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Artifacts & Fiction: Workshop in American Literature



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Artifacts & Fiction: Workshop in American Literature


A video workshop for high school American literature teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available

This video workshop for high school American literature teachers introduces techniques for reading cultural, political, and religious artifacts and connecting them to the literature they teach. In each video program, experts in multiple disciplines do close analysis of a wide range of visual, print, and physical artifacts. The experts engage on-camera teachers in a discussion of the artifacts and how they can enhance the study of works of literature. These teachers then use artifacts with their own students to help deepen their understanding of the historical, political, and social contexts of the literature they read. Throughout the workshop, participants will learn and practice a six-step process for choosing and using artifacts successfully with their students.

Produced by Oregon Public Broadcasting with NCTE Assembly on American Literature. 2003.

    ISBN: 1-57680-732-0


Individual Program Descriptions


Workshop 1. Visual Arts
Paintings, sculpture, and other works of visual art express ideals in their own language. This session demonstrates how to identify the style, form, and subject matter of appropriate works to help draw out the cultural setting of literary texts.

Workshop 2. Political History
Speeches, protest posters, and cartoons capture the political views of various groups. Pairing the study of literature with close readings of appropriate political artifacts, this session demonstrates how to comprehend the place and time of a text.

Workshop 3. Social History
The discipline of social history focuses on the lives of ordinary people. Diaries, photos, music, and clothing all contain clues to these personal histories. This session illustrates how literature can be more fully understood when paired with social history artifacts that reflect the cultural norms of the time.

Workshop 4. Oral Histories
Oral histories can serve a dual role in the classroom: as a type of literature to be studied in itself and as artifacts that help explain other literary works. This session focuses on how folk songs, interviews, and other oral histories provide alternative views of a text’s cultural setting.

Workshop 5. Domestic Architecture
Furniture placement and interior design are two of many aspects of domestic architecture that relay information about social attitudes and norms of behavior. This session explores what these interior spaces reveal about the cultural setting and period of a literary text.

Workshop 6. Cultural Geography
The study of cultural geography focuses on how we shape our surrounding space, and how natural and man-made landscapes affect our perspectives. This session looks at literary texts through the lens of relationships of people to their environments.

Workshop 7. Ritual Artifacts
From Victorian calling cards to Puritan gravestones, ritual artifacts reveal how humans create and define order in their lives. This session explains how to apply close reading skills to sacred and secular ritual objects to enrich understanding of the cultural setting of a literary text.

Workshop 8. Ceremonial Artifacts
This session explores how objects used in religious ceremonies embody the spiritual beliefs of the cultures they represent. By better understanding these sacred beliefs, teachers learn to help their students connect to literary texts from unfamiliar cultural contexts.

Private Universe Project in Mathematics


A video workshop on teaching mathematics for K-12 educators; 6 one-hour video programs, workshop guide, and Web site; graduate credit available

Research shows that children formulate extraordinarily interesting and complex mathematical ideas, even at a very young age. The Private Universe Project in Mathematics demonstrates and honors the power and sophistication of these ideas, and explores how mathematics teaching can be structured to resonate with children's sophisticated thinking. This workshop offers the rare opportunity to follow the mathematical development of one group of students throughout grades 1-12, and to observe teachers in the process of redefining what mathematics is for themselves and for their students.

    ISBN: 1-57680-298-1

Individual Program Descriptions


1. Workshop 1. Following Children's Ideas in Mathematics
An unprecedented long-term study conducted by Rutgers University followed the development of mathematical thinking in a randomly selected group of students for 12 years - from 1st grade through high school - with surprising results. In an overview of the study, we look at some of the conditions that made their math achievement possible.

2. Workshop 2. Are You Convinced?
Proof making is one of the key ideas in mathematics. Looking at teachers and students grappling with the same probability problem, we see how two kinds of proof — proof by cases and proof by induction — naturally grow out of the need to justify and convince others.

3. Workshop 3. Inventing Notations
We learn how to foster and appreciate students' notations for their richness and creativity, and we look at some of the possibilities that early work on problems that engage students in creating notation systems might open up for students as they move on toward algebra.

4. Workshop 4. Thinking Like a Mathematician
What does a mathematician do? What does it mean to "think like a mathematician"? This program parallels what a mathematician does in real-life with the creative thinking of students.

5. Workshop 5. Building on Useful Ideas
One of the strands of the Rutgers long-term study was to find out how useful ideas spread through a community of learners and evolve over time. Here, the focus is in on the teacher’s role in fostering thoughtful mathematics.

6. Workshop 6. Possibilities of Real-Life Problems
Students come up with a surprising array of strategies and representations to build their understanding of a real-life calculus problem — before they have ever taken calculus.



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