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AnonymousShow sections of each of the opening ceremonies and ask your kids for reactions.... Historical...cultural...political.. What statement are they makings to the world? Design an opening ceremony for your school....your city... Your state... Project of designing an opening ceremony for countries around the world... What would you include... What would you exclude... What historical and cultural aspects would you highlight... How much fun would you have?
AnonymousDr. Hwang's admission that the reading materials that we were assigned conveyed a subjective perspective of Korean history was very revealing. In fact, most, if not all, historical documents or commentaries are biased. I think it is important for students to learn to read closely and critically to determine the specific biases present in these documents. For example, the readings seem to emphasize how the Korean rulers were interested in the welfare of all their subjects and how they provided education and civil exams as way to allow them a certain amount of equality. This seems to contradict the historical treatment of the commoners by their rulers.
edited by ghom on 7/30/2014
AnonymousDr. Hwang arrived at USC around 1993-94, right after the Los Angeles Civil Disturbances of 1992, and he came here to teach big introductory courses about the history of Korea to USC undergrads, among many other things. I think it would be really interesting to know more about how that felt, and what kinds of issues it raised. The impact of those events was so strong in the Korean-American community, and the African-American community, and even some of our younger students remember it. What should we be teaching about Korea and Southern California now? How do we make what we learned today relevant to students who are aware of what happened between Latasha Harlins and Sun Ja Du, for example. I know that Dr. Hwang is primarily interested in Korea, and its history, but he teaches students who live here, and who will continue to deal with the impact of our history as well. There's so much overlap, given all the violence and student demonstrations that took place in Korea. What's the relationship between American civil rights and Korean civil rights? I'm really interested in trying to work this out.
AnonymousThe idea of conscious nation building through the use of film in South Korea is very interesting. But, the movie clips we saw seem to be geared for adults. I'm sure there must be government approved films that are made to influence the development of national pride and identity in Korean children. Does anyone know any titles?
AnonymousWhile I can very much appreciate a great film and it's complexities---I'm stuck when it comes to applying these themes in a Spanish 1a classroom. I slept on it and I've got nothing. Since the methodology that I use in the classroom is called TPRS (Teaching Proficiency Through Reading and Storytelling) perhaps I could use the film posters as story starters. For example, a couple in a loving embrace but with tanks in the background, would certainly be a great beginning to a story. I will continue to think about this when considering my movie selection.
AnonymousSome scenes in Tae Guk Gi--for example, the children shoeshining--would be perfect to share with middle school students. But then it quickly turns melodramatic, and my students would certainly tune out at that point. Whereas Spring in my Hometown would grip the kids, but some of the material that is integral to the plot is too racy for the kids, despite the fact that most of our kids have seen a lot this graphic stuff already.
If you want to infect kids with East Asian knowledge, develop a film of the gritty realities of East Asian children, through their eyes, but keeping it free of graphic material. Good luck! (It can be done; e.g. Rabbit Proof Fence) Scenes from the film about the dysfunctional life of the favelas in Brazil called "City of God" would, for example, be perfect for igniting in our kids an intense interest in discourse around the dysfunctional urban realities that some of them are confronting, but I'd be fired for showing it. But our kids need this real talk at the middle school level before they get into high school so that a spark of curiosity in reading and critically analyzing information is lit, which will better prepare them to tackle more rigorously the intellectual demands of the upper secondary curriculum.
A significant number of our kids check out in middle school because they're socially stigmatized for not "getting it." Many of them give up until their 22-years-old when at that point they start to realize how valuable an education truly is.
edited by brettdrugge on 7/31/2014
AnonymousI'm not sure how I could use Korean cinema in my class, especially the historical dramas. I would definitely not want to show films that might stir controversy among the evangelical parents. I think my students would enjoy K-Pop but I perhaps compare it to other pop cultural trends like the macarena, that have become easily recognizable.
AnonymousJust finished watching Tae Guk Gi and have to admit, tears in the eyes. Really great war film, but sometimes too brutal. I know war is hell, but many of the battle scenes were difficult to watch. In fact, I didn't. I had to turn my head away until things settled. Although a bit melodramatic at times, but overall the film presents a realistic portrayal of the horrors of the war. I'm watching another film tomorrow before I decide which to review.
AnonymousI appreciated the structure of the presentation as so much of the information was new to me. The comparison to telenovelas was a great way to understand the historical dramas and the search for its reflection of today's identity. This need is so strong it creates films that go against the historical narrative for the sake of contemporary identity.
These ideas and ability to discern when it is happening are critical in the social studies classroom.
