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  • Adelphi Observation Report Fall 2018

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    adelphi observation report fall 2018

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    Unduh sebagai PDF atau baca online dari Scribd
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    55 tayangan2 halaman

    Adelphi Observation Report Fall 2018

    Diunggah oleh

    api-328342458

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
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    ‘TEACHING OBSERVATION of KRISTA RIVERA MFA Candidate (May 2019) Observer: Prof. Martha Cooley Date of Observed Class: Oct. 30, 2018 In krista’s section of English 109, introduction to Creative Writing, on Oct. 30, fifteen students were in attendance. Krista made consistent and exemplary use of a classroom that is barely large enough for her ‘group. In particular, she used the room's “smart” technology to display a range of teaching materials on- screen: homework assignments, readings, and other visual aids to accompany assigned texts and exercises. She deployed this technology with ease and naturalness. Krista started off by welcoming her students, and her manner throughout the seventy-five-minute class was relaxed, friendly, and focused. Her students were responsive all the way through. A few were silent; Boing forward, it might be useful for Krista to call directly on those non-speakers at least once during Class. This would signal to them that they do need to participate in a class that’s meant to be Participatory. In the main, though, Krista’s was a class in which exchanges occurred readily and freely. Krista began by making an important observation too easily overlooked: many of the students are non- ‘majors. Pointing the class to a useful quote from the poet Jane Hirshfield, Krista reminded everyone of Poetry’s relevance not just to poets but to people in other disciplines~its power to connect human beings makes ita vital resource. krista then displayed on-screen Viktor Shklovsky’s concept of defamiliarization, the topic on which she spent a fair bit of class-time. Krista did a good job of explaining this notion and of helping students understand it by undertaking an in-class freewriting exercise. The exercise (which involved staring intently at an object and then describing it in a non-cliched and defamiliarizing manner) worked well. Students offered fun and creative options for how to perceive afresh the ordinary objects at which they were staring. If Krista does this useful exercise again, she could extend the students’ learning by (1) having a couple of students read their freewrites aloud (rather than simply summarizing what they did), and (2) reminding them that their defamilirizing descriptions normally employ figurative language— that is, metaphors and similes—and that using such language is an essential part of what a writer does in any genre. It would be helpful, too, to point out that the process of describing things in fresh and original figurative language—which, in regards to defamiliarization, entails the association of one thing with another it is normally not associated with—is something writers need to practice doing. After finishing this discussion and exercise, Krista devoted the rest of the class to a discussion about genre boundaries, in particular the poetry-versus-prose question. She was skillful in eliciting students’ ‘observations in re: Jamaica Kincaid’s story “Girls,” which will be the subject (she reminded her class) of a longer conversation next week. For this class, Krista’s aim was to get students thinking about what they take to be the essential similarities and differences between prose and poetry. krista offered useful questions and comments about Kincaid’s use of semicolons in the story. She also used what she calls (on her detalled, well-made syllabus) a “turn and talk” moment in the class, when students pair up and talk briefly about a given topic—in this case, genres. It would have been useful to bring up the question of lineation, reminding students what that is and how lines in a poem can be broken, enjambed, etcetera. Perhaps this has already been discussed in this class; if so, a reminder would've been useful during this part of the conversation. krista gave the students several good handouts in preparation for the topics she covered in class, including a passage from Joyce Carol Oates’ novel Black Water, which she used to conclude her conversation about genres. She asked students if they thought genre categories mattered, and why. One student gave a fairly sophisticated response: not being sure of genre classifications actually encourages curiosity and a desire to experience a kind of mysteriousness. Krista reinforced that observation, relating the comment back to the earlier conversation about defamiliarization. The class was very well time-managed: everything got covered effectively and efficiently, with no sense of rush or lag at any point. Krista’s poise, clarity, advance preparation, and care for her students were in abundant evidence. My only suggestion (apart from the few points made earlier) would be for Krista to

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