Fantasy.....Fractured

All cartoon characters and fables must be exaggeration, caricatures. It is the very nature of fantasy and fable.
Walt Disney

In my review of the fantasy genre itself, I have learned so much. I have always known fantasy to be a genre of fiction that commonly uses magic and other supernatural phenomena as a primary element of plot, theme, or setting. This genre is most popular today with young readers, in the novels by J.K. Rowling, Harry Potter. One of the topics I like to discuss when bringing up this book for students to read is how many governments have banned these types of books being read in their countries. Primarily because they believe it promotes ideals not befitting of their beliefs. Many works within the genre take place in imaginary worlds where magic is common.

In popular culture, the genre of fantasy is dominated by its medievalist form, especially since the worldwide success of The Lord of the Rings by J. R. R. Tolkien. However, many readers find it difficult to get through those texts because of the language, the medieval language being used. Fantasy has also included fairy tales, wizards, sorcerers, or witchcraft, in events which avoid horror. In its broadest sense, however, fantasy comprises works by many writers, artists, filmmakers, and musicians, from ancient myths and legends to many recent works embraced by a wide audience today.

Many fantasy, science fiction, "fractured" fairy tale books that have been published are made into movies which have proven to be successful. Hollywood creating these movies based on books have been a success. Many students love to read the book, and then compare it to the movie. For example, the U.S. Hollywood movie Journey 2: The Mysterious Island directed by Brad Peyton addresses reading throughout the whole movie. Although some critics might argue that it is primarily mystery, I believe fantasy abounds, partly because of the titile Journey 2: The Mysterious Island.

Also, fantasy is very useful for academic study in a number of disciplines for example, English, cultural studies, comparative literature, history, medieval studies. The fantasy genre fits into these types of studies. I have noticed, even myself as a reader, when I was taking some of those courses in my undergraduate courses, I have study mostly fantasy books. I remember reading those books, and the discussions were endless and abound with possibilities. I particularly enjoy reading fantasy, as it takes me on new adventures and most especially new ways of thinking.

I have learned a new genre, a “fractured” fairy tale. However, I was familiar already with a fairy tale usually being longer than most folk stories and taking place in the nether realm of far, far away and a long time ago. It often has some sort of royalty involved in the story the main character go on a journey where he/she is tested. For example in the famous tale of Little Red Riding Hood the main character may have some sort of magical help along the way. In any event though the fairy tales always end the same way—good triumphs over evil or there is a transformation or reward at the end. They usually start with "a long time ago, in a place far away" and end with "happily ever after." The characters in most fairy tales and the journey are often metaphors for people either in the government or in everyday life which have challenges that are universal.

A fractured fairy tale is a fairy or other folk tale that has been modified in such a way as to make us laugh at an unexpected characterization, plot development or contrary point of view. In my review of this genre, many ideas began to take shape in my mind. Ideas of writing projects, or Readers Theater, guiding the students to address issues they face today, such as bullying or even making an important decision. To my surprise, fractured fairy tales have been around for so long, they have helped students understand issues facing the government or individuals in today’s society.

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Magic and Science in Creative Minds

“When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than any talent for abstract, positive thinking.”

Albert Einstein

I can't get over just how much information there is on the different genres in literature. I have learned quite a bit of information just from doing research on the few that I've read about so far. Modern fantasy, science fiction, and fractured fairy tales are the latest recommended genres so far, and I must say that I was really fascinated and awed by what I've learned about them. I never even knew that the words, "fractured fairy tales" existed, so you can imagine my surprise when I read up on it. This genre must certainly be one of the favorites of authors of children's books. And, I can bet that when I introduce it to my students as a writing project, they'll be excited and willing participants!

image: harvirfightsdragonfull.jpg
quote: http://www.goodreads.com/quotes/tag/fairy-tales

To be or not to be...

A poet is, before anything else, a person who is passionately in love with language.
W. H. Auden

I chose this quote because that is exactly what poetry does, it plays with the sound and rhythm of language. Whenever I teach alliteration, personification, oxymoron, etc... poetry comes in handy indeed. I love poetry! Poetry has to be one of my favorite genres, especially to teach with, engaging students’ thinking. I have used poetry for so many years, especially on the creative part to address writing, and also reading. However, writing about poetry can be one of the most demanding tasks that many students face in class. Especially if the students either have not been exposed to much poetry or are not avid readers. Poetry, by its very nature, makes demands on a writer and reader who attempts to analyze poems. Many times I have to guide students on how to analyze poetry.

When I was teaching at Untalan Middle School, even at GCC I have used Poems for Two Voices, and the adults just love it as much. I have used Joyful Noise by Paul Fleischman, with my students and they love it. I've even found some poems for three voices. My most hesitant reader will read out loud the poem, with no reluctance. Afterwards we would discuss what the poem was about and how we think the writer has come up with the story.

I have also used Shel Silverstein’s books, namely Where the Sidewalk Ends, Everything on It, A Light in the Attic. I think the most interesting activity I would do with my students was striking a pose with poetry. I would divide the class into groups of four of five, depending on how many lines there were to a poem. Every time they would read a verse, either at the end of the verse or the beginning, or even a line, the others in the group would strike a pose. Their poses had to be what they imagined the word, phrase, or line to mean to them. I remember the excitement my students had while performing/presenting their poem to the class.

Especially, with the young adolescence to get up and move, is something they always yearn for and in a classroom it is only befitting I used their endless energy with poetry. Many educational possibilities/opportunities abound with poetry, endless activities both for reading and writing. I love poetry and sometimes I take a stab at it, trying to put my words down on paper, to make a poem.

I am learning more throughout this class about Folklore than I ever knew before. I find it fascinating to discover new things, concepts, and ideas as well as explore the different genres as I read and learn. I have never really realized that folklore would consist of oral history, proverbs, popular beliefs and customs. I always imagined it to be just legends and myths. Now I understand that folklore is filled with so many lessons, not only the basic lesson for reading but valuable lessons in life and culture. Folklore not only consists of legends, but of popular beliefs, fairy tales and customs that are the traditions of a culture, subculture, or group. It is interesting to note how my knowledge has been expanded and the possibilities or ideas I have in mind as it talks about “the traditions of culture.”

I like to consider myself and advocate of sorts, for the Chamorro culture. I do believe our culture and most especially our language is slowly dwindling. Through this genre or folklore, I think that our culture may survive. I am learning that folklore books can have a profound effect on me as well as give me insight to what it is telling an individual, examining it culturally. I have gained new insights from reading folklore and have also learned new ways to view other books as folklore especially when a teacher would want to address a problem, or teach a specific lesson for a specific cultural group of children.

I have looked at folklore books in a new light now, and realize how important and vital it is to embracing another’s culture more importantly, preserving it for future generations. Also, it may be very important to ESL learners, they too may benefit from folklore books. Looking and examining folklore books, examining them more closely has helped me learn a great deal, most of all I have learned it is not only inclusive of legends and myths but of many other aspects as well, for example culture.

Just thought I'd share this Poem about Guam...which I believe is so true, and it just illustrates the creativity of our young people today.

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Poetry, Verse, and Folklore

Before men ever wrote in clay they cast their words in verse and line, rythymbound in poets' minds, defying time and age. ~Dave Beard

I was really impressed to discover that there are distinguishing elements of poetry, verse, and folklore. The fact that there are opinions on what poetry is as opposed to verse, got me to thinking about whether my favorite poet, Shel Silverstein, wrote poetry or verse. I would never know, really, but what I do know is that he incorporated a lot of humorous lines in his poems, so maybe he wrote a combination of both. As for folklore, I never realized that there are various categories of it, such as narrative and song and dance. I always assumed folklore to mean only legends. I guess I just proved how ignorant I am about this literary genre.

In any case, I'm becoming more knowledgeable about the different genres that I've read about so far, and I must admit that they make for interesting and informative reading. As a teacher and future reading specialist, I must be familiar with them so as to make appropriate choices of resources when addressing the needs and wants of the students.

image: http://www.arranalexander.co.uk/comic-and-curious-verse-ladybird-book-poetry-series-851-first-edition-gloss-hardback-1983-1375-p.asp

quote: http://www.quotegarden.com/poetry.html

Read, Read, Read....I Heart Reading!

“We read to know we are not alone.”

- C.S. Lewis

Whenever I am alone, I can always find comfort and a companion when I read a book. It is always nice to know, and reassuring every time organizations like the IRA or educators in general get together that, all these people gathered have one goal in mind: to read. Most of all, read to understand. As teachers sometimes we claim students are not reading enough. However, sometimes I feel, students are reading, but they are just not reading the appropriate materials, or they have been so conditioned to "memorize". As educators, we need to teach student how to think/apply what they have read, which is the greatest/hardest task to accomplish.

The presentation given by the company, "Teacher Created Materials Publishing," was a great refresher. All of the strategies of building fluency, like choral reading, repeated reading and reader's theater being presented was very familiar to me. The presenter mentioned, it isn't enough to just have students read with accuracy and speed, but to read with meaning/expressiveness. I think expression is most important, because when students read with meaning/expression, it is also an indicator they understand what they are reading. I have learned in all of these strategies in my courses, and when I was sitting there listening to the presenter, it was only a reaffirmation, I am on the right track, I understand completely what the presenter was talking about. I was well prepared with the Reading Specialist Program, understanding completely what was going on today!

I enjoyed my day at the IRA meeting, to kick off the read-a-thon. The cheers, honor choir presentation was wonderful, and most of all inspiring.

I remember this video by Dr. Rasinski, when I was with Dr. Stoicovy, when we were going over fluency. I just thought I'd share it again...

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February's IRA Meeting

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
Albert Einstein

Today's meeting offered a brief refresher course on several strategies of building fluency, such as choral reading and repeated reading. As the presenter mentioned, it isn't enough to just have students read with accuracy, speed, and expressiveness, but also to read with meaning. I have learned in all my courses, that to be a fluent reader, one must be able to comprehend the text, otherwise it would be like a chicken with no head running around in all directions but no set place to go.

Watching the choral reading volunteers perform "Goldilocks and the Three Bears," reminded me of the time that my cohort and I did one for UOG's Language Arts Conference about two years ago. We really enjoyed performing for our audience, as did they when we asked several volunteers to perform as well. Choral reading is not only a catalyst for building fluency, but an engaging and fun strategy that students anywhere really enjoy doing. I've tried it on my students, and it really does work.

Also, choosing the appropriate materials as tools in educating our students is very important. There is a wealth of resources out there that any teacher can use from, and what I like about the company, "Teacher Created Materials Publishing," the company that today's presenter works for, is that it was formed by teachers for teachers and students. Obviously, those former teachers' hodgepodge of background information and knowledge surely contributed to the success of the company.

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Deepening Knowledge to Diversify...

"The highest result of education is tolerance." - Helen Keller

I have reviewed the websites over the past week many times, and each time, I found myself, surfing the internet for more information thinking to myself "Am I staying on task?" I constantly had to remind myself, I must get back to work, and review the website I originally had to search. As these websites have ignited in me a fire to deepen my knowledge I couldn't help but think about our region and how we have an oral tradition with our literature. I especially liked the I Love Libraries: http://www.ilovelibraries.org/booklovers/recreading/default because in the TRIO Programs we deal with student who are college bound, and I know the other programs I work for, the paraprofessionals I have to deal with this semester will benefit from this information I have found. I am definitely going to share this website with them and show them the different books listed for the college bound and lifelong learners.

My passion is anything dealing with our pacific islands and the last two websites: Promoting Pacific Literature: http://www2.hawaii.edu/~lll/promote.htm Contemporary Micronesian Literature: A Preliminary Bibliography: http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/21202/Skinner_.pdf?sequence=1 I have reviewed, I found to be very interesting. I began to do google searches on some of the information presented on these websites. My search has deepened my knowledge in the Chamoru culture. The webiste/pdf file on the Contemporary Micronesian Literature: A Preliminary website when I read through the pdf document, I found particular interest in William Peck, whom was mentioned throughout the document. I began to search on him, and the research he has conducted with the Kantan Chamoritathroughout the Marianas. I myself am a weaver, and this was of particular interest to me, because I have heard other weavers telling their stories of how they remember when they were younger that they would sing, when they weave. I found this to be very interesting, because when you are engaged with the art of weaving, for me atleast, it is very comforting, giving me time to think, go into deep though not only about what I am creating through my weaving but letting my mind wander in thoughts of the day.

I have come to know that the classroom today is very diverse, our students are coming from many different backgrounds, and once we know our culture our existence, we can tap on the students to share theirs.

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"Embracing diversity is one adventure after another, opening new paths of discovery that connect an understanding to caring, listening, and sharing with others who are different than ourselves." -April Holland

I reviewed most of the recommended children and young adult literature websites, and the one that caught my attention is the site called, "WOW," (Worlds of Words). This site is from the "International Collection of Children and Adolescent Literature," (#1 on the recommended list) and contains resources that focus on the cultural aspects of international literature for the youth and the young adult. It includes strategies for locating and evaluating this type of literature as well as engaging the students with these kinds of books.

What I enjoyed reviewing were the different categories listed on the home page, such as the stories, reviews, current news, recommended books, and highlights that pertain to literature of varied cultures. As a teacher of students that come from different cultural backgrounds, I find this website extremely useful in helping me find ways to not only help build fluency among students, but also to bridge the gap that divides different cultures. By reading to my students and also providing them a variety of multicultural literature to read from, I am helping them in one way to be aware and understanding of the differences in learning due to cultural diversity.

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quote: http://www.culturecoach.biz/quotes.html