Popular Culture as Literacy Tool (chapter 5)

[Brenda Krupp]

"...I will argue, this "toxic" media environment provides cultural props that children can use to improvise their way into literacy." pg 92

I struggled with this section. I love Donald Graves and students writing lovely memoir pieces and personal narratives that move you to tears, and poems with images that only first graders could dream of. And then I met some students who lived lives vastly different than mine. After school was not spent playing imaginary games in the backyard. It was spent in an apartment, in front of the TV/video game player because mom is at work and "I'm not allowed out." So when I asked them to write about their lives, I got blank looks or stories that sounded a lot like a movie. "No Vuntha, you are not Superman and you did not fly around the playground saving Phillip. Write about your life." I cringe remembering the day I said those words. And yet, I don't want to read the violent vampire story where the vampire is really Ryan (a student in our room) and Harley (the writer) must kill him by stabbing him in the heart. Really? And yet I do believe in choice but, I really don't want to read another version of Captain Underpants, do I? And, should violence be something that is mainstreamed into the classroom or should we provide safe havens? Is it okay for the likes of Eric Harris and Dylan Klebold (the Columbine shooters) to write very violent stories where they kill their classmates and then say, "It's creative writing." ? Where do you draw the line?
For the past two weeks I have been in a fifth grade learning support classroom, determined to get these uninspired writers writing. Choice became the vehicle. Only one kid really pushed the envelope (Are the others already "schooled" in what is acceptable?). Joel wrote a piece about being dumped by his girlfriend and decided it would be a Diary of a Wimpy Kid take off - "Diary of the Dumping - Down in the Dumps". I tell you this because it is some of the best writing he has done all year, he was on task the whole time, and it reaks with his voice and passion.But yet...
Maybe it is time I open up the classroom doors and allow more popular cultures to invade my literacy practices. Maybe.

[Vicki Steinberg]

A quick thought--should the classroom be a 'media-safe' environment? I'm pretty sure I don't know exactly what I mean by that, except that the kind of deep reasoning which we encourage students in seems absent from so much of their media.

[Barry Lane]

Brenda,

It is inspiring to hear your self reflection here. I think you touched on it in the end. There has to be some limits on violence but better not to make too rigid rules or else you end up leaving out those students who might otherwise engage with a topic. I know Graves struggled with this topic his whole career. Teachers would curse him for allowing Ninja turtles into their classroom. He would deal with it by showing students they could choose to write about anything and he if a teacher models writing enough and there is plenty of sharing soon reality wins out. I like to think of it as the spark factor. If there is a spark in a students eye when they write and they are not homicidal, something good is happening.

[Ken C]

Did we miss Principle #2: Expressive Writing? (Just expressing a question, is all...)

[Brenda Krupp]

Barry, I was with a teacher today who decided to give "free choice" for the end of the year. The boys decided to write comic strips, super heroes, bad guys, etc. But the had a class discussion about what they wanted to read or what would be allowed by their community. These third graders chose to not include blood and if anyone dies he (or it) could come back to life. Interesting way to negotiate this tough decision.

Barry Lane said:

Brenda,

It is inspiring to hear your self reflection here. I think you touched on it in the end. There has to be some limits on violence but better not to make too rigid rules or else you end up leaving out those students who might otherwise engage with a topic. I know Graves struggled with this topic his whole career. Teachers would curse him for allowing Ninja turtles into their classroom. He would deal with it by showing students they could choose to write about anything and he if a teacher models writing enough and there is plenty of sharing soon reality wins out. I like to think of it as the spark factor. If there is a spark in a students eye when they write and they are not homicidal, something good is happening.

[Brenda Krupp]

No Ken - I was just reading the book Columbine by Dave Cullen and it got me thinking and reflecting so I had to post about this chapter. I will add another post.
B

Ken C said:

Did we miss Principle #2: Expressive Writing? (Just expressing a question, is all...)

[Ken C]

Sounds good, Brenda. Thanks for the ongoing hosting. As for DC's Columbine, I think I would have trouble reading that book, even if it is outstanding. But I'll keep an open mind until I hear more about it. Heck, I won't even keep a copy of Killing Mr. Griffin in my room. You know, the one where the English teacher gets murdered by a band of students (gee thanks, Lois Duncan)? Fiction, I realize, but no thanks.

Vicki, I understand your misgivings about the kid-friendly media, but figure kids might be inspired to use deep reasoning on the very media which often lacks it. It could come in the form of a CD review or a TV review (which supplement nicely the book review assignment many of us use in this post-book report era). The key would be getting them to criticize a show they don't like (but other people their age do), then teaching them how to garner respect via ethos as they go about using some logos and pathos. Excuse my Greek, but you know what I'm saying ...

[Barry Lane]

That's just it. You don't get to have those kinds of intriguing discussions with 3rd graders if you make the rules for them. In Newkirk's book Misreading Masculinity he has some great transcripts of 5th graders discussing when violence is appropriate and when it is just gratuitous. Newkirk makes the point at how eloquent these kids were about the issue and that allowing violence to a certain degree allows that discussion and self reflective attitude.

Thanks for hosting this book. I think more folks will hop into the discussion as schools wind down.



Brenda Krupp said:

Barry, I was with a teacher today who decided to give "free choice" for the end of the year. The boys decided to write comic strips, super heroes, bad guys, etc. But the had a class discussion about what they wanted to read or what would be allowed by their community. These third graders chose to not include blood and if anyone dies he (or it) could come back to life. Interesting way to negotiate this tough decision.

Barry Lane said:

Brenda,

It is inspiring to hear your self reflection here. I think you touched on it in the end. There has to be some limits on violence but better not to make too rigid rules or else you end up leaving out those students who might otherwise engage with a topic. I know Graves struggled with this topic his whole career. Teachers would curse him for allowing Ninja turtles into their classroom. He would deal with it by showing students they could choose to write about anything and he if a teacher models writing enough and there is plenty of sharing soon reality wins out. I like to think of it as the spark factor. If there is a spark in a students eye when they write and they are not homicidal, something good is happening.

[Gaetan Pappalardo]

Disclaimer: I wrote this listening to the new Dave Matthews Album, so please forgive the funk and groove of the piece. Just bob your head and read, Yo!

Okay, Brenda, I've finally made it. I'm here. I have some time to respond. Oooh, and It looks like i made it just in time for the fireworks. Pop culture. Nice.

I get the stare every year. I stand in front of my newly polished students, sunburned and smiling, and say, " you can write about anything you want." They look at me with that look of, "Yeah right." Then when I write the word booger on the board and say, "Tell me a story," they look at me again with that look of "Hmm, maybe he means it." Then I ask the question. I always ask this question, I can't resist it. "Who had to write about real things last year?" Three quarters of the class raises their hands. I don't get it. I understand the reasoning behind getting kids to write about their lives, to get them to find value in their day to day trudge. But what about letting kids be kids. I know, the kid has changed, right. It's not star wars light sabers, it's switchblades and glocks. Yes, but i think we need to meet them halfway. This is not a yes-no answer. This is thinking. You really want to challenge your teacher brain, try to meet a violent writer half way. No blanket statements here. No way. Not here. We're on King Barry's Ning.( Poetry) No time to for a blanket. We're standing out here in the cold. But we're together my friends. We're united in the cold. Body heat is fire! If we care, we think. Make the deal. Take the deal. Instead of guns-Nerf guns. Leave the image of carnage for the reader's imagination. The best horror writers really don't describe every bloody gory detail. They leave it out on purpose. Teach the technique. Keep it real. Keep the flame burning, but keep the blood at bey.

Write what you know.... "I know what I know, so you really don't really need to tell me."

"I know that Wolverine has retractable claws."
" NO, I mean what you really know."
"He can heal himself???"
"NO, like what did you do last night?"
"Played video games with Wolverine in it?"
"NO...What did you eat?"
"carrots?"

I'm in the middle of writing and recording my second full length kid record and I can't imagine what would come out if I said they had to write songs about real things. Can you say nothing!! well, maybe something. Here's a preview track listing: Godzilla-The Blue Cheese Blues- I'm hungry- Heroes- I'm famous- Snibby Land Theme. These kids are learning how to write, revise, record, play instruments, cooperate, sketch logos, and publicize their band. Does it really matter what they're writing about? Really? Does it really matter? These kids are singing about what their heart desires and it's mostly coming from their imagination. May I quote Stephen King? (No Gaetan don't) Too late. " If not for heart and imagination, the world of fiction would be a pretty seedy place. It might not exist at all." (On Writing)

I've defended kids in the classroom on their right to write about what they know (really what they know) because that's what I desired as a kid. And didn't get it. I didn't have a childhood writing existence. I only remember being able to draw and write what I wanted to write after everything else was completed. The so called "important stuff." I used to draw new GI Joe figures at lunch on scrap paper. I remember that well. I wonder if my teacher used that to get me writing would I be different today? Would I be a better writer. A better thinker. I don't know.

I heard Flea, bassist from the Red Hot Chili Peppers, say in an interview that children create the purist form of art. They're not thinking about what other people are thinking about it. It's pure. Man, can't we just celebrate that?

I've attached a paper I wrote for my last grad class on pop culture and boy writers. I wrote it in talk show format. Enjoy.

[Amber White]

Gaetan,

I'm with you! The power to pursue what you know and care about is at the heart of amazing writing. When student choice is stifled, this is a huge creativity killer! Doubtful you'll get that "fire" you were talking about below, more likely a smoke signal telling us to give them freedom.

The idea that some details are better left to the reader's imagination is a stellar lesson!

Think you might appreciate this!

Gaetan Pappalardo said:

Disclaimer: I wrote this listening to the new Dave Matthews Album, so please forgive the funk and groove of the piece. Just bob your head and read, Yo!

Okay, Brenda, I've finally made it. I'm here. I have some time to respond. Oooh, and It looks like i made it just in time for the fireworks. Pop culture. Nice.

I get the stare every year. I stand in front of my newly polished students, sunburned and smiling, and say, " you can write about anything you want." They look at me with that look of, "Yeah right." Then when I write the word booger on the board and say, "Tell me a story," they look at me again with that look of "Hmm, maybe he means it." Then I ask the question. I always ask this question, I can't resist it. "Who had to write about real things last year?" Three quarters of the class raises their hands. I don't get it. I understand the reasoning behind getting kids to write about their lives, to get them to find value in their day to day trudge. But what about letting kids be kids. I know, the kid has changed, right. It's not star wars light sabers, it's switchblades and glocks. Yes, but i think we need to meet them halfway. This is not a yes-no answer. This is thinking. You really want to challenge your teacher brain, try to meet a violent writer half way. No blanket statements here. No way. Not here. We're on King Barry's Ning.( Poetry) No time to for a blanket. We're standing out here in the cold. But we're together my friends. We're united in the cold. Body heat is fire! If we care, we think. Make the deal. Take the deal. Instead of guns-Nerf guns. Leave the image of carnage for the reader's imagination. The best horror writers really don't describe every bloody gory detail. They leave it out on purpose. Teach the technique. Keep it real. Keep the flame burning, but keep the blood at bey.

Write what you know.... "I know what I know, so you really don't really need to tell me."

"I know that Wolverine has retractable claws."
" NO, I mean what you really know."
"He can heal himself???"
"NO, like what did you do last night?"
"Played video games with Wolverine in it?"
"NO...What did you eat?"
"carrots?"

I'm in the middle of writing and recording my second full length kid record and I can't imagine what would come out if I said they had to write songs about real things. Can you say nothing!! well, maybe something. Here's a preview track listing: Godzilla-The Blue Cheese Blues- I'm hungry- Heroes- I'm famous- Snibby Land Theme. These kids are learning how to write, revise, record, play instruments, cooperate, sketch logos, and publicize their band. Does it really matter what they're writing about? Really? Does it really matter? These kids are singing about what their heart desires and it's mostly coming from their imagination. May I quote Stephen King? (No Gaetan don't) Too late. " If not for heart and imagination, the world of fiction would be a pretty seedy place. It might not exist at all." (On Writing)

I've defended kids in the classroom on their right to write about what they know (really what they know) because that's what I desired as a kid. And didn't get it. I didn't have a childhood writing existence. I only remember being able to draw and write what I wanted to write after everything else was completed. The so called "important stuff." I used to draw new GI Joe figures at lunch on scrap paper. I remember that well. I wonder if my teacher used that to get me writing would I be different today? Would I be a better writer. A better thinker. I don't know.

I heard Flea, bassist from the Red Hot Chili Peppers, say in an interview that children create the purist form of art. They're not thinking about what other people are thinking about it. It's pure. Man, can't we just celebrate that?

I've attached a paper I wrote for my last grad class on pop culture and boy writers. I wrote it in talk show format. Enjoy.

[Gaetan Pappalardo]

Nice!!! Great Art!

Amber White said:

Gaetan,

I'm with you! The power to pursue what you know and care about is at the heart of amazing writing. When student choice is stifled, this is a huge creativity killer! Doubtful you'll get that "fire" you were talking about below, more likely a smoke signal telling us to give them freedom.

The idea that some details are better left to the reader's imagination is a stellar lesson!

Think you might appreciate this!

Gaetan Pappalardo said:

Disclaimer: I wrote this listening to the new Dave Matthews Album, so please forgive the funk and groove of the piece. Just bob your head and read, Yo!

Okay, Brenda, I've finally made it. I'm here. I have some time to respond. Oooh, and It looks like i made it just in time for the fireworks. Pop culture. Nice.

I get the stare every year. I stand in front of my newly polished students, sunburned and smiling, and say, " you can write about anything you want." They look at me with that look of, "Yeah right." Then when I write the word booger on the board and say, "Tell me a story," they look at me again with that look of "Hmm, maybe he means it." Then I ask the question. I always ask this question, I can't resist it. "Who had to write about real things last year?" Three quarters of the class raises their hands. I don't get it. I understand the reasoning behind getting kids to write about their lives, to get them to find value in their day to day trudge. But what about letting kids be kids. I know, the kid has changed, right. It's not star wars light sabers, it's switchblades and glocks. Yes, but i think we need to meet them halfway. This is not a yes-no answer. This is thinking. You really want to challenge your teacher brain, try to meet a violent writer half way. No blanket statements here. No way. Not here. We're on King Barry's Ning.( Poetry) No time to for a blanket. We're standing out here in the cold. But we're together my friends. We're united in the cold. Body heat is fire! If we care, we think. Make the deal. Take the deal. Instead of guns-Nerf guns. Leave the image of carnage for the reader's imagination. The best horror writers really don't describe every bloody gory detail. They leave it out on purpose. Teach the technique. Keep it real. Keep the flame burning, but keep the blood at bey.

Write what you know.... "I know what I know, so you really don't really need to tell me."

"I know that Wolverine has retractable claws."
" NO, I mean what you really know."
"He can heal himself???"
"NO, like what did you do last night?"
"Played video games with Wolverine in it?"
"NO...What did you eat?"
"carrots?"

I'm in the middle of writing and recording my second full length kid record and I can't imagine what would come out if I said they had to write songs about real things. Can you say nothing!! well, maybe something. Here's a preview track listing: Godzilla-The Blue Cheese Blues- I'm hungry- Heroes- I'm famous- Snibby Land Theme. These kids are learning how to write, revise, record, play instruments, cooperate, sketch logos, and publicize their band. Does it really matter what they're writing about? Really? Does it really matter? These kids are singing about what their heart desires and it's mostly coming from their imagination. May I quote Stephen King? (No Gaetan don't) Too late. " If not for heart and imagination, the world of fiction would be a pretty seedy place. It might not exist at all." (On Writing)

I've defended kids in the classroom on their right to write about what they know (really what they know) because that's what I desired as a kid. And didn't get it. I didn't have a childhood writing existence. I only remember being able to draw and write what I wanted to write after everything else was completed. The so called "important stuff." I used to draw new GI Joe figures at lunch on scrap paper. I remember that well. I wonder if my teacher used that to get me writing would I be different today? Would I be a better writer. A better thinker. I don't know.

I heard Flea, bassist from the Red Hot Chili Peppers, say in an interview that children create the purist form of art. They're not thinking about what other people are thinking about it. It's pure. Man, can't we just celebrate that?

I've attached a paper I wrote for my last grad class on pop culture and boy writers. I wrote it in talk show format. Enjoy.

[Vicki Steinberg]

I don't have all that many misgivings--and I've assigned my share of 'what would Holden's website look like' to grab the kids--but it's always in the back of my mind to be sure the thinking matters more than the technology. I'm afraid too many assignments are abut the technology/media/cuteness. That sort of assingment would not be the case with the sort of teachers reading these entries.

Ken C said:

Sounds good, Brenda. Thanks for the ongoing hosting. As for DC's Columbine, I think I would have trouble reading that book, even if it is outstanding. But I'll keep an open mind until I hear more about it. Heck, I won't even keep a copy of Killing Mr. Griffin in my room. You know, the one where the English teacher gets murdered by a band of students (gee thanks, Lois Duncan)? Fiction, I realize, but no thanks.

Vicki, I understand your misgivings about the kid-friendly media, but figure kids might be inspired to use deep reasoning on the very media which often lacks it. It could come in the form of a CD review or a TV review (which supplement nicely the book review assignment many of us use in this post-book report era). The key would be getting them to criticize a show they don't like (but other people their age do), then teaching them how to garner respect via ethos as they go about using some logos and pathos. Excuse my Greek, but you know what I'm saying ...

[Gaetan Pappalardo]

Yes, sometimes the assignments are all about the technology because, maybe, that's what the assignment was meant to do. The teacher is often weary about using technology so the thinking behind it might be weak (a watered down brain cocktail), but it's a step in the right direction. She's often worried about computer issues, not human issues.

I have a third grade student who can embed links in a Power Point, so when he presents it he can go directly to his reference. That's pretty high level for a third grader. His writing might be on the low end of development, he's resistant, and he might be swishing around a watered down brain cocktail (for now) But he's writing. And if it wasn't for computers, he wouldn't be writing. I guess that's the bottom line. Right?


Vicki Steinberg said:

I don't have all that many misgivings--and I've assigned my share of 'what would Holden's website look like' to grab the kids--but it's always in the back of my mind to be sure the thinking matters more than the technology. I'm afraid too many assignments are abut the technology/media/cuteness. That sort of assingment would not be the case with the sort of teachers reading these entries.

Ken C said:

Sounds good, Brenda. Thanks for the ongoing hosting. As for DC's Columbine, I think I would have trouble reading that book, even if it is outstanding. But I'll keep an open mind until I hear more about it. Heck, I won't even keep a copy of Killing Mr. Griffin in my room. You know, the one where the English teacher gets murdered by a band of students (gee thanks, Lois Duncan)? Fiction, I realize, but no thanks.

Vicki, I understand your misgivings about the kid-friendly media, but figure kids might be inspired to use deep reasoning on the very media which often lacks it. It could come in the form of a CD review or a TV review (which supplement nicely the book review assignment many of us use in this post-book report era). The key would be getting them to criticize a show they don't like (but other people their age do), then teaching them how to garner respect via ethos as they go about using some logos and pathos. Excuse my Greek, but you know what I'm saying ...