Month: January 2017

Step By Step

One of the readings my students had to complete this week was the introduction to Tonny Krijnen and Sofie Van Bauwel’s Gender and Media: Representing, Producing, Consuming. I assigned this reading served a couple different purposes. For one thing, given that I’m teaching a documentary class, I want them to be thinking about how media works, how it influences culture and is influenced by culture, etc. Additionally, one of the questions that we’re grappling with this semester is “What does it mean to represent?” In any media class that I’m teaching, this would always be a point of interest, but for this particular class, given the documentary’s general presumed status as “authentic,” “true,” and “real,” it’s a question that I want them to really take into consideration.

The other purpose that I had in choosing this reading is also tied to the issue of representation. My section of this course is focused on Crime, Justice, and Power, and as such, the documentaries that we’re viewing are often dealing with pretty heavy issues. As we’re grappling with those issues, I want them to consider who and/or what is being represented, how they’re being represented, what affects those representations, etc. Gender is one of the many spheres in which we’ll be considering these matters. And thus, this reading, which is only about 10 pages long, provided them with an accessible crash course in the theory and history of gender studies with a few relevant examples.

I’m always a little bit wary of how things like this are going to go over, especially in classes that aren’t marked as like CLASS ABOUT GENDER. Despite the trepidation, I’ve been lucky enough to have positive results in most cases, and this time was one of those positive experiences. Along with completing the reading, students also had to turn in what I call “Critical Reading Responses.” They only have to do this for a handful of readings in this class (from a student perspective, I always found it weary and tedious when we had to write a response paper for every single reading, and I do not wish to inflict that upon myself or my students). I pulled from several different response essay assignments that I saw on the internet in creating the assignment. The gist is that they’re reading closely and carefully and then writing a responses that clearly demonstrates their understanding of the text and ability to analyze while including some key components, such as a quote that stood out to them, a new concept that they were introduced to in the reading, etc.

Thus far, they’ve only done this assignment once, so I can’t speak to how well it will always work, but I was really pleased by what they turned in for this reading. They conveyed a willingness to engage with the material in ways that might not always be expected. Additionally, they were very forthcoming about their familiarity (or lack thereof) with the material. Despite what folks might think about the internet making all of these topics common knowledge, I found that many of my students expressed unfamiliarity with the ideas that gender and sex are different, that gender is a continuum, that gender is performative, etc. But even though they were unfamiliar, they were open to learning and intrigued by the prospects. And even when they sometimes expressed disagreement with certain points from the reading, they were still pretty open to the possibilities.

Now I pretty much always think my students are the best students in the world because I’m highkey biased, but I don’t think they’re unicorns. I think that we can bring new and important concepts to students and have them be received. I also think that sometimes these things will fall flat, and we have to know that, to quote Pink, “Sometimes it be’s like that” (shout out to the year 2000). But we keep trying because it’s important, and I don’t think there’s been a day in recent memory that crystallized that more clearly for me than today. As Maya Angelou would advise, I know better, so I’m doing better, and I hope you all are too ✌🏾

(P.S. If you read the title of this entry, and started singing the Step by Step theme song, we should probably be best friends)

Recovering Writing

Today is the fifth day of the new semester, and in a couple of hours, my students and I will be embarking on our third class meeting in which we will be tackling our first documentary (The Thin Blue Line for anybody who happens to be curious). I’m always, always excited to teach, but I’m especially excited to teach on days in which we’re discussing film and/or television shows because that is my jam. That’s what I do in my own work, and I love being able to open that up to students who often don’t know  (like I didn’t know when I was an undergrad) that this is something that has value, something that they can build a life on. In fact, we spent part of class during our second meeting discussing the importance of pop culture in our lives. On the short list of things that I’d like them to take away from this class (ok the list isn’t really that short, but still), I want them to understand how pop culture is intrinsically intertwined with our culture more broadly.

The other significant focus of our second class meeting was discussing writing. Though my class is one that is centered on documentaries, it is also a second year writing course. Throughout the semester, my students will be composing several different writing assignments, and I thought it necessary to both remind them of that component of the class and to see where their heads were at about writing.

When I asked how many people enjoyed writing, the raised hands were unsurprisingly few and far between. I’m not the first to say this (in fact, John Warner was tweeting about this yesterday: https://twitter.com/biblioracle/status/819534603165831168), but I think school often does ruin writing for students. It makes writing something that is wholly unenjoyable and uninspired, which is something that I intend to try to work against in my class. One of my colleagues mentioned a few days ago that one of his students said they had a teacher who dock them for the very particular way the essay was stapled.

For. The. Way. It. Was. Stapled. Y’all.

*Headdesk*

This is why, when I asked my students to write down something that they knew or believed about writing (inspired by this post: https://jcmadams.wordpress.com/2016/02/15/in-class-activity-what-we-know-about-writing/), I wasn’t surprised by answers like “Writing is tedious and time-consuming.” At some point, writing, particularly “academic writing,” all too easily becomes a series of hoops to jump through and requirements to check off without being emphasized as a valuable process, a useful means of expression, a creative outlet (yes, even the academic stuff), etc. So one of my goals this semester? Counter that. Counter it aggressively. Wish me luck, eh?

(And if you have any handy tips or suggestions, feel free to send them my way)

A Fresh Start

On Monday, classes begin again at my university. Winter break is always one of the most confusing times for me in terms of keeping track what day it is, and I’m always a little bit surprised by how the new semester sneaks up on you. That being said, I feel pretty good about my preparation this time around. Generally speaking, I spend a lot of time thinking about what I’m going to do in the classroom, but this time I kicked it into high gear. In addition to getting the syllabus done (huzzah!), I also wrote out lesson plans for each day I’ll be teaching this semester. Some of these plans are more detailed than others, and more info will be added/things may be rearranged as the semester proceeds, but generally speaking, I have a good idea of what I’ll be doing each day.

I did this for a couple different reasons. First, I’ve done it before (though admittedly not as thoroughly as I did it this semester), and I realized that taking some time in the beginning to figure it out will really save me time in the long run (I think all those unit plans I had to do in secondary ed really did a good job of making me think about the long game). The other big reason is that I’m starting my dissertation this semester (well…theoretically), and I have various other writing projects  that I’ll be working on throughout the semester as well. Planning my teaching ahead allows me to spend more time throughout the semester focused on my writing. It also frees up more time for when I need to assess student work. I also went ahead and wrote out all of the assignment prompts. In the past, I’ve typically had some done when the semester started and written others as the we progressed through the semester. But knowing that it usually takes me a while to write the prompts, I just went ahead and got that out of the way as well.

And so, leaning into this new semester, I’m feeling perhaps a little less harried than usual. I’m actually extra excited for next week’s classes because I know what we’ll be doing, and I think they’re going to be awesome days (Is my idealism showing? hmm). I’m teaching a documentary class this semester, and I’m really looking forward to digging into the assortment of films I’ve chosen (talk about your difficult choices…) with my students. Annnnd they’re going to be making their own documentaries this semester, which is the sort of thing that, when I added it to the syllabus, both made me slightly nervous and super happy ¯\_(ツ)_/¯.

At any rate, I’m looking forward to getting started!