[Midori Sanchez]

Okja is a film that gives a glimpse of a possible future and begs the question: How do we end world hunger? On a daily basis, students make decisions on a variety of things from what clothes to wear to what social media network to sign into; they may not be aware that young adults have power and vote with their choices/money. However, these “votes” have an impact on the present and the future of what we consume and how we consume it.

 

A quick homework assignment that students could do is create a food log of what they eat and a reflection of their experiences, interactions, and locations of eating. A book to use in conjunction with this assignment and this movie would be “Fast Food Nation” (either in its entirety in a literature circle, or selected chapters) which discusses the history of fast food from the development of highways and advertising. It would allow students to have exposure to non-fiction text with references to well known joints such as Carl’s Jr. and McDonald’s. The movie would be watched after finishing the book to be used for discussion: What A summative assignment that I would have students complete is a “Menu Brochure Research Project”; this would consist of students creating a brochure of locations to visit in Southern California for a trio of foreign exchange students (one is gluten sensitive, one is a vegetarian, and one has no food restrictions. One could also be specific about the ethnicities of the foreign exchange students to take in consideration food restrictions due to cultural or religious reasons.) Students would work on a research project (shorter writer piece rather than an essay), practicing MLA format for citing sources, be able to think about the culture we have in Southern California, and also work on social skills being inclusive of peers.

 

Moreover, in addition to its relatability to the issues that are looming in our own society, this movie has an ability to tug at your heartstrings. I have grown up having dogs and the love that Mija has for her pet and dear friend Okja is a bond that I recognize with my own dog, Kirin, that students (whether or not they may have a pet) may also relate to as well. However, there are some disturbing scenes in the movie i.e. sampling the "goods" that I would screen the movie to be sure of what clips I would most likely refrain from showing to students. The movie did end on a hopeful note though to not dampen your spirits for the second half of the film too much.

 

I would rate this 10/10

 

[Midori Sanchez]

Jane,

I've read this book and watched the movie and enjoyed it although it was a glamorization of the day to day of being a geisha; it was beautifully done and almost makes you wish you could wear the beautiful clothing and be classically trained in the dance, music, etc. (How I feel abut the 1920s-- no thank you!) Also, Ken Watanabe is an incredible actor. 

Make sure to post your review here though!

https://china.usc.edu/taxonomy/term/4816

[Midori Sanchez]

I think it's also interesting to look at the ways that we, in the United States, also have chosen to omit or "sugarcoat" the mistakes that we have made in history. I cannot honestly say that I knew anything about the Korean War growing up in SoCal or higher ed classes prior to taking this course; I always heard about the Vietnam War. Also, we focused on learning about the Holocaust and reading Anne Frank's Diary in 8th grade, but really didn't learn about the concentration camps of Japanese Amerians during WWII on our own turf. The only way I knew about the camps was through my family's and friend's families' experience teaching in the camps and being placed in the camps. 

[Midori Sanchez]

Thank you, Professor Coats, for your presentation on Japan's theater and focus on women. 

 

 

In my 9th grade English class, an instant connection and way to bridge to my own classroom is by doing lessons on Theater in England during Shakespeare's time and in other cultures i.e. Japan as part of my Romeo and Juliet unit. It is easy for to students forget, as well as even us as adults, that while we divide the world into units there are events happening all over at the same time. Shakespeare is a long and challenging unit for students, so a big part of frontloading them will not only be on the language of Shakespeare but the theater and its culture. I will use a picture of the Globe Theatre and ask for first impressions on the photo (what is your prior knowledge of theater, what are different parts of the theater used for and divided into). Then I will transition into the shift of also using indoor theatre in England and bridge to Japanese theater: what similarities do we see? I would like to spend time teaching students about both theaters during their respective times, and would like to find out more about theater in another culture as well to add.

 

A surprising fact for students is the idea that women were not cast into roles in Shakespeare's theater, but young men would be cast instead. In Japan, young boys and young men also eventually dominated roles in theater. I think it's also interesting that food was a part of theater life for both English (apples, oranges, and nuts) and Japanese (bento boxes) since for many moviegoers, popcorn is a ritualistic part of watching a movie. Additionally, Japanese and their love of ghost plays in the 19th century can also connect to the use of ghosts in a play such as Hamlet and the theme of "forbidden love" (sonezaki shinju) to Romeo and Juliet. An idea such as "forbidden" or "starcrossed lovers" is something that was relatable for Japanese audiences and Shakespeare's viewers, and still is adapted into film by directors such as Zeffirelli and reimaginings of Romeo and Juliet by Luhrmann in Miami. These themes are one of the reasons why plays such as Romeo and Juliet's storyline can be understood by even young audiences. Finally, I would like to point out the use of costumes and the association of colors and dress to class systems i.e. the use of purple in England for nobility to the use of flashy patterns and hairstyles for military and black for merchants.

 

 

 

[Midori Sanchez]

1. The WWII Museum in NOLA is amazing! Definitely go there sometime; especially if you are a history teacher.

2. I am not surprised that these atrocities have been "erased" from Japanese students' studies. From my perspective, I would attribute this mainly to the idea of "saving face". Seppuku and Harakiri, initially by samurai starting in 1180, was used as a means to maintain honor for themselves and family. Even today, it's a very important cultural ideal to ensure that you do not bring shame on your family (your actions don't always have only an impact on yourself, so act accordingly) but also to not bring shame to your country. At the time, it was "acceptable" to take part in these horrible acts because of duty. Reflecting on the past and realizing the horrific error of the ways though: If you don't talk about it, it didn't happen.

It's interesting that Germany paid reparations and feels great shame and sadness for the atrocities committed and now seeks the path of using education to teach about what happened during WWII to not hide its role in the hopes of ensuring that history doesn't repeat itself. And then you have Austria though...

https://www.independent.co.uk/news/world/europe/anschluss-and-austrias-guilty-conscience-795016.html
http://www.bbc.co.uk/history/worldwars/genocide/austria_nazism_01.shtml
https://www.smithsonianmag.com/history/new-amateur-film-collection-challenges-narratives-about-life-nazi-austria-180957193/

[Midori Sanchez]

Though it would not necessarily have to be coordinated to China, you could always have students write a postcard/letter to a friend or relative in another country to ensure their understanding of historical facts and issues during a particular time period, historical event, etc. i.e. A student writing from the perspective of a YA in an American colony to a relative in England and the reason why we are fed up with our treatment by the monarchy and need to become independent. They could even design the card to have a picture of Thomas Paine and/or Patrick Henry on it! 

[Midori Sanchez]

Thank you Professor Rosen for your presentation on Film and Pop Culture in China. 

 

I greatly enjoyed the use of film clips to show the nationalism that is embedded in films produced to bring honor and pride in China; the tiny clip of the transformer holding the credit card was one that was a great example in particular. I also enjoyed the John Oliver clip with the parody of "The Belt and the Road". 

I think the takeaway from this that I could maybe use in the English classroom is the idea of author's message and audience and persuasive appeals. Though "The Belt and the Road" was meant to persuade and to target audiences in the United States and other English speaking countries. However, as evident from our classes' response the promotional video was not taken seriously. Looking at the video more closely though, there are clear tactics being used by their team such as using innocent children to deliver the message rather than adults and using music (and the popular and "hip" genre" or rap) with a fun and upbeat tone instead of more serious or factual based. Additionally, you could touch on cultural differences and expectations in other countries. For example the Nova car by Chevrolet being unsuccessful to Latin American audiences due to its translation of "no va" to "doesn't go".

[Midori Sanchez]

I enjoy doing gallery walks as well with students, but it could definitely be used on a blog or google classroom as well! Might be a good way to make the classroom look nice at BTSN! 🙂

[Midori Sanchez]

I like this idea, too! That's a fun and educational way to incorporate history and individuality into a getting to know you activity! I teach English, so I would probably integrate this after doing our readings of narratives, poems, and non-fiction pieces of the units as inspiration.

What subject do you teach?

[Midori Sanchez]

Thank you to Professor Brown for your presentation. It was awesome to have a professor from my alma mater present!

The presentation on postcards would be something that I could use with my 9th grade class. Our first unit focuses on the immigrant experience and what it means to be an American in 9th grade; students will be interviewing a family member or friend to tell their experience of coming to America, serving in the military, etc. I think it would be a great mini project to have a mini lesson on postcards and their use in the past and present in American cultures as well as other cultures, and then have students write a postcard to a family member from the past or to someone who lives in the country of their own heritage. They would design the postcard to reflect the modernity of the United States in present day in which the student lives as well as include elements from their own cultures during the time period in which that family member lived i.e. art deco, art nouveau. The content of the postcard could include current events, achievements within the family or in the United States, and questions that you have for that family member. There is a large population of Latino students at my school, so this could also connect to Dia de los Muertos. 

[Midori Sanchez]

This poster centers around the power of the parents but mainly the focus and responsibility on women/mothers especially as she is pictured front and centera and is the largest image. She looks approachable as she has a healthy look in her face (her cheeks are rosy and she is smiling; looks happy) and she is dresed as if she is ready to work (she has a collared dress with a starched apron). She is a "good worker" since she has the Red Book in her hand for reference. However, in her other hand she has contraceptive pills to show that she is not only doing her part in the home but also as a woman in not adding to the danger of the growing population. 

 

Although she is dressed to take care of the home, the mother also seems to be in the distance making sure she is taking care of the children and ensuring that they are well rounded i.e. visiting museums. There is a need for balance in the household in the duties of being mentally and physically strong to not let down the country nor your children/family. 

 

An interesting part of the piece that I noticed is the realism in the middle of the photo and the more cartoon/animated/minimalist look of the pictures in the background. Therefore, the woman looks as if her photo has been cut out and pasted onto the piece.

[Midori Sanchez]

Thank you to Dr. Yasar on your presentation on Japanese film.

While watching the film, I noticed an opportunity to pick up on the characterization of the characters, foreshadowing, and the universality of family dynamics worldwide. Those quick glances, the generational gaps, use of music etc. all build the picture of what the family is like and what Japan was like during the 1950s even through the use of short clips.

Tokyo Story was definitely interesting take on what I knew/know about Japanese/Japanese American home life. It was shocking to see the treatment of the children of the parents in the movie. The reason this stood out to me is because I am a quarter Japanese American and the idea of leaving your parents not looked after in their older years especially is looked down upon based on how I was raised within my family. 

[Midori Sanchez]

What was the turning point in the lecture for you would you say? I'm curious!

[Midori Sanchez]

Hello

I'm not sure what subject area you teach, but do you speak to your students about your experiences living in China? 

[Midori Sanchez]

Romance of a Fruit Peddler could be used in my unit on The Great Gatsby and the 1920s (focused on song and dance and then to film). I need to frontload information on what to look out for in film and trailers for film. A fair amount of students have a great eye and ear when picking out even the smallest details in film, so this would be a way to heighten their senses and not focus on a dialogue driven piece that they may be more accustomed to. Additionally, it’s important for students to be aware of trends and influences of arts, media and entertainment in accordance with their SLC (small learning community) focus; pointing out the influence of the United States in film in China around the time when The Great Gatsby came out would allow students to compare and contrast to what I frontloaded and what they know based on a written narrative of what that time was like.

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