[Anthony Pollard]

Hello Everyone!

It is wonderful we will be able to again, attend in person. Unfortnately, not there in person, but I am attending thorugh ZOOM. We intend to attend in person for future seminars. We are coming from the San Diego Unified School District.

[Anthony Pollard]

 The first idea that jumped out  was "[the conquerors forces itself on the landscape...," this was a powerful statement. For an English class, this is an example of using vocabulary, the tone being communicated, express the not so welcome changes in an environment. It is sort of an euphemism. 

[Anthony Pollard]

San Diego Unified School District is where I teach. I teach American Literature and English Language Arts and I have no complaints at the moment, as for tips, is $5 enough? Yes, this is the character of an English Language Arts educator, we can make a story, or joke about practically any topic (whether you think it is funny is another story, again.) Prior to the COVID-19 pandemic, we enjoyed traveling, going to movies at the theater, and “well, hmm….” Newly discovered quarantine talents, I have had more time to cook, I think I am an on-the-job trained chef, meaning I am the primary dinner preparer for our family now. I’ve seen and listened to some cooking shows; I was just so impressed they could make a meal out of miscellaneous items in the refrigerator and freezer. Most of all, I am really happy to be collaborating and studying with you all!

[Anthony Pollard]

Wow! That is awesome. I spent some time in Fukuoka, and I enjoyed it. It is probably really developed now, huh?

[Anthony Pollard]

Interpreting Gender and Generation into the 21st Century

 

[Anthony Pollard]

All these beautiful educators! See you again at another opportunity.

[Anthony Pollard]

 This novel is good for seventh grade, Sadako and the Thousand Paper Cranes. Students can learn to make paper cranes and other origami.

[Anthony Pollard]

     It was impressive to see the name "Pollard" in one of the pictures on the wall (will need to perform some further research.) We needed a bit more time there, so we could read everything. However, it was totally amazing to hear from an actual victim of the collection of Japanese people during that time in American history. 

     For the majority of the time, we had an opportunity to hear about the internment processes, but there seemed to be much more we could learn. We can tell our students this museum is exists in the Los Angeles area. We can share the information we learned because it did come from a primary source; please post his name if you can recall it. And hopefully, you can remember the information, or well yeah, come back to these postings to refresh your memories.

     This is an assumption, the other people touring the museum at the same time as us, seemed to be Japanese Nationals (not from America.) What are they learning from their time in the museum? America treated Japanese Americans badly? That they were treated badly as a result of the war, which was joined as a result of an attack by Japan? Or? What will they do with their learning? What are we expecting our students to do with this new found information and anecdotes? 

     Another epiphany, America was treating Japanese people badly before the war too. America was treating a lot of people badly in those early years. Well, maybe not all of America, but some particular individuals (you may be thinking "white people"), but not all people agreed with the treatment of other people. If you want to linger on the theme of gender (absence of the idea of male or female), there were "people" of power, money, and status, controlling other people, similar to the arguments of He Zhen as mentioned in her writing. It was atrocious, but has gotten better, and at least reparations have been made to Japanese Americans for those acts during war time.

[Anthony Pollard]

     Yes, exactly, especially for the establishment of the Korean writing system and overcoming invasion and war by assimulation. Now, Korea is a model of economic success, even here in America. 

[Anthony Pollard]

     Yes, in agreeance, hearing our docent speak about the K-Beauty component and hearing she actually teaches a K-Beauty course was corroboration of the information we learned. 

     This causes conflict with some of the teaching about gender though, as lectured about women, beauty, and roles; Or maybe, it's not clear. But what is clear, both men and women are using K-Beauty.

     So, gender specification is not necessary when talking about K-beauty. Here are some inquistive questions: Are women attempting to make themselves more beautiful to attract men? Are men attempting to make themselves more beautiful to attract women? Are we attempting to become beautiful for attraction in general? Are we attempting to look beautiful for our own self-worth? Clearly, in Korea, this practice has been more popularized and published than other places. By the way, it will be very difficult to maintain "beauty" if you are doing blue collar work. Anybody? Anybody? Hmm?

[Anthony Pollard]

     This is a wonderful resource provided by the Korean government's Ministry of Culture, Sports, and Tourism. It's difficult to summary today's experience because the Korean government is offering us a plethora of Korean cultural activities and travel mto Korea; including activities for students.

     It is a challenge to bring students from San Diego to the Korean Cultural Center because the travel time would be about 3.5 hours each way; It is possible though. It would take some logistical planning, and when the planning is perfect, the plan can be used over and over again, with the modifications as needed. 

[Anthony Pollard]

     Professor Lisa Tran provided a plethora of information about a history of women writers. An earlier lecture exposed there were at least 125 biographies written about women. 

     For the classroom, we can definitely expose to students the comparison and contrast between the terms: woman and gender.

     During the timeframe after the Qing Dynasty (1644-1911), Professor Tran exposed women's writing that was not readily know by others, for example, He Zhen. So, further research may uncover other women's voices pertaining to the subject of gender and the woman. 

     Professor Tran's lecture and our discussion exposed another perspective of how these terms "gender" and "woman", were characterised and believed. The type of govenmental system in place during the time these women wrote their arguments, evidently had an affect on the ideologies of the societies influenced by them, during those times. Students can make comparisons between what was happening in those places compared to what was happening here in the United States.

[Anthony Pollard]

     Thank you Professor Wang for a wonderful lecture. First of all, maybe it was not intentional, but there was a conversation that will be told over and over again. Maybe, it isn't exactly the way it happened, but this is the way it was heard: "...that movie Crazy Asians?" reply was "Crazy Rich Asians" comment "Oh, I forgot about the rich part." This dispels some stereotypes heard amongst our students.

     Lesson planning for American Literature, it is reality and image. There are several units about individuality and women's voices, so regularly, current events pertain to women's movements, and students like to have discussions about it. Professor Wang provided the three main characteristics for a Chinese woman's beauty, which can actually apply to other women too. Researching literature related to the corresponding time periods will be the challenge, unless someone reading this post would like to help (17th century to the present will work.)

 

     

[Anthony Pollard]

     Thank you for locating this website about filial piety, especially since they are more modern. One might think it's the first time one has heard of it. The five relationships seems so similar to the five types of conflict: Person vs. 1.) self 2.) person 3.) society 4.) nature 5.) unknown.

     I am not familiar with "hot moms" or "super moms" as its been descirbed, so more research is needed. 

[Anthony Pollard]

     Surely, Ozu has intentions for each scene he films. He was a celebrated director. Professor Dube and Professor Yasar both reiterated the deliberate illustrations the characters perform, as Ozu directs with specific detail in his scenes. This scene had a sad tone, but seemed to portray the decision made for Noriko to marry was the right choice. However, later, it seemed the father was distraught about his daughter leaving. We learned, when a daughter marries, she goes to be with the husband's family. 

     It would be interesting for high school students to view the scenes, and attempt to predict the outcome. 1.) Whether Noriko is actually going to be happy or get divorced later (based on 21st century freedoms), or 2.) Did her father do the right thing persuading his daughter to marry, whether it was for her own good or to satisfy traditions. There are several discussions that can be held. These CCSS Speaking and Listening 1.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 

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