Ode to an Orange

Ode to an Orange

The beginning of the work, according to Thevenin’s “Creating” essay, is texts. This is not about just picking a source text and finding its themes, but also about identifying media itself as a text. Students must look at the conventions of the media, examine how its elements are suited for or limiting to the adaptation of the source material to a social media platform, and analyze how the design and function of the media contribute to the audience’s experience. I approached this step by starting with themes I saw in the short essay of Ode to an Orange, such as nostalgia, relatability, and detail, and thought of what media would support the adaptation and presentation of those themes. Had I not started this project by looking for themes in the essay, and considering the platforms I could use to accomplish my objective, I could have easily become overwhelmed by the concept of adapting a text to media. When helping students learn and implement the tool of text, I would first try to broaden their minds, understanding, and perspective of adaptation and media. By opening doors and windows of possibilities, and giving examples of ways classic pieces have been adapted, students will realized the freedoms and resources available. I would then help students narrow their focus by zoning in on themes, identify how they want to share those themes, and guide them to find the best way to get there.

Thevenin’s next step is process. He emphasizes the fact that research and analysis do not just happen in the pre-production stages, but should be continuing throughout the project. For me, I was in the middle of filming my video when I thought about how I could use the media and tools I had chosen to fix certain errors that I wanted to rework. This changed how I thought about my filming after that, and helped me focus back on the themes I wanted to address in my adaptation. Process is also about helping students understand how the knowledge the have gained about text and media, through their analysis and research, influences their artistic choices. If I were using an exercise like this, I would plan to take time with students while they are still working on their projects to discuss their progress and thoughts moving forward. I would point out their choices and ask how they arrived at that decision or conclusion, helping them understand that it built on the previous steps of their learning.

The final part is literacies. I love how Thevenin’s essay compares adaptation to a screenplay with a director that is both respecting the work and bringing in their own interpretations as well to create a film. All art and ideas get their inspiration from somewhere. This project, specifically the way Mr. Kaufman’s class implemented it, involved group work and collaboration. Those are essential elements in most works of art including media. Projects like this one about adaptation begin to demonstrate to students the real-life applications of working with a team to create something. Anyone making a music video or working in a newsroom or developing advertisements will be collaborating, so why not begin teaching that in a secondary classroom?

Professionalism and Copyright

In accordance with Nebo School District policy, in regards to the use of technology in the classroom, my goal is to instruct students “in appropriate online behavior, including online safety, interacting with other individuals on social networking websites and in chat rooms, and regarding cyber-bullying awareness and response.” This means that we will be using cell phones and lab computers during class in an effort to prepare students for real-world technological use. Faculty and students will be held to the standards regarding professionalism and technology use outlined in section 5 of the Nebo School District policy. All use of technology in the classroom will be supervised and is intended to supplement learning objectives and will not be used in a casual or recreational manner.

Something to think about or a question with professionalism/copyright and fair use: What constitutes a professional site (where materials have been paid for or correctly distributed) that we can use or pull from?

To do list (things you need to do in preparation for teaching, in regards to professionalism or copyright):

1. Think of other creative ways to use the media I want to use (Humans of New York--use the formatting or idea to create or find your own stories instead of using theirs directly).

2. Continue being aware of what I post on social media, especially as I get into student teaching and teaching.

Thinking and Writing about Digital Media

We take in media for a variety of reasons including gathering information, learning a new fact or skill, or entertainment, just to name a few. For me, media consumption can be broken into two general categories: mindless consumption and mindful consumption. I have certainly been both types of consumer. On the one hand, I walk to campus listening to music on my phone. I'm usually not focused on the lyrics or message, as profound or as meaningless as it may be, but it is a background soundscape to my solitary thoughts. I watch a YouTube video of a chocolate chip cookie blind taste test, where the hosts determine which are the best brands, because I want to wind down or take a break from homework. I am mindlessly consuming for the sake of "giving my brain a break." 

On the other hand, I walk through a gallery of paintings, stopping to think about why the artist used this specific lighting or these angles and characters to tell the story, and how the piece makes me feel about myself and my world. I watch a movie with a group of friends, thinking about the scenes that resonated with me and why, who I want to share this story with later, and the moments and lines that I want to discuss with this group when the movie is over. This is not to say that listening to music is always mindless, or that walking through a gallery is always mindful--I, myself, tend to finish my walk around the entire installation before my mother is finished taking in the third piece--but that there are different tactics and reasons for our media consumption.

Some types of media that bring me pleasure include movies (pretty much any type but horror), music (pretty much any type but country), theater (pretty much any type but...I don't know, but there's some weird stuff out there that I just can't get behind), and paintings (specifically about families and nature). Photographs hold a special place in my heart as a means of personal media creation and consumption. Pictures capture a memory, a thought, a moment in time, a story that comes right back to my mind the second I look at the image. I take so many pictures and I often look back at them so I can hold onto those memories. 

With so much media and information accessible literally at the tap of a finger, personal guidelines are important for keeping a healthy relationship and balance with media usage. Instagram is my only social media source. I know that hearing and seeing bad language gets it stuck in my head, so I'm careful about the vocabulary in the materials I engage with. I know that I can do better about being more mindful about my consumption habits and creating more to participate in a conversation, like we discussed in class last week, instead of letting everything wash over me. 

If I want to teach students to be mindful about their media and consumption habits, I need to be a living example. I can set more timers, prioritize my time and energy better, and surround myself with media that is high quality, uplifting, thought provoking, and that invites me to be an active participant. 

Agency Photography

If agency is the ability to choose, and agency is from God, then we should choose to act and create for God and His Son.

10 Significant Pieces of Media in 2018

1. The work of Caitlin Connoly (artist)
2. A Monster Calls (devised play, directed by Sally Cookson)
3. Twelfth Night at Shakespeare’s Globe (play by William Shakespeare)
4. Brooklyn Nine-Nine (tv show)
5. The Mighty Rio Grande by This Will Destroy You (song)
6. Craig Cross-Country Trip 2018 (video)
7. Herman and Rosie (children’s book)
8. Sing Street (movie and its soundtrack)
9. Die Hard (movie)
10. U2 (music group)

Media/technology/a platform that can be helpful in a classroom: Marco Polo