Literature Interpretation Project Guidelines

March 30th, 2010

This literature interpretation project is designed to involve you in an “aesthetic transaction” with a book of your choice (yes, an adult book is ok).  You will have an opportunity to experience first-hand “multiple ways of knowing” and the process of “transmediation.” (Reread Defining Aesthetic Education handout.)

In your interpretation project, you should focus on any aspect of the book that is personally meaningful to you: a particular character, event, setting, relationship, question, theme, etc.  What is most improtnat is that you involve your emotions and thoughts in one or more alternate sign systems (music, dance, art, drama, etc.) as you craft a project that demonstrates your connection to the story.

If you appreciate and enjoy art, play with images and make use of color, shape and form.  If music is a passion, consider the type of music or instruments that could be utilized.  If photography suits you, certain images might best express what you think or feel about the story.  If theatre or drama interests you, prepare an original dramatic reading or sketch.  Think about combining two techniques such as poetry and art or music and photography.    What’s important is that your response project does not rely on print alone.  Be willing to take a risk! 

Completed projects will be presented to the class.  In your presentation you should discuss the following:

Why did you choose the sign system(s) you used?

What is the relationship between your interpretation and the materials you selected?

How does this story demonstrate your personal connection to the story?

How has this project enhanced or transformed your understanding of the story? 

Your presentation should be about 5-10 minutes long.

Assignment #7

March 28th, 2010

1) After reading the preface of Reading and Teaching, in your opinion, who is to blame for student’s lack of acheivement in reading?

2) What do the historical events mentioned in chapters 10 and 11 say about the Hmong people?

Class Observation

March 21st, 2010

Dear Students,

Dr. Johnson will be observing our class on Wednesday. Well, she is really observing me! (LOL)

I ask that you do the reading and encourage you to participate in class as always.



Assignment #6

March 15th, 2010

What is the difference between efferent and aesthetic reading? Which, if either, would you choose to aid the development of your students as readers? Why? Furthermore, how would you implement this interaction?

Assignment #5

March 15th, 2010

What is an aesthetic transactional response?

In The Poem As Event, the author uses a poem to illustrate the aesthetic transaction between the reader and the text. How would you evoke an aesthetic transaction with your students?

Please Read

March 13th, 2010

Dear students,

I have received an abundant amount of emails from students in regards to the upcoming assignment. I sense frustration, and therefore have decided that it would be beneficial for you to concentrate sole on the project and not have the pressure of answering an online assignment by Sunday evening.

I do expect for The Poem as Event to be read before our class on 3/17. Furthermore, be reminded that class participation is a fraction of your grade.

Be well


March 12th, 2010

My dear students,

I apologize for not posting your online questions or being helpful with the assignment. I had an emergency yesterday with regards to a student in my class and needed to address it ASAP. You will have an extra day to answer the online posting questions.

As for the culturally responsive text assignment, here is the deal:

We are looking into culture in a broader sense. The main focus of the assignment is to choose texts relevant to the children’s lives in order to build comprehension. So, if a student plays baseball with his/her family and is familiar with the game, that particular book IS relevant to his EVERYDAY culture and will certainly AID his comprehension.

Revisit the reading assignment of 3/3, that should also help.  

If there are further questions please contact me via email.



March 4th, 2010

1)      The doctors “could hardly be expected to “respect” their patients system of health beliefs … since the medical schools they had attended had never informed them that  diseases are caused by fugitive souls and cured by jugulated chickens. All of them had spent hundreds of hours dissecting cadavers, and could distinguish at a glance between the ligaments of Hesselbach  and the ligament of Treiz, but none of them had had a single hour of instruction in cross-cultural medicine.” p.61

What do you perceive as cross cultural medicine? Do you think doctors really need to learn about cross-cultural medicine when we are one of the most advanced country in the world? Why or why not?

2)      On p. 86, Gee writes about different types of social language and states that “we would not expect someone to mix and match features from each social language” otherwise creating a “hybrid social language.”

Social language and academic language serve different purposes in a school setting. Children with limited English proficiency are expected to master both social and academic language. Are our schools creating a “hybrid social language?” How so? Why not?

March 4th, 2010

Dear Students,

I made a mistake and posted the incorrect online response question last week. It should have been response #3 and NOT #2. In an attempt not to confuse anyone due to my mistake we will “skip” response #3 and the following online response I will title response #4.

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