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Forum topics sorted by number of responses
- Should students be routinely quizzed to determine if they have read the assigned text?
- What is (and should be) the role of technology in the classroom?
- Should teachers interject their own political beliefs into the classroom?
- A clash of symbols: does the teaching of ideas such as "symbols," and "theme" help or hurt a student's understanding of the text
- Why I became (or want to become) a teacher
- Is there a way to decrease the amount of cheating in our classrooms?
- Should teachers friend their current students on Facebook?
- Rudeness in Class
- Should English Teachers spend time talking about what an author meant?
- Keeping to the Text
Students Victoria Ferguson and Catherince Norise have created an animated presentation that concentrates on what I think is the most sensitive of all the chapters in The House on Mango Street, "Alicia who sees mice." In fact, except for the subtle content, it is hard to see how this chapter is taught in elementary school -- though I know it is. It is another reason that I do not mind teaching a book that others have taught before. We will see different things, and the reader of Cisneros' book is a different reader at 17 than she was at 12.
When you consider a novel as accomplished as The House on Mango, one of the ideas that the reader takes away from it -- is the remarkable portrait that Cisneros creates of her characters. This presentation does a wonderful job of taking those characters to a different level. In fact, there are picture-graphs of eyes made of words and even people made of the words that are used to define them. There is the animation of that wonderful line from the novel, "I want to be all new and shiny." This Illuminated Text happens to be precisely that.
A presentation that focuses on Esperanza's (and all women's) falling under the shadow of men. The words, the spare use of images, and the powerful music all contribute to a powerful, evocative indictment -- that leaves a lasting impression. I like that some of the issues that this Illuminated Text are ones that are often ignored when looking at this book - such as Esperanza as a feminist character and the treatment that she receives at the the hands of the men she trusts.
This presentation by Maggie Bodja and Kristen Gruber artfully examines the relationship between poverty and the effects it has on the childhood of so many of the characters in Sandra Cisneros' The House on Mango Street. The keep the same background (small impoverished children) up throughout the Illuminated Text -- and that effect gives the word new and complex meaning. They begin with the chapter "The was an Old Woman" but tie that poverty to many of the other characters found in the book --
This presentation by Mike Kenny begins with a bringing together of text about snow, clouds, and names. If you want to see what is done right in a presentation -- the first thing you'll notice, beyond the wonderful choice of related text, is the perfect choice of font to display that text. The clouds become names in a seamless and powerful series of transitions -- when two different people are talking, the font for each are different and appropriate. This is a masterful Illuminated Text.
After reading about half of Sandra Cisneros' The House on Mango Street I take two days to have my students watch the HBO film Real Women Have Curves. This film is great for Mango Street for a couple of reasons:
This Illuminated Text by Anna Coffou and Quinn Donnely uses a single background to great effect - one colored flower amidst a sea of black and white ones. This metaphor is extended throughout their presentation. First, it starts with Esperanza -- the girl who is different, and then it continues that theme by looking throughout the novel at those characters that somehow just don't fit in. As with all great Illuminated Texts, when I was done watching this one it made me think about an idea that perhaps wasn't so readily obvious in the reading or even the class discussion.
This presentation by Kevin Chrzanowski and David Peace pulls out all of the stops that are possible when using Adobe Flash. The character Marion appears, and a song comes from her mouth -- the car that she is waiting for zooms across the screen. As the Illuminated Text was shown in my classroom, I reminded my students that they showed again that it is the ideas that are crucial -- not the technology or the technological know how. Make Marion stand still as the text passed her by was not hard to do -- but it was brilliant to conceive.
When reviewing this wonderful presentation before putting it online, I must confess that I was even more impressed than when I first viewed it in 2006. The students work is so complete and subtle: The background picture is heart-shaped bread, something that only makes sense when you come to the final lines of the Illuminated Text. The fonts are used to show the differences between the different kinds of hair that Esperanza talks about -- andt the music fits beautifully with the Sunday morning laying in bed associated with the final words in the text.
An incredible presentation by Ian Braddy and Samantha Bakall, this Illuminated Text shows the power of Adobe Flash by having the words appear as though they are being typed - perfect, given the idea of Esperanza writing and creating her "house" with ink and paper. The choice of words, the fantastic music -- the way that her words are summarily erased as the text progresses - and the final ending with the circle that she realizes that she must complete all add up to one of the best Illuminated Texts that I have seen.
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