Aufgabe - American Association of Teachers of German

Transcription

Graphic Novels as Tools for Building
Language Proficiency and Literary
Analytical Skills
Lynn M. Kutch
Kutztown University of Pennsylvania
Kutztown, PA
© American Association of Teachers of German
American Association of Teachers of German
About the Presenter
Lynn M. Kutch
(PhD, Rutgers--New
Brunswick) is Associate
Professor of German at
Kutztown University of
Pennsylvania. Her
research interests
include scholarship and
pedagogy of the German
graphic novel, visual
culture, adaptation
studies, and German
crime fiction.
Using the Webinar Chat Window
Select everyone when
asking or responding to
questions in the Chat.
The Traditional Leap: How do we expect
students to go from this to this in our language/lit sequences?
Als Gregor Samsa eines Morgens aus unruhigen Träumen
erwachte, fand er sich in seinem Bett zu einem ungeheueren
Ungeziefer verwandelt. Er lag auf seinem panzerartig harten
Rücken und sah, wenn er den Kopf ein wenig hob, seinen
gewölbten, braunen, von bogenförmigen Versteifungen geteilten
Bauch, auf dessen Höhe sich die Bettdecke, zum gänzlichen
Niedergleiten bereit, kaum noch erhalten konnte. Seine vielen, im
Vergleich zu seinem sonstigen Umfang kläglich dünnen Beine
flimmerten ihm hilflos vor den Augen.
The Traditional Leap: How do we expect
students to go from this to this in our language/lit sequences?
Als Gregor Samsa eines Morgens aus unruhigen Träumen
erwachte, fand er sich in seinem Bett zu einem ungeheueren
Ungeziefer verwandelt. Er lag auf seinem panzerartig harten
Rücken und sah, wenn er den Kopf ein wenig hob, seinen
gewölbten, braunen, von bogenförmigen Versteifungen geteilten
Bauch, auf dessen Höhe sich die Bettdecke, zum gänzlichen
Niedergleiten bereit, kaum noch erhalten konnte. Seine vielen, im
Vergleich zu seinem sonstigen Umfang kläglich dünnen Beine
flimmerten ihm hilflos vor den Augen.
My Argument
• Instructors’ skillful integration of graphic texts,
which offer visual, literary, and cultural clues,
has the potential to combat students’
frustration
• Students build vocabulary and boost reading
confidence
• Instructors can move students smoothly along
in the sequence toward desired and required
capstone goals that aim for proficiency in skills
of literary analysis
Aims of Today’s Webinar
• Present field-tested and adaptable ideas from
my curriculum that links to the graphic novel
version of the Die Verwandlung
• Demonstrate how to use instructional units
and assessments in which illustrations and
text cooperate
• Inspire further ideas to design similar
instructional materials that support
progression from comprehension and
description to interpretation and analysis
From Hyperattention to Deep Attention
Hyperattention
[Anticipate] Deep Attention
Activities often associated with
lower tier learning:
• Activating vocabulary,
• promoting speaking,
• describing pictures
• Connecting sentences to tell a
story
Skills often associated with
higher tier learning:
• Identifying/interpreting
symbols
• Describing themes
• Proposing and answering
analytical questions
Simple Stories for Complex Themes
Contains a
number of
wordless
stories
whose
themes and
ideas
correspond
to Kafka’s.
Warum muss
er aufstehen?
Was hat an
diesem Tag
vor?
Was
denkt er?
Was
kann er
jetzt
besser
mit der
Brille
Was
überlegt er
sich?
Was fällt
ihm jetzt
ein?
Wie geht die Geschichte weiter?
Was sieht er, als er
in dem Moment aus
dem Fenster
schaut?
Wie interpretieren
wir diese
Geschichte?
• Metapher?
• Was ist die
Bedeutung der
Kreisform, der
mehrmals zu sehen
ist? (Wo ist sie zu
sehen?)
• Wie wirkt es
anders, wenn wir
die ganze
Bildgeschichte
Welche Themen/Elemente sind hier zu
erkennen? /What themes or elements can
we recognize?
•Eine große Änderung/a significant change
•Eine Überraschung/a surprise
•Etwas Unerwartetes, was nicht zu erklären ist /
something unexpected that is hard or
impossible to explain rationally
ACHTUNG: not that easy to go from this to
this
101
Traditional
(and maybe
not so
traditional
because they
still exist)
language/liter
ature course
sequences
EASY!
102
Not so
sure!
Ich kann sprechen!
GAPS
GUTTERS
300er
Literatur
kurs
“Visual to Verbal” Oriented Curriculum
• Visual format: helps students boost
vocabulary and cultural knowledge before
adding analytical layer
• Picture description and text comprehension
before interpretation and analysis
• Types and progression of questions mirror
levels of analysis on the AAC&U Reading Value
Rubric
Sample Unit from the Curriculum
• Instructors must gauge their students’ abilities
and identify their own aims
• The curriculum is versatile:
• Stick with the description and comprehension
levels
• OR
• Use the levels as building blocks leading to
literary competence
The Curriculum and Assessments
germangraphicnovel.wordpress.com
First Building Block if Necessary
Labeling
pictures/iden
tifying
vocabulary.
AAC&U Reading Value Rubric*
Comprehension: Benchmark 1:
Students should “apprehend
vocabulary appropriately to
paraphrase or summarize the
information the text communicates.”
*NOTE: the reading value rubric is designed
for written/verbal texts. I have adapted its
ideas to encompass both the visual and
verbal.
Visual (Benchmark 1): drawing on
previously learned skills
Aufgabe:
Beschreiben Sie
Gregors Zimmer auf
der ersten Seite.
(describe Gregors
room on the first
page)
TIPP:
• Room
vocabulary
• Two way
prepositions
Visual (Benchmark 1): describing details
Aufgabe:
Beschreiben Sie
Gregors Zimmer auf
der ersten Seite.
(describe Gregors
room on the first
page)
BONUS:
builds on
what
students
have done
Building on this
description [to
learn something
about Gregor]:
•Name and
describe specific
objects in the
room
•Have students
describe/tell what
those objects are
used for or what
they associate:
•Example:
•Schrank: für
Kleider; Anzug für
die Arbeit
Visual (Benchmark 1): describing details to
characterize Gregor
Aufgabe: Beschreiben Sie Gregors
Zimmer auf der ersten Seite. (describe
Gregors room on the first page)
Was können wir über Gregor lernen?
TIPP: compare with another room (maybe
even from beginner textbook). What
doesn’t Gregor have? (emphasize
aspects of personality)
Verbal (Benchmark 1): comprehension
Aufgabe: Was
entdeckt er an dem
Morgen? Wie
beschreibt er seinen
Zustand? [not just
repeating what’s in
text word for word:
phrasing with own
words, or
manipulating new
words]
Instructor could provide a vocabulary list to
use to build a brief paragraph. You could
also reinforce one type of verb, such as
separable prefix verbs.
Gregor Samsa wacht auf. Er sieht anders
aus. Er hat viele Beine. Er versteht nicht,
was passiert ist, aber er muss zur Arbeit.
Vorsicht!
• Question could arise how students can read
such a complex text if their output is at such a
different level. [Students don’t write like
Kafka!]
• Possible answers:
– Access to thorough vocabulary lists from text (either
student- or teacher-generated)
– Students can summarize(without losing meaning) in more
contemporary, level-appropriate language
Verbal (Benchmark 1): comprehension
Aufgabe: Was
entdeckt er an dem
Morgen? Wie
beschreibt er seinen
Zustand? [not just
repeating what’s in
text word for word:
phrasing with own
words, or
manipulating new
words]
TIPP: use other graphic art to
reinforce vocabulary/help
with new vocabulary and
verbal formulations
For example: Nabakov’s
drawings from his lecture
notes
zB: gewölbt
Verbal (Benchmark 1): identifying symbols
Aufgabe:
Konzentrieren Sie
sich auf die
Gegenstände, die
auf S. 2 abgebildet
werden.
Beschreiben Sie sie
Gegenstände.
Was assoziiert man
mit diesen
Gegenständen im
Allgemeinen?
Arbeit
langweilig
BONUS: students will
recognize these
significant objects that
appear multiple times
in the text
Geld
Aufgabe:
Konzentrieren Sie
sich auf die
Gegenstände, die
auf S. 2 abgebildet
werden.
Beschreiben Sie sie
Gegenstände.
Was assoziiert man
mit diesen
Gegenständen
im Allgemeinen?
Die Außenwelt
durchsichtig
Anticipate: example
that comes up later
traurig
Aufgabe:
Konzentrieren Sie
sich auf die
Gegenstände, die
auf S. 2 abgebildet
werden.
Beschreiben Sie sie
Gegenstände.
Was assoziiert man
mit diesen
Gegenständen im
Allgemeinen?
Sehnsucht
Liebe
Anticipate: example
that comes up later
Kein
echter
Kontakt
Visual (Benchmark 1)
Aufgabe: Kommentieren
Sie das Layout auf Seite
3:
TIPP: concentrate on
individual pictures.
• Each student
provides a written
description of the
pictures OR
• Students can work
in groups on
separate pictures
Visual (Benchmark 1)
Sie das Layout auf Seite
3:
TIPP: concentrate on
individual pictures.
• Each student
provides a written
description of the
pictures OR
• Students can work
in groups on
separate
pictures>>instructor
can cut pictures
apart for different
groups to work on
Verbal (Benchmark 1)
Aufgabe: Wie
beschreiben die Bilder
Gregors professionelles
Leben?
TIPP: use pictures and
text from student work
in the previous activity
to build answer
• Not happy with his
work (die
schlechten
Mahlzeiten +
picture description)
• Hectic conditions
(das dauernde
Umsteigen + picture
description)
AAC&U Reading Value Rubric
Comprehension: Milestone 2:
Students should recognize how
“textual features (eg sentence and
paragraph structure or tone)
contribute to the author’s message
[and to] draw basic inferences
about context and purpose of text.”
Visual (Milestone 2) [style/ language]
Sie, wie das Buch
präsentiert wird. Wie sieht
es ganz konkret aus?
*example of my
adaptation of the
rubric>>style also has to
do with visual
impressions
**Important to
differentiate here
between Kafka as author
of the original, and this
artist as the author of an
adaptation
Possible
Sie, wie das Buch
ideas:
• Discuss
color
• Discuss
the photo
album
look and
what that
could
mean
• Discuss
perspectives
Possible
Sie, wie das Buch
ideas:
• Discuss
color
• Discuss
TIPP: use
art/photography terms
the photo
• Perspective
album
• Front, above,
look and
underneath,
what that
side
could
• Geometric elements
mean
• Division of
• Discuss
frame
per• lines
• Surfaces,
spectives
•
•
shapes
Lighting
• Side, front,
shadows
Colors
(actual/psychological
)
• enliven or calm
Verbal (Milestone 2) [style/ language]
Sie die Form und die
Sprache. Wir wird die
Geschichte erzählt?
•Zeitungsartikel?
•geblümter Stil?
•detailliert?
•*Taking just as close a
look at the language.
Gregor sah sich in dem Zimmer um, das ihm
immer etwas zu klein erschienen war, die
Mappe mit seiner Musterkollektion von
Tuchwaren—Gregor war Handelsreisender—
war an ihrem Platz.
Er betastete die Stelle mit einem Bein, zog es
aber gleich zurück, den bei der Berührung
umwehten ihn Kälteschauer.
Vorläufig allerdings muss ich
aufstehen, mein Zug fährt um fünf.
Comprehension: Milestone 3:
Students should use the “text,
general background knowledge,
and/or specific knowledge of the
author’s context to draw more
complex inferences about the
author’s message and attitude.”
[Milestone 3]
TIPP: use
page 4, but
also use
previous
information/d
escriptions/st
udent work
to build this
description
of Gregor’s
identity
Aufgabe: Schauen
Sie auf Seite 4 und
beschreiben Sie die
Szene, in der Gregor
seine Mitarbeiter
beobachtet. Was
könnte diese
Komposition über
sein Arbeitsleben,
seinen sozialen
Status und seine
Identität aussagen?
Milestone 3
Aufgabe: Schauen
Sie auf Seite 4 und
beschreiben Sie die
Szene, in der Gregor
seine Mitarbeiter
beobachtet. Was
könnte diese
Komposition über
sein Arbeitsleben,
seinen sozialen
Status und seine
Identität aussagen?
His positioning in the frame
• small
• in the background
insecurity
worry
alone /
nervous
unfulfilled assertiveness
Comprehension: Capstone:
Students should recognize
“possible implications of the text for
contexts, perspectives, or issues
beyond the assigned task within the
classroom or beyond the author’s
explicit message (eg) might
recognize broader issues at play, or
might pose challenges to the
author’s message and
presentation.”
Capstone 4: Visual to Verbal to Analytical
Why would someone feel
like this/describe oneself
like this?
Why would Gregor feel like
this?
Lead into a thesis
statement about social
message.
Aufgabe: welche sozialen
Probleme könnte die im Text
beschriebene Situation
kommentieren?
Build up to the socially critical
statement/thesis by organizing
information by theme:
IDEAS [can be done on whiteboard, bulletin
board, electronically, or as “four corners”
setup where groups write on large sheets of
paper and then report back]
]
•GREGOR AS LONELY
• Empty room
• Large room in comparison to his size
•GREGOR AS SHUT OFF FROM THE
WORLD
• Window
• Magazine picture
•GREGOR AS SELF-CRITICAL of HIS NONASSERTIVENESS
• Imagining what he would say to his
boss
• Interaction with Colleagues
Aufgabe: welche sozialen
Probleme könnte die im Text
kommentieren?
Build up to the socially critical
statement/thesis by organizing
information by theme:
IDEAS ORGANIZED AS THEME
GREGOR AS LONELY
• Empty room
• Large room in comparison to his size
• GREGOR AS SHUT OFF FROM THE
WORLD
• Window
• Magazine picture
• GREGOR AS SELF-CRITICAL of HIS
NON-ASSERTIVENESS
• Imagining what he would say to his
boss
• Interaction with Colleagues
• GREGOR AS NOT ACCEPTED AT WORK
• Pictures showing him separate from
his co-workers
Aufgabe: welche
sozialen Probleme
könnte die im Text
kommentieren?
Related Questions to Encourage/Inspire
Thesis Statements
• What causes loneliness in modern
societies?
• Why are there differences among
employees in work cultures?
• What are common causes of selfcriticism and coping mechanisms?
Thesis Statements/ Exploration Questions
• Either student driven
• OR
• Teacher can provide template
In discussions of Kafka’s Die
Verwandlung, some argue that
_______________ while others would say
that ____________________. Of course
some would object to _____________, I
still think/want to argue/contend…..
The visual/verbal readings
provide a lot of supporting
evidence. Visual
references are easily
identifiable, located, and
contextualized.
Recap: From Visual to Verbal
Wie
bitte?!
Versteht ihr
mich?
Unge
heure
s
Unge
ziefer
Nicht ganz.
Doch etwas
besser
Problematic Aspects
• Pictures can seem rather simplified as
compared to textual references that inspired
them
• Instructor must consistently make it clear that
students are working with an adaptation of a
classic work
• Danger that students end up only reading the
pictures
• Design exercises like these that demand visual
and verbal evidence
\
Has it Made ConnectingThese Steps Any Easier?
Why or why not? Feedback erwünscht!
One morning, when Gregor Samsa woke from troubled dreams, he found himself
transformed in his bed into a horrible vermin. He lay on his armour-like back, and if
he lifted his head a little he could see his brown belly, slightly domed and divided
by arches into stiff sections. The bedding was hardly able to cover it and seemed
ready to slide off any moment. His many legs, pitifully thin compared with the size
of the rest of him, waved about helplessly as he looked.
"What's happened to me?" he thought. It wasn't a dream. His room, a proper
human room although a little too small, lay peacefully between its four familiar
walls.
Questions?
kutch@kutztown.edu
Thank you!
© American Association of Teachers of German

Aufgabe - American Association of Teachers of German

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