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Dacia GarzaThe afternoon with Professor Dube further discussion about soft power- one example being names of cities all over the US including Chino Hills, Ca and Pekin, Illinois. Specifically, the Sports team was Pekin “Chinks” and the dragon was their logo. Shocking! And the fact that President Nixon didn’t want to go near this high school on his visit. Not surprising to me was that the people who spoke out about the previous name were the Chinese Americans who said it was offensive while others said they didn’t care, appalls me.
Dacia GarzaProfessor Coats presentation was fascinating being that I had never studied anything in regards to his presentation details. I liked his idea of implementing Danjuro, a rough style of acting and posing, masculinity or femininity pose to portray a literature character, we are studying in class. The live student actor pauses and crosses his eyes. Playing the role of the antagonist. Possibly integrating a bit of stage makeup staying true to Japanese traditions of using colors to state emotions such as blue and greens for evil . Also, using makeup as a statement or rather the importance of it to identify characters. I found it so interesting that the Japanese even did on stage transformations with makeup.
Dacia GarzaNew to me was the definition of soft power, the political views, and structures involved in a country's intentional design of their soft power. Within the soft power ideology- the importance of recognizing the contrast of values vs interests. I found all the statistics interesting in regards to top films in China.
Dacia GarzaProfessor Brown's presentation let me to think about creating a lesson for my 6th grade students by exploring Chinese postcards. Starting with whole group observations using visual thinking strategies of several postcards chosen by me, both American and Chinese. Then I will invite students to explore and choose 1 Chinese postcard to examine. Students will present their findings to another group. Next, students will create their own postcards using Adobe Spark. Their postcards should portray the core values of the Chinese culture or Confucianism. Symbolism. Then posting their postcards link in google classroom for classmates to view and share their thoughts (See, Think, Wonder) in the comment section.
Dacia GarzaI wasn't able to locate it either. If anyone finds the clip or movie please share with us.
Dacia GarzaRuth, I agree with your comments. These were most interesting to me and what I would like to point out to my students this year. I would like to incorporate an excerpt from "The Toyko Story" into a lesson by first discussing the story's plot, theme, and other narrative elements using visual thinking strategies and/or Depth and Complexity Icons. Then focusing on the film maker's strategies, followed b a future story-trailer assignment requiring them to create a video using an Ozu film technique such as mentioned in your comments.
Dacia GarzaI'd like to find a translated version of Lazy Dog to teach my students how to question a filmmaker's motive. I would encourage them to research the historical time period of the film in order to make connections about the relevance of an era and motive. Next students can explore an American cartoon of their choice and question the filmmaker's motive. Finally, they will blog about two things that are the same and one thing that is different about the Korean cartoon "Lazy Dog" and the American cartoon they researched.
Dacia GarzaHi Everyone! I'm on my 26th year teaching in Ventura, Ca. Currently, I teach 6th grade Language Arts and Social Studies: Ancient China. I'm excited about new innovations and inspiration this weeklong institute will bring to us! Thank you USC for the opportunity. Looking forward to collaborating with all of you 🙂
