Choose Your Own Adventure Video Project: Deconstructing Disney Princess Films

Do you remember the choose your own adventure books when you were back in elementary school? The reader gets to choose what will happen next.  The CYOA video project is the same idea, the viewer gets to choose what he or she would like to view next by clicking on a link embedded on the video.

In my media literacy elective, Media Savvy Kids, I have my students watch Disney animated films to learn and understand critical theories of gender, race, class, and age.  As a culminating project I decided to have my students create a Choose Your Own Adventure video project to highlight their understanding of critical theory by applying one of the critical theories to Disney’s princess films.  The idea of a Choose Your Own Adventure Project was inspired by  Greg Kulowiec’s high school social studies CYOA video project  that was shared with me at a recent ed tech conference.

First, we watched Tangled in class. Afterwards, I presented my reading of the movie introducing and applying each critical theory to the film.  I defined the critical theories for my students and showed examples how the critical theories can be applied to the movie.  The following week, we watched Brave together in class.  The idea behind these two movies was that they are the most recent Disney princess films and are suppose to present a more updated and feminist princess.  But is she really?  That was one of the guiding questions for this unit of study.  Students had to apply the critical theories and pull put specific examples in the movie Brave.  For the assessment project I selected the student partnerships and each group chose the critical theory they would present in the video.  Students were required to offer three to four specific examples from the movie to support their claim and critical reading of the movies.  Students were also allowed to bring in additional examples from other Disney princess films.  Students collaborated writing their scripts and then we went into production filming the videos.

Here is what the project looked like on paper in the planning stage:

 

Media Savvy Kids CYOA Video Project from theteachingfactor

Here is the rubric I created for the project:

Media Savvy Kids Choose Your Own Adventure Video Project Rubric from theteachingfactor

Here is the final project:

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Reflections of a Flatclassroom Global Collaborative Project

This spring I had the opportunity to participate in one of the Flat Classroom global projects designed and facilitated by Flat Classroom co-founders, Julie Lindsay and Vicki Davis.  The project that my students and I participated in was the NetGenEd Project.  The idea behind the project was for students to work collaboratively researching and contributing to the NetGenEd Wiki  about one of the 2013 Horizon Report Tech Trends through the critical perspective of Don Tapscott’s Net Generation Norms.  In addition, students created a video about the tech trend they researched to be judged by a set of external judges.  The project encompassed about ten weeks from February up until the end of April.  My students worked on the project everyday in class researching, adding information to the Wiki and Ning, communicating with their global partners from other schools, and creating their videos.  This being the first year that my students and I participated in the project, I asked my students to reflect on their learning and participation in this project.

My students gave me some insight in how I might do the project differently if I were to participate in this project again and confirmed for me some of my own thoughts post-project.

As a new teacher to this project there were meetings online every week or two to help set up the project but as one of the organizers said, “it is sink or swim.” I kept abreast of everything but a mentor assigned to work with me would have been beneficial.  I read Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (2012) by Julie Lindsay and Vicki Davis beforehand.  I read Grown Up Digital (2009) by Don Tapscott after being informed I was invited to participate in the project.  I read as much as I could so that I could manage the project effectively and successfully.

One thing I would recommend changing is streamline the websites.  It was overwhelming and confusing between the Ning and the Wiki.  As a Wiki user and advocate, I was comfortable and confident collaborating on a Wiki.  The Ning — think of a social networking sight like Facebook specifically for the project participants — I felt, was not necessary; and many of my students confirmed the same in their reflection.   Asking students to contribute to a Wiki and contribute to the Ning was tedious and confusing.  There was a handshake on the Ning, but project reports on the Wiki, discussions on the Wiki and on the Ning.  Why not have a page on the wiki to share handshake blog posts and keep everything on one website.

Returning teachers shared their project checklists online and this was tremendously helpful.  I used these as models to create daily checklists to help my students move through each element of the project requirements.  I wish I had gotten this information right at the beginning of the project.  In addition, I felt I needed to evaluate my students at every checklist to make sure that each piece of the desired outcomes was met.  I created my own rubrics, and would have loved other teacher participants to share their own.

I realize now, after reading student reflections, I need to better articulate the guidelines and desired outcomes for my students.  I thought that I was clear but found many of my students confused.  I need to create templates to support student research and offer models of solid final products to help my students understand the project requirements.

Here are some highlights of what my students said in their reflections:

“I found it interesting to work with students in other countries and see their point of view.”

“I learned that the future of technology has so much to offer.”

“If you were to do the project again, there should be less work.  It was too much and were graded too harshly seeing as we were learning as we were completing the project requirements.”

“I learned how to collaborate with other people through technology.”

“I think you don’t need to do the Wiki, students should just make a movie and the other people collaborating were useless.”

Now, you might be wondering, would I do another global collaborative project?

Absolutely, in fact I am working on another one right now connecting my students with students at a school in Japan.

To see my students’ Flat Classroom research, Wiki reports,  and videos CLICK HERE.

Nerdy Book Club Post: Middle School Readers are Rock Stars for Young Readers

This past week I wrote a blog post for one of my favorite blogs, The Nerdy Book Club. This fantastic blog is a community of bloggers who share book reviews, reading projects, and support reading culture. Below is a copy of the post that I wrote for The Nerdy Book Club. If you would like to see the actual post or read other awesome posts from their blog, click here.

Each spring my middle school students and I visit our local elementary school to read aloud our favorite children’s picture books to kindergarten, first, and second grade students. When my middle school students enter the elementary school and see their teachers from years past, they are giddy with excitement. They coo over how small and cute the kindergarteners and first graders are, and they are enamored by the size of the furniture as if they have taken the same potion that Alice in Wonderland did to grow bigger. They are excited for circle time and the opportunity to read their favorite children’s books aloud to the younger students.

My students take this journey as part of an authentic assessment in my Speech and Debate class, an elective available to seventh and eighth grade students. The first few weeks of class address the question, “What makes an effective speaking voice?” We cover all aspects of voice: volume, tone, pitch, pace, body language, eye contact, pause, and articulation. Students examine a dozen models from Martin Luther King, Jr. and John F. Kennedy to Randy Pausch and President Obama. Before my students launch into writing and presenting informative or persuasive speeches, they must showcase their awareness and control of the workings of their own voice. This is where our trip to the elementary school fits in.

If I asked my students to read aloud a speech or a children’s book within the confines of our classroom, it wouldn’t be the same. Asking students to present for a real audience is more meaningful. Their read aloud must be dramatic and enthusiastic to maintain the interests of their young audience and convey an important message. Here, the early elementary school students are the real audience. Before my students even begin reading, they are seen by the younger children as rock stars. This perception gives my students an advantage in confidence and undivided attention.

Everyone sits “criss cross applesauce” with their mouths open to gobble up a good book. I have taught my students that punctuation offers guided directions for the reader. Periods and commas tell them to pause, while exclamation points and question marks direct their tone. The way the words lay on the page can also guide the rate of their read aloud. Eye contact helps them gauge their audience and their listeners’ interest and attention. If the young children laugh in all the right places, my students know they are successful in their read aloud. I know the project is successful when my students ask me if we can return each week to read to the elementary students. Not a bad idea, I think, too.

As much as we are sharing books, we are sharing smiles, laughter, and time together. When we read aloud a story, especially one that we have picked out, or one that is filled with childhood memories, there is a deeper connection between the book, the reader, and the audience. Unspoken between the students young and old is that books are still fun to read and bring people together. Even in this digital age, a good book is priceless.

How to Integrate Technology into the Classroom & Meet Common Core Learning Standards

For the past two weeks I have been teaching a professional development workshop for teachers in my school district titled, “Implementing Technology in the Classroom to Meet Common Core Learning Standards.”  Below are two Prezis I made for the teaching portion of the workshop and a Livebinder that I created for the workshop with additional resources and information. My advice to anyone looking to enhance teaching with technology is lurk online for fifteen minutes a week. Read other blogs to get ideas, get inspired, and starting thinking, “How can I adapt this for my content and students?”

CCLS & Technology

Tackling Bullying: Spring Debates

For two weeks my middle school students have been learning about and engaging in heated discussions debates on all different controversial topics. For our first formal debate students will tackle bullying.

Bullying is an epidemic in many schools and with the documentary Bully, many schools are holding a mirror to their policies and procedures address bullying, bystanders, and victims and focusing on how to teach students to be upstanders and compassionate.  The tragic events in South Hadley, Massachusetts and at Rutgers University in New Jersey that led to Phoebe Prince and Tyler Clementi taking their own lives (among the countless others) have only brought the issue of bullying to the forefront of education.

Why not have my students research and discuss the politics around bullying, figure possible solutions for schools and communities, and engage in intellectual conversations as cyber bullying seems to be on the rise.  Below is the actual assignment and rubrics that will be used to evaluate my students’ debates and evidence files.  If you are looking for resources or lesson ideas on bullying, The New York Time’s The Learning Network has great information for teachers and students.

This Thinglink gives my students a jump start finding information on bullying for their evidence files.

Children’s Books that Help Manage Anxiety & Anger and Promote Calm

As a parent and a teacher I am aware of the varying levels of stress and anxiety among young people today. Sometimes, I have even been caught in the storm of anger and anxiety over a homework assignment or things not going your way. Helping young people calm down when they are having a melt down can be challenging. I have to remind myself during these times, “Be the calm, not the storm.”

For my son and daughter, books have become a great tool to help teach and communicate all different messages from making friends to showing compassion. As a gift this past holiday season my sister, a yoga enthusiast, thoughtfully gave us three books about yoga and meditation which have become family favorites. All of the books compiled below have taught us to stay calm, and breathe. Some of these books offer addition strategies to help us during stressful moments.

Below is a list of the top ten children’s books that have helped our family manage anxiety and anger, and at the same time, promote peace.

 

 

 

 

Peaceful Piggy Mediation by Kerry Lee MacClean is a book for young people about meditation. The pictures and words teach readers the beginnings of meditation. The book offers meditation as a vehicle to have a positive outlook on life, even when things aren’t going your way.

 

 

 

 

 

 

 

Who doesn’t love Babar? This books tells the story of a yogi visiting Babar and teaching yoga to all the elephants in Celesteville. The books offers an illustrated step-by-step guide of fifteen different yoga poses.

 

 

 

 

 

 

 

 

 

 

Taeeun Yoo writes and illustrates this fun book showing young people how to mimic animals in all different yoga poses from snakes to butterflies. A good introduction to yoga for young ones.

 

 

 

 

 

 

When Sophie’s sister grabs her stuffed gorilla and Sophie accidently knocks over her blocks, she get really, really angry. Molly Bang’s story acknowledges feelings of anger with vivid pictures and thoughtful text to help young people work through angry thoughts.

 

 

 

 

 

 

 

 

 

 

 

 

Cheri Meiners has created a great series of books for pre-school age children (we have them all). This book in particular focuses on using our words to talk through our feelings when we are frustrated or angry.

 

 

 

 

 

 

 

 

 

Anger is personified in Gail Silver’s book as a red, hairy creature. This book teaches about not getting carried away by our feelings of anger and strong emotions.

 

 

 

 

 

 

 

 

 

 

Kali’s Song celebrates differences in all of us and the power of music and art over violence. This books celebrates the natural world and honors art as an amazing form of expression.

 

 

 

 

 

 

 

 

 

I think that most elementary schools use How Full is Your Bucket and Have You Filled Your Bucket Today? to promote positive behavior and kindness. A great book that teaches character education.

 

 

 

 

 

 

 

 

 

 

 

Zen Ties plays on words. The main story is about compassion and friendship. Stillwater, a panda bear and main character, teaches children to be kind to others and has a calming presence throughout the story.

 

 

 

 

 

 

 

 

 

 

Todd Parr is a wonderful author and illustrator with direct stories and every one can relate to. In The Peace Book offers a simple message for readers young and old.

Building Learning Pathways: Collaboration & The Common Core #SLS13

For the full recording of this session with an abundance of project ideas in action, listen here.

Same Old Story

In November of 1989 Disney hit gold with The Little Mermaid, a coming of age princess story about a teenaged (mermaid) girl who is miserable living at home with an overbearing and controlling father, absent mother, a desire to see the “whole wide world” and what it has to offer, contrary to what she had been told.  So, she sneaks out of the house and explores her surrounds, stumbles upon a handsome prince, falls in love, and only the boyfriend can help make the blow to her father that she is leaving home a little easier, but not really.  In the end, the girl is independent from her father who comes to accept this and she is transferred over to a new man, younger man, who she is madly in love with. Of course, they live happily ever after.

Formula straight forward, right?  

Disney tapped into this formula for many of their princess movies that followed: Beauty and the Beast, Aladdin, and Mulan.  At the same time, these girls/princesses were shown as readers, warriors, care givers, independent, and wise.  Hey, it was the 20th Century, post-1970s to be exact, so why not offer a pinch of women’s rights into the story-line mix.

Here we are 2013.  I now have two little kids and probably see more kids movies than adult movies.  Sitting in the theater yesterday, it hit me as we were watching Dreamwork’s The Croods: this is the same old story.  Set in pre-historic times, we have a family with a teenage daughter who feels trapped and confined by her father and his beliefs.  All she wants to do is “leave the cave.”  So, late one night she sneaks out of the cave, drawn by some light — which happens to be controlled by some guy (his name is Guy).  She follows and develops feelings for Guy and her father is angry, upset, and even jealous at times. Yes, she is strong (physically stronger than Guy), independent, adventurous, and angry at her father throughout the movie. BUT, it’s a guy who she develops feelings for who helps her to see the new world.  In the end, everyone loves Guy and they all live happily ever after on a tropical beach.

As I sat in the dark movie theater I thought, “Hey, I’ve seen this before.” It’s not only The Croods that has tapped into the old Disney princess story formula.  Last year’s Hotel Transylvania produced by Sony Pictures also borrowed the same story line using vampires, ghosts, and goblins.  Even Disney Pixar’s Brave used the age-old princess formula to tell the story of an Irish princess, Merida, who rebels when her parents tell her it’s time for her to get married. Yes, there are more parts to the story that I am leaving out but when we strip it down to its bare bones, it’s the same formula.

The girls in the current movies are sassy, independent, and roll their eyes at their father constantly.  I sit in the theater thinking, is this a ode to daughters saying go out into the world with your boyfriend and be happy. We trust you (and your new guy) in the end. OR is this the same confining message to girls to go out into the world, explore, and find your way but the fact of the matter is you still need a man with you, behind you, supporting you?

In my Media Literacy class I have a unit on deconstructing Disney.  We study the critical lens of race, class, age and gender.  Some of my students say, we are reading too much into the movies and others offer many examples or racism, sexism, ageism, and classism throughout the movie.  One of the objectives of this unit is to teach critical thinking skills.  I want my students to understand that there are multiple messages in the media that we consume and we need to be active viewers of media to understand the complexity of these texts.

A Virtual Book Club

For the past three months I have been part of a Virtual Book Club with educators around the world discussing Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time by Julie Lindsay and Vickie Davis.  What first began as a book club within a school, became a global virtual book club with teachers, parents, students, thinkers, and learners around the world to discuss “powerful educational ideas” with one another.

The book club was facilitated by blogger and technology integration specialist, Kyle Dunbar.  We met for an hour twice a month for three months using Blackboard Collaborate.  Each meeting Kyle facilitated thoughtful discussions and reflections about ideas raised in the book from setting up a global project to celebrating and reflecting on global collaborations.  The fact that I am participating in a Flat Classroom project with my middle school students right now made the book club more meaningful. As I set up and launched the project I had this opportunity with the book club to discuss with veteran and newbie global classroom project teachers all aspects of a global collaborative project. In addition, Kyle set up a blog for teachers to post thoughts, ideas and reflections when we weren’t meeting (or if a person missed a meeting).

So, what were the benefits of participating in a virtual book club?

1. Connected with teachers around the globe.

2. Engaged in authentic literacy experiences – a model for what we want to do with our own students.

3. Learned more about global projects.

4. Inspired to do more – participate in another virtual book club, global project, become a certified flat classroom teacher.

Lesson Plans for Setting Up a Global Project

This year I eagerly applied to participate, with my students, in one of the Flat Classroom Global Projects created by Julie Lindsay and Vicki Davis.  The project is a model for digital citizenship and allows my students to collaborate and create with students around the globe.

The NetGenEd Project uses the 2013 Horizon Report and mashes up the technology trends as described in the Horizon Report with the Net Generation norms as described in Don Tapscott’s book Grown Up Digital.  The final product created by the students includes a collaboratively written wiki that shows what students will be doing with the technologies that will characterize their educational experiences over the next five to ten years.  And, in addition, students will also create a multimedia version of what they think it will look like in practice.

My students are currently in the midst or researching and writing on the wiki.  It took me about a week to set up and introduce the project to my students.  The project typically runs for about 8-10 weeks.  Below are my introductory lessons for the first week setting up the project.  I have also included the rubric that I created for my students to evaluate their collaborative Wiki report.  For my students, I am having them create a Symbaloo or Thinglink to visually display their works cited and additional resources.

Day One  – Digital Citizenship

Day Two & Three – Finding Reliable Information Online

Day Four – NetGenEd Lesson Plan 2013

Day Five – Net Gen Norms

Flatclassroom Project Rubric