It was in this case that I figured that the “list” was an almost discouraging tool. Even though repetition is key in learning anything, it’s a different story to have an adult humble him/herself in order to learn a skill such as reading and writing. The pages of lists definitely brought down CH.
I might have gone about this exercise differently. Instead of presenting the entire book incomplete, it might seem less daunting to give the student scanned copies of the workbook - one or two pages at a time. I would even try and get rid of the list; it might be more suitable to give the student a blank sheet of printer paper and have him or her use a pen or pencil and write out the words in a more individualistic fashion.
It’s been a few weeks since I met with CH. I knew that after our time together that he would be working on those lists for his next several sessions. I wonder how he did with the rest... Either way, that particular hour at NALC showed me that there is a downside to an otherwise helpful everyday writing device. Hopefully we learn not to overdo lists.
Saturday, April 16, 2011
Service Learning Reflection (Question no. 3)
For my second session at NALC, I met with a Nashville native. CH was a slow, soft-spoken African-American man who lived in the area and worked a third shift janitorial job. When I first sat down to talk with him, he was extremely tired, having skipped his afternoon sleep so that he could take his nephew to and from school. Though he spoke English well enough, in a thick, southern dialect, he came to NALC looking to learn how to read and write. We worked together on listening and discerning consonant sounds.
What interested me most about CH was that at first he was pretty shy, responding to my questions with short, three or four-sentence answers. But as soon as I asked him about his hobbies and how he spends his free time, he became an open book. He told me that he really enjoyed hunting and fishing and that he often took weekend trips with friends to hunt deer or turkey. Now, my dad picked up fishing on a serious level a few years ago, and so I got to know a little bit about it through him. When talking with CH, I reached into my memory and pulled out what little vocabulary and know-how I could remember. When I engaged him, he engaged me in an amusingly enthusiastic way.
At a certain point, CH began teaching me about different hunting techniques and different places for fishing. While he displayed his knowledge, I was reminded of our class lecture on how sub-cultures tend to have their own “glossaries.” Though I can’t remember any specific terms, I remember a lot of the rules and tips that CH shared. He told me never to approach deer in the wild; let them come to you. Though seemingly timid and weak, wild bucks are actually very strong and will charge if startled. He cautioned me by telling me of his friend who ignored this protocol and ended up seriously injured. CH also told me about fishing courtesy. When you fish at lakes such as Percy Priest, you are only allowed to keep a maximum of 30 fish, and those 30 must be a certain length. He said that public spaces are heavily patrolled, and will slap a hefty fine on anyone who breaks those rules. When I asked how he prepared his fish for eating, he said, “I make ‘em real good. But I can’t tell you how!”
I was amazed actually to see the shift in CH’s energy and attitude as he told me about his passions. Our conversation didn’t only take place in the beginning of the hour. We talked about different things throughout the entire session. I worried about sending CH off because he was so tired and only had about two hours to rest before he had to go in for work, but he didn’t mind - he had already planned his next hunting trip for the following weekend.
CH showed me that the more you invest in an interest, the more likely you develop a new language. He also showed me that your “job” doesn’t define you; as long as you are able to do what you love, even if you don’t get paid or recognized for it, then there’s where your happiness lies.
What interested me most about CH was that at first he was pretty shy, responding to my questions with short, three or four-sentence answers. But as soon as I asked him about his hobbies and how he spends his free time, he became an open book. He told me that he really enjoyed hunting and fishing and that he often took weekend trips with friends to hunt deer or turkey. Now, my dad picked up fishing on a serious level a few years ago, and so I got to know a little bit about it through him. When talking with CH, I reached into my memory and pulled out what little vocabulary and know-how I could remember. When I engaged him, he engaged me in an amusingly enthusiastic way.
At a certain point, CH began teaching me about different hunting techniques and different places for fishing. While he displayed his knowledge, I was reminded of our class lecture on how sub-cultures tend to have their own “glossaries.” Though I can’t remember any specific terms, I remember a lot of the rules and tips that CH shared. He told me never to approach deer in the wild; let them come to you. Though seemingly timid and weak, wild bucks are actually very strong and will charge if startled. He cautioned me by telling me of his friend who ignored this protocol and ended up seriously injured. CH also told me about fishing courtesy. When you fish at lakes such as Percy Priest, you are only allowed to keep a maximum of 30 fish, and those 30 must be a certain length. He said that public spaces are heavily patrolled, and will slap a hefty fine on anyone who breaks those rules. When I asked how he prepared his fish for eating, he said, “I make ‘em real good. But I can’t tell you how!”
I was amazed actually to see the shift in CH’s energy and attitude as he told me about his passions. Our conversation didn’t only take place in the beginning of the hour. We talked about different things throughout the entire session. I worried about sending CH off because he was so tired and only had about two hours to rest before he had to go in for work, but he didn’t mind - he had already planned his next hunting trip for the following weekend.
CH showed me that the more you invest in an interest, the more likely you develop a new language. He also showed me that your “job” doesn’t define you; as long as you are able to do what you love, even if you don’t get paid or recognized for it, then there’s where your happiness lies.
Wednesday, April 13, 2011
Service Learning Reflection (Question no. 1)
By April 12, in my previous NALC sessions, I had worked with a Mexican man, a Turkish man, and an African-American man. Never once did I expect that I would be tutoring a Buddhist monk. The most ironic part of this encounter was that just a few days prior I had visited a temple, Wat Lao Buddhapathip, with my world religion class.
SC had been in Nashville for only 3 months, originally from Cambodia, yet already wrote and read English very well. His biggest struggle was speaking and listening. In the first 5 minutes of our time together, I experienced great difficulty in trying to convey to him the rules and regulations of NALC, and even trying to carry on a conversation with him. But the more time that we spent learning new words and looking at pictures, the more that we both loosened up and learned to be patient with each other. Still, I felt a playful air of pressure; for the entire hour he referred to me as “teacher.”
What interested me most about this session had less to do with the session itself. As soon as I met SC, I began to mark differences in literacy experience. For one, he was wearing an orange robe, a trademark of Buddhist monks. Originally sewn as an inexpensive way to keep comfortable in going about monastic life, the robes came to be known as a symbol of one who has devoted his/her life to Buddha. I thought of my own faith, and how my clothing, when not adorned with writing, does not explicitly reveal my devotion to Jesus, nor my poverty.
We spent the last 15 minutes discussing the “sharing questions” at the end of our planned lesson. This conversation intrigued me because as SC described his life in Nashville, I found that his answers were dotted with obvious differences, but also surprising similarities to my literacy experience. He studies Monday through Friday, as I do, but he spends his time learning English and Buddha’s teaching, and I spend my time learning about religion and music. He prays throughout his day, as I do, but he prays to Buddha, and I pray to the God of the Bible. He likes to cook, as I do, but he cooks for his monastery, and I cook for myself. I felt us growing closer as he told me a little bit about his philosophy and what he enjoys. He talked to me about gardening, meditation, his abstinence from alcohol, and about music. I had to laugh when he told me that he goes grocery shopping at Wal-Mart.
I was really grateful for the time that I spent with SC. I never asked why he moved away from Cambodia, but it seemed to me that he was happy here in Nashville. I think what I learned from this session is that there are no two literacy experiences completely opposing each other. I think there is an element of “humanness” that we all share. SC has a long way to go in his speaking English, but as long he has his faith, he’ll be just fine.
SC had been in Nashville for only 3 months, originally from Cambodia, yet already wrote and read English very well. His biggest struggle was speaking and listening. In the first 5 minutes of our time together, I experienced great difficulty in trying to convey to him the rules and regulations of NALC, and even trying to carry on a conversation with him. But the more time that we spent learning new words and looking at pictures, the more that we both loosened up and learned to be patient with each other. Still, I felt a playful air of pressure; for the entire hour he referred to me as “teacher.”
What interested me most about this session had less to do with the session itself. As soon as I met SC, I began to mark differences in literacy experience. For one, he was wearing an orange robe, a trademark of Buddhist monks. Originally sewn as an inexpensive way to keep comfortable in going about monastic life, the robes came to be known as a symbol of one who has devoted his/her life to Buddha. I thought of my own faith, and how my clothing, when not adorned with writing, does not explicitly reveal my devotion to Jesus, nor my poverty.
We spent the last 15 minutes discussing the “sharing questions” at the end of our planned lesson. This conversation intrigued me because as SC described his life in Nashville, I found that his answers were dotted with obvious differences, but also surprising similarities to my literacy experience. He studies Monday through Friday, as I do, but he spends his time learning English and Buddha’s teaching, and I spend my time learning about religion and music. He prays throughout his day, as I do, but he prays to Buddha, and I pray to the God of the Bible. He likes to cook, as I do, but he cooks for his monastery, and I cook for myself. I felt us growing closer as he told me a little bit about his philosophy and what he enjoys. He talked to me about gardening, meditation, his abstinence from alcohol, and about music. I had to laugh when he told me that he goes grocery shopping at Wal-Mart.
I was really grateful for the time that I spent with SC. I never asked why he moved away from Cambodia, but it seemed to me that he was happy here in Nashville. I think what I learned from this session is that there are no two literacy experiences completely opposing each other. I think there is an element of “humanness” that we all share. SC has a long way to go in his speaking English, but as long he has his faith, he’ll be just fine.
Tuesday, April 12, 2011
Service Learning Reflection (Question no. 2)
Having signed up for two one-hour sessions, I went into the NALC office on Tuesday, April 5 thinking that I was going to tutor two different people. But, one student canceled, and so I ended up working both sessions with one person, a man from Mexico named JM. He’d been in Nashville for 11 years and spoke English fairly well, though couldn’t quite pick up on the southern-tinged expressions I said (he was confused when I said, “Let’s call it a day."). He was at NALC that night to prepare for the US citizenship test, which he was going to take the following weekend. He was a hardworking student; he had practiced a lot outside of class and knew almost all 100 questions on the test by the time I quizzed him.
What was interesting about this sessions was how materials and atmosphere really played a part in his preparation. Rather than working at a small desk or booth, we worked at a long table in the south-east corner of the room, which was more quiet and isolated. It surely felt more personal and learning-friendly. He was supplied by NALC with a mock application to study, so that he could relay all of his personal information in English when he took the real test. The application was interesting; it made the goal seem more reachable. To see those ten pieces of paper made us both feel like citizenship was close. There was a lot of specific information, such as time since becoming a legal US immigrant that was spent outside of the country, that JM would have to memorize, but I could tell that he was getting excited to fill it out himself.
He had his own notebook and pen too, which told me that he was serious about this test. We practiced a portion of writing out American history and culture-related sentences, and took great care to write neatly. His handwriting was very blocky and in all capitals, and he left a line blank in between each sentence. There were other notes in there as well; I was very impressed with how he took his time at NALC seriously.
The most interesting material was the sheet of paper which explained the oath of US citizenship. JM and I read through the long phrase a few times. It was strange to me that to officially become a citizen, one has to repeat a very confusing, very wordy oath. I imagine that most people who repeat it do not understand it. It must be a matter of tradition.
Materials played a big role in this session. JM took a lot of cheat sheets and other helpful pieces of information home with him to study. Though I did not expect to work with someone who was preparing for the US citizenship test, I really enjoyed it. I look forward to going in next time and finding out if he passed, because he certainly seemed ready to me!
What was interesting about this sessions was how materials and atmosphere really played a part in his preparation. Rather than working at a small desk or booth, we worked at a long table in the south-east corner of the room, which was more quiet and isolated. It surely felt more personal and learning-friendly. He was supplied by NALC with a mock application to study, so that he could relay all of his personal information in English when he took the real test. The application was interesting; it made the goal seem more reachable. To see those ten pieces of paper made us both feel like citizenship was close. There was a lot of specific information, such as time since becoming a legal US immigrant that was spent outside of the country, that JM would have to memorize, but I could tell that he was getting excited to fill it out himself.
He had his own notebook and pen too, which told me that he was serious about this test. We practiced a portion of writing out American history and culture-related sentences, and took great care to write neatly. His handwriting was very blocky and in all capitals, and he left a line blank in between each sentence. There were other notes in there as well; I was very impressed with how he took his time at NALC seriously.
The most interesting material was the sheet of paper which explained the oath of US citizenship. JM and I read through the long phrase a few times. It was strange to me that to officially become a citizen, one has to repeat a very confusing, very wordy oath. I imagine that most people who repeat it do not understand it. It must be a matter of tradition.
Materials played a big role in this session. JM took a lot of cheat sheets and other helpful pieces of information home with him to study. Though I did not expect to work with someone who was preparing for the US citizenship test, I really enjoyed it. I look forward to going in next time and finding out if he passed, because he certainly seemed ready to me!
Sunday, April 10, 2011
Digital Story Script Outline
OVERVIEW: A combination of music, picture, and video. The aim of this presentation is to showcase the sense of family and community that accompanies the Axis Church, as seen specifically in the arrival of people and the departure of people on a typical Sunday service. I will highlight relationships between members and the interaction of the Axis Church pastor and members.
MUSIC: There will be no dialogue, just image and a background song running through the whole piece. The song is one that I wrote myself, called “Gathered/Scattered, which discusses the very thing I wish to portray: Christ-centered community.
TIMELINE:
0:00 - 0:20 (approx.): Appearing and disappearing still images of the Axis Church early in the morning a few hours before the congregation is to arrive [possible transitional text, reading “gathered”].
0:20 - 0:40 (approx.): Fast-motion “security camera-esque” footage of people starting to trickle in to the Axis Church building, capturing interaction and expression [if possible].
0:40 - 1:20 (approx.): Slow-motion close-up video and photography of friends, family, and children enjoying each others’ company. Really hoping to express the warmth and love in these scenes [possible transitional text, reading “scattered”].
1:20 - 1:40 (approx.): Another round of fast-motion footage, but this time it will show people starting to trickle out of the Axis building [if possible].
1:40 - 2:20 (approx.): Another round of slow-motion video and photography, here showing people leaving the building, talking with pastor Jeremy as he stands outside of the building waiting to greet each person.
2:20 - 2:40 (approx.): The same still images which were shown at the beginning of the short.
If the fast-motion footage cannot be obtained due to technological reasons or concerns by the church staff, then more slow-motion video and photography will be used.
I will have two Sundays, 4/17 and 4/21 to get the necessary shots.
MUSIC: There will be no dialogue, just image and a background song running through the whole piece. The song is one that I wrote myself, called “Gathered/Scattered, which discusses the very thing I wish to portray: Christ-centered community.
TIMELINE:
0:00 - 0:20 (approx.): Appearing and disappearing still images of the Axis Church early in the morning a few hours before the congregation is to arrive [possible transitional text, reading “gathered”].
0:20 - 0:40 (approx.): Fast-motion “security camera-esque” footage of people starting to trickle in to the Axis Church building, capturing interaction and expression [if possible].
0:40 - 1:20 (approx.): Slow-motion close-up video and photography of friends, family, and children enjoying each others’ company. Really hoping to express the warmth and love in these scenes [possible transitional text, reading “scattered”].
1:20 - 1:40 (approx.): Another round of fast-motion footage, but this time it will show people starting to trickle out of the Axis building [if possible].
1:40 - 2:20 (approx.): Another round of slow-motion video and photography, here showing people leaving the building, talking with pastor Jeremy as he stands outside of the building waiting to greet each person.
2:20 - 2:40 (approx.): The same still images which were shown at the beginning of the short.
If the fast-motion footage cannot be obtained due to technological reasons or concerns by the church staff, then more slow-motion video and photography will be used.
I will have two Sundays, 4/17 and 4/21 to get the necessary shots.
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