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AnonymousWhen Melanie and I went to the Korean workshop, Helie Lee seemed to know about Torrance: she said that she would love to talk in Torrance. I'm going to try to e-mail her since my book club is reading her book this month. I'll let you know what happens.
AnonymousI'll have to talk to Teri: I'm in the Torrance Sister City with her. I had no idea that she's a wealth of information on the topic. Speaking of the Sister City, it is application time for their annual student exchange to Japan. It is a wonderful trip: students spend three weeks in Japan with two different host families--they participate in many cultural events, and visit historical sites like Hiroshima and Kyoto. When students return from the trip, they will host a student from Japan for ten days. The trip is life-changing--I went in 2002 and really felt immersed in the Japanese culture. If you know anyone who is interested, high school teachers, let them know that they can pick up applications in the counseling office, they can call city hall, or go the Sister City's website.
AnonymousI guess I should make that note: since I'm a high school teacher, I tend to lean towards the more sophisticated literature. Translation: there might be some very mature content in the selections that I choose. That is true of Still Life of Rice and What The Scarecrow Said: however, they are both pretty tame. But probably not tame enough for the junior high student. I'll try to make that note in future postings.
AnonymousI agree that Sparknotes and Cliff's notes can be a great suport tool, but everyone also needs to understand that these booklets are not always correct. They can help students with comprehension if they read the notes and then read the chapter of original text. Then they will also see the errors. I would actually refer to these notes in class with an ELL group. But the biggest problem, naturally, is when students use these instead of doing the reading. Too many students are not interested in reading. [Edit by="selwood on Nov 14, 1:54:08 PM"][/Edit]
AnonymousBecause the book _The JoyLuck Club_ is used in upper division classes at West, I cannot use the book in my sophomore class. But we have an exerpt from the book in the anothology and I love to teach "Two Kinds." Many Asian students relate to the cultural issues Jing Mei experiences. She has problems with her mother's Asian mindset compared to her own Americanized ideas.[Edit by="selwood on Nov 14, 1:34:14 PM"][/Edit]
AnonymousHas anyone used _The Sound of Waves_ by Yukio Mishima? It is an optional book for 10th grade. Mishima uses vivid description regarding the setting, which could be compared to the island descriptions of _Lord of the Flies_. His characters are definitely types, which could also provide comparison with the Golding's characters. Students could also explore the idea of multiple intelligences comparing the two male leads. Any other ideas? [Edit by="selwood on Nov 14, 1:57:49 PM"][/Edit]
AnonymousAnother text typically taught in upper grades is Maxine Hong Kingston's Woman Warrior: it is actually a collection of four stories. My favorite is White Tigers: it is the Chinese myth Mulan (no, not the Disneyized, American version) but the Chinese myth/folktale The Ballad of Mulan--and it's told by Kingston, who is a Chinese American. So she attempts to take this Chinese story and apply it in her American environment. As you might guess, it doesn't work. She is constantly comparing herself to this heroine Mulan and feels that she falls short. Her achievements in school cannot compare to a girl who has saved her village; when she attempts to fight her racist boss, she realizes that she doesn't have a sword like Mulan did; nor does she have the extensive training that Mulan did. It is such a wonderful story because it shows the condition of many of our hyphenated students, our immigrant students (or children of immigrants). They are taught the stories and values of one culture; they are living in another--bridging the gap of the two cultures is often a frustrating process. Kingston does a great job of illustrating this idea in White Tigers (which is in Woman Warrior). It is good to share the original Ballad of Mulan (only any written version of it that you can find) and then compare it with Kingston's story. Speaking of Disney, it would also be interesting to bring in the Disney version, to show how Americans not of Chinese descent interpret the story. It would work for any high school age group; I think Kingston's work might be too sophisticated for junior high students.
AnonymousIn regards to Mishima's contribution, I feel compelled to contribute an analysis of his work. I feel that Confessions of a Mask is his best achievement, though it would never be approved in the high school classroom.
The depth of the tortuous self-analysis by the protagonist Kochan is seemingly unfathomable, and perpetually reaffirms the conflict inchoate within the narrative-that of an internal conflict that is desperately endured by a young man in an increasingly westernized and war-torn Japan. It is a culture that he tries to at once embrace (by unsuccessfully pushing his burgeoning homosexual desires to the periphery of his personality) yet repel (by continuing to feed the flame of his carnal desires by contorting his perceptions to fit a pristine sanctuary of carnal desire). Yet despite the incessant psychological self-analysis, the protagonist is somehow unable to put the pieces of his past together and thereby discover the origin of the conflict. While the conflict is apparent, and clearly expressed within this lack of societal continuity, the important piece of the analytical puzzle that completes the picture lies instead within the very essence of Sadism, which stems from the unconscious desire for control.
AnonymousI have just completed writing a tale in the style of Pu Song Ling:
狐 狸 精 神 殊 齐 由 克尔
清-凉 期 找了成功在文 机 考因 命运会有它, 他从未有机会接受考。 看起来每年, 每当 被提供了, 意想不到的 生会防止他的成就。 从少年期, 他由夜蜡烛劳碌了 多夜, 考 的要求。当他 得足够老 考, 卿 得 心, 他会是以某种方法被停止在旅行到广 , 因此他 服他的母亲歌曲和 波 合并他 微薄的 源, 被 得从 酒, 和旅行对大城市在天在 之前, 他 能停留在 楼, 保 卿 梁不会 美好的机会。 青凉奘填了自己以被磨 的研究, 并且他的整个家庭安置了 多 注在他的成功。在 的那天, 当青凉 醒了在他和他的家庭租 了一个房子在Huiyang 区 离中心地区的 楼, 一 暴洪毁坏了使他的运 城市不可能的一座重要 梁。当父亲 波 法穿过河, 反对他的 望妻子的抗 , 他被清 了对他的死亡。足够 刺地有青凉并且他的家庭 地被停留在他们的家庭村庄在区域的对方, 他能使旅途对 通无阻, 和他哀悼的母亲歌曲 常提醒他在天来。
几年后, 当他肯定他会掌握 , 他的母亲歌曲清-凉季死了二天在 之前。因 她 始了她的段落从这生活, 她 求青凉 , 他从未会忘 那些 不幸运在生活道路。追悼的青凉无法执行对最佳他的能力, 和下降了企 接受考 , 确定失 。
一年通过, 和青凉 始看好处你能获取由 得高分别在文 机 考 中。逐个, 通过了 他的学者 手登高对高位置, 和 得了 富的 和超出他 的想像力。一个晚上, 当 明青凉坐了在庭院里, 对他的命运感到奇怪, 和是否他曾 能通过 , 他暗中了 察狐狸凝 在他通过花, 在 附近。狐狸 了 到青凉, 惊奇他出于他的昏迷。"您是一个非常聪明的人, 但我是一只非常聪明的狐狸。我有一个巨大欲望 是在您的房子里的酒, 并且您有一个巨大欲望 我有在我的心 里面的真相。或 将 足每个的心 我 的安排可能被做。青凉 和 硬, 因 他知道狐狸工 。在他的困境之前,家庭教师 蛐 季展示了 青凉适当的方式写八有腿的 文, 于 目; "充 欲望二只狐狸, 充 欲望一只狐狸" 。教 未丢失在青凉, 因 他半信半疑凝 了在狐狸。"我没有信任的一个了不起的水平在您, 狐狸。您想要抽样我的祖先酒, 我知道您想要某事更比口味。您提供一点, 唯一真相。我有真相。我需要更好的时 " 狐狸慢慢地, 机警对青凉。"我知道您比您能目前想象怀疑我, 但我将 明更好对您。" 然后, 狐狸突然消失了和正, 一个美丽的女孩出现在摇摆在庭院里, 并且微 吹了通过她流动的头 。青凉, 不学会在沙 的双方, 由年 漂亮 的秀丽吃惊了。他 催眠作 秀丽走了离他 近。没有 , 他 始了 抱, 并且青凉很快 了自己在他的床, 与美丽的未婚在他旁边立即跟随他们的销魂, 青凉睡觉了, 和作梦通过测试, 和适合一位非常重要官员。他作梦一个浩大的帝国的他的管理, 但是当他看了在浩大的藏品以自豪感和欢欣, 教士走了直接地由他决定和 中了他用棍子。"您作梦, 您有很多重要性。您使用了您的知 个人获取, 明, 您真实地未获取您的自已知 。您也 享受这 身, 但您从未将 真实的 。如果您无法体会这个教 , 您将 一个非常另外道路如同您 世"。正突然, 教士改 了形式到狐狸, 和潜逃了对` 浩大的' 青凉藏品的边 。
青凉 醒了从梦想以 始, 和注 以混乱。他看了 于他的床, 和 住了美丽的女孩。立即, 他并且 住了狐狸。他看 了在屋子的角落, 和看 了狐狸, 舔在巨大的碗酒。狐狸高 , 和迅速跳从中央分庭和入狐狸消失在草 的庭院。青凉召集了对狐狸, 但是当他, 狐狸消失了。
多天, 青凉被弄翻了。他不能学 很好, 并且他担心他不会 得一个令人 意的比分在考 中。他被狐狸的他的 更加重要地占据了心思, 和, 教士的 。下午在他的离 之前对省接受考 , 他竭力走通过 林在他的家庭村庄附近。当太阳 始爬行对它休息的地方在天空, 青凉察 了二只明亮的眼睛淡光在阳光的反射在草 。狐狸灵活地跳, 和青凉被跟随在接近的追求中因 他追逐了逃避狐狸, 他 倒了在增 在地球的大根。青凉 了在右边, 并且当他, 教士站立了在他之上用一根大棍子。青凉, 确定, 他再会被触 , 盖自己。突然, 所有感 和空 消失了, 并且青凉逐个被运 了对他 的小卧室, 他努力地制作他的个性, 。一直, 他的早先梦想困扰了他。他平定了他的想法由 誓对他自己 他通过他的 , 他永 会致力他的生活作 一位行政官 于帮助是在最巨大的需要的人。这想法 了他清晰, 并且他能完成他的 文正突然, 他唤醒了在他的床, 美丽的未婚安慰他的前与冷的压。她是非常少女的他遇到了在他的梦想。青凉始, 但未婚安置了她的象牙手指在他的嘴唇和: "不要。您必休息。我是殊 齐, 并且我是狐狸精神。我将是你的在这生活中, 将服您和将服从。您从我的狐狸放了我, 并且我永是感激对您。我有里面我我的未来儿子, 将天上升对所有的高。"
青凉由年 未婚的秀丽, 和她的 秘 震惊了。然后, 他 住了激情他的夜以她。想法取 他。殊 齐 了。"您一定知道, 您通过了考 , 并且被任命了对一个高位置在管理。您是因此克服充 喜悦在您的推 , 您昏倒了, 和死了于心 病 作。教士, 神奇 行 一种罪行在同样行政办公室, 音了 来了您回到生活的能量 域。那位教士从 禁然后 放了在您的复活。"
青凉被冲 了。"是这位教士?" "他离 了村庄, 和被假定是在 林! 她回复了。"对什么位置I 被任命了?" 青凉被 。"您是 助的特 学校和修道院。您被 什么 您最希望尽, 因 您的比分在 超出了其他。您非常 求那个位置。虽然混淆, 在皇帝的命令您 有那义 。青凉表达了欢欣, 和 秒 在什么会是 多次, 体 探索枕头与殊齐。
的 年史家 : " 一个 在生活中是罕 的, 更加罕 是它 那 在回归。殊齐被 放了从她的狐狸 禁, 并且青凉被 放了从力量他潜在的精神 。人不是自由的用途他的力量, 微妙, 他 自己 的获取。真实的力量 来帮助 展那些 不幸运, 作 教士被展示到青凉"
AnonymousWe were lucky enough to have Samuel Yamashita come speak to our Torrance Seminar last month. Then, last weekend, I turned on CSPAN and there he was--speaking for the Asia Society--Book T.V. He was talking about his book: Leaves from an Autumn of Emergencies
(Diaries of Ordinary Japanese). It was so interesting hearing stories from various points of view; a kamikaze pilot, a 9yr old school girl, 2 women. Among many other topics, they wrote of the most dramatic event of the war for the Japanese --the Emperors Announcement.
It played on radios and over loud speakers in the streets at noon. Everyone rose to their feet wherever they were as he spoke. The Emperors voice was known as the "Jeweled Sound" most had never heard it before. Many could not understand his high/educated form of the language. Eyes welled up, tears ran down everyones faces as the announcement was made. The 2 women actually felt relief...
AnonymousHey, my article about Mishima is going to be published in the Asian Studies Journal! Thanks alot to Clay, Yamashita, Hirota, and all the other speakers for putting me on the right path!
AnonymousI took your advice Tracy and I am in the middle of reading "Still Life With Rice". I had gone to a Korean seminar a year ago with Stephanie Elwood at the Korean Museum, and heard Helie speak; she was great. I bought both of Helie's books. She autographed them for me. It has just been sitting since then. What amazes me about her writing, is she writes so much like she speaks. I am throughly enjoying it. I am about 1/2 of the way through, after her Grandmother has her second son. I really liked the way she did it in the "first person".
This has spured me on to read the other book she wrote.
AnonymousI just finished "Still Life With Rice". What a great book! I have recommended it to a friend, and she is starting it today. Next I am going to start "In the Absence of Sun". It is Helie's next book, where she reunites her grandmother with her oldest son, who was in North Korea. I just love her writing style.
AnonymousCheryl:
I've just finished Year of Impossible Goodbyes per your suggestion. It is definitely an easy read, and therefore good for junior high students, but I was surprised that the book addresses some pretty sophisticated issues, like "spirit girls" which I assume is another name for comfort women--not that there is any graphic description, but enough mention that a student would ask questions. What I liked about this piece is that it goes beyond the time of the Japanese occupation in Korea, to the split along the 38th parallel: the family in this novel is in the North, so we get a little description of their interaction with Russian troops; the novel also details the narrator's family's escape to the South. Most other novels/memoirs I've read focus on the time of the Japanese occupation, not beyond. Even though it's a little easy for high schoolers, I'm thinking it might work well paired with a more difficult text. Students could read the easier text first, get comfortable with the historical period, then tackle the more difficult text. Thanks for the recommendation!
Tracy
AnonymousI am hesitant to post this because I fear it will reflect negatively on be but here goes. Years ago a friend highly recommended Warrior Woman by Kingston and I tried to read it but I just couldn’t do it. What I remember is not that I didn’t like it but that I didn’t understand it. Now I read that it is part of the high school curriculum and I have to wonder – Should I take another stab at it? I remember thinking that the writing was really convoluted and confusing. I don’t suppose that anyone else tried to read it and encountered similar problems? What Tracy wrote about it made it sound interesting. I think that I should try it again.