[Anthony Pollard]

   Regularly, students are asked to be creative in their narrative writing and to think "outside the box" when revising their publications. This Pets has many parts, but I have never seen a green haired turtle. The green haired turtle is symbolism, and therefore students learn to think outside of the box. 

[Anthony Pollard]

     There is something about translations from an original language, we can assume some degradation because we rely on the translation from a secondary source. However, our students most likely will not be able to read the language in which the Woeser poems were actually written. 

     The Woeser poems provide a great source for analysis. The time in which they are written gives our students an opportunity to perceive the emotional state the tone intends, and then translate its meaning using their 21st century critical thinking and close reading skills.

     For example, Of Mixed Race, dated July 21, 1993 Lhasa, the word "her" is being used, but is the intended purpose to be about a woman, for a woman, a woman's thoughts, or a woman's desires? It is Western to assume a particular gender, for a particular interpretative comprehension.

[Anthony Pollard]

     Somehow, there seems to be a feeling China did not readily participate in science fiction publications because propaganda the media produced had to have a real life meaning. However, at some point in time as SciFi increased in popularity, especially, in the Western countries, China produced realistic science fiction about possible natural catastrophes.

[Anthony Pollard]

     We discussed several scenes from director, Yasujiro Ozu's Late Spring featuring a character named Noriko. For high school students, CCSS suggests students research the writer of literature. By learning about a writer, a student gains insight into the writer's intent for their publication.

     For example, a writer/director illustrates their perspective, but a viewer makes an interpretation of the visual they see based on their prior knowledge and inferences. If we use Late Spring to teach our students analytical skills, Ozu's deliberate and lengthy pauses in action and speech, gives our students an opportunity to discuss what is the intent of the action. For teaching and discussion, student will have our guidance based on our experience, and will be able to apply a 21st century perspective as well (undoubtedly, students may not feel the saem way Noriko felt about getting married, and then having to leave home.)

    Another lesson we could teach is the plot map. Professor Yasar performed a wonderful work translating the film. There are several ways we could address a analysis and writing conventions: It was mentioned many students lack writing skills when they reach seventh grade (this is about the time when they really learn what writing a paragraph is supposed to do); they can write several sentences, in paragraph form, describing what they see because they will not actually understand the language. Sure, they will see the subtitles, but the action doesn't really match the langauge. Students can analyze and describe what they feel (most likely, this was an intent by Ozu, for viewers to feel something. Persuasive technique=PATHOS)

Lecture: Waves of the Ocean: Gender and Generation in Ozu’s Late Spring

[Anthony Pollard]

Your Japan excursion will magnify what we learn in seminar,  so glad to your here, and yes, looking forward to your exposition and collaboration!

[Anthony Pollard]

     Most students between the ages of 12-18 like K-Pop, and more recently J-Pop. Now, there is K-Beauty, which undefines gender, but allows for more freedom of expression (more excepted in America, than in most other places.)

[Anthony Pollard]

     The first item that seems most relevant to use in the lesson is the poetry. We teach literary skills by using a common type of Japanese poetry called Haiku (5-7-5), however today, we learned Tanka (5-7-5-7-7). In addition, we can analyze gender and vocabulary usage, writing conventions, style, and creativity. Even though, these syllable forms are unique to the Japanese language, we have adapted this text structure into English language production.

[Anthony Pollard]

     Hmm...I decided to start this post over again, and I decided to write this post in the first person point-of-view. I'm not sure we can actually teach filial peity, but if there is prose demonstrating its mannerisms, we can mention it. I am sure our understanding of filial peity can relate to classroom management and providing incentives for good behavior.

     We claim students are representations of their parents. Often, we ask students, "Do your parents let you say that at home? Do you talk to your parents that way? Should we call them and ask them?" Exposing students to filial pieties would be both informative and a learning experience for students learning to respect their parents. Many teachers can attest to the claim a majority of students are not familiar with respect for elders (generally, people who are older than them.)

 

[Anthony Pollard]

     Remarkably, Professor Yunxiang Yun vividly illustrated the role "mom" had in the family heirarchy. Our students will understand a 21st century interpretation about gender and generation evolution we provide for them, especially as it pertains to mom. Mostly, we can understand our 20th to early 21st century acquistion of gender and generation knowledge because we have experienced this evolution. Professor Yunxiang Yun has exposed us to historical documentation of gender and generations study and exposures older than the societal teachings about family we experienced collectively in our young United States. It is not much different than what we already know about the beginning of teaching about the family unit in these United States. Our subject title "Post-Patriarchal Intergenerationality and the Remaking of Motherhood: The Interplay of Generation and Gender in Chinese Neo-Familism" suggests the evolution of the role of a woman in the family, which started a long time ago, illustrated through Chinese beliefs, which again is not much different than what has been experienced here in these young United States. 

     Professor Yunxiang Yun explained familial heirarchy as it relates to the woman's position in the family. Clearly, we adore our mothers, and our students do to. Throughout the centuries, our mothers performed the familial duties of taking care of children, working a job, working in the home, and obviously studying higher learning because moms needed to understand the subject matter in order to provide the needed support for the childrens' learning.

     Professor Yunxiang Yun used Ban Zhao's teaching for the background of guidelines for the woman's role in the family and society, illustrating the depth of gender realization and generational perpetuation, as far back in time as BCE. His exposition pointed out Zhao committed her guidance as a basis for the woman's respect in the familial heirarchy; and it evolved. We may even deduce Mao was positively influenced by women in the family because he propagated women needed a greater role in society (not just for child-rearing), not much different than what has happened in our 19th through 21st century America. 

     In Professor Yunxiang Yun's excerpt from his book, in the very beginning, he begans to expose the role parents and grandparents had for the growth of their children, their family (even though it may also have a religious motivation.) Respect and zouren can be attributed to the familial model, and the rise of the woman's role in modernistic society. We can mention these terms to our students because it is an aged old concept and a part of the American society too. A respect that may be loss because of the changing gender role of the woman in the family, is the idea the adult children should do more to take care of their aging parents. Professor Yunxiang reiterates a Chinese perspective "the most noteworthy is the state’s promotion of filial piety as a cultural asset...[important to passing] elderly care to adult children. In public discourse, some Chinese intellectuals have begun to invoke traditional familism as an indigenous value system to counter Western individualism...," implying individualism affects the familial unit, but only if "mom" allows it to happen becasue dads are still only concerned with earing money. In many cultural societies in America, mom doesn't let parents be neglected, whether her parents or his parents, thereby, strengthening the evolution of gender and generation.

     Overall, when teaching about gender and generationality, we can gather evidence from further back in time. It requires some interpretation on our part as teachers. Additionally, the synthesis of this information we choose to share helps students to learn to synthesize information from other sources, but common to our societal views.

 

[Anthony Pollard]

Hello Everyone!

     How are you doing? I am a teacher in the San Diego Unified School District (SDUSD). I teach eleventh grade (American Literaure) and the twelveth grade (Expository Reading and Writing Course, ERWC), so many of the students are between the ages of 15-18 years of age. I am looking forward to sharing teaching practices and discussing strategies for incorporating East Asian academic content into the lesson plans. See you in seminar. 

[Anthony Pollard]

We learn from American Literature. We study the poetry genre, so I like to ask students to create Haiku. Many students do not know it's Japanese orign. It's not necessarily good when teaching grammar, but haiku is wonderful for teaching format and vocabulary. 

[Anthony Pollard]

Many students studying American Literature would not have know about the black arm band. So, it's inception and meaning is a powerful example of togetherness, even it's practice in the United States is interesting. When a tragedy happens, athletes wear a thin black band, visible to the public, signifying mourning.

[Anthony Pollard]

I did not know this museum was there. I have several friends who are Chinese, and they did not know it was there. I told them they need to visit because their family members may be quite interested. They were a part of the migration because they once lived in this old Chinatown.

[Anthony Pollard]

Now, this is an interesting topic, especially with the political discussion about our nation's immigration reform attempting to happen. There are plenty of people being affected by these policies.

[Anthony Pollard]

     By the way, the time we collaborated together during the USC US-China Institute Summer Seminar was most enjoyable. If you would need to conversate with me, my email address is [email protected]

     Hope to collaborate with you at another event. 

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