Connections+with+Literature+and+Literacy

For the purpose of this assignment, we have decided to use a very popular Loony Toons’ cartoon: Foghorn Leghorn. This cartoon not only has international appeal, it also allows us to elaborate on certain narratives elements which will be discuss in this section of our project. Furthermore, to further explore as well as analyze this cartoon both of our episodes are from the same character. Choosing TV episodes for instructional purposes may provide effective learning opportunities as long as they are used appropriately, using TV episodes for merely recreational purposes in the classroom will defeat our instructional goals. Di Gregorio (2006) advocates for the use of a thematic approach while using a TV program in the classroom. Although, it is an innovating approach which allows students to have access to different points of view on the issue at hand, he warns us that it is not an easy task. According to Di Gregorio (2006), the use of thematic approaches has its pros and cons, as educators, it is our task to negotiate its advantages and disadvantage while implementing this approach in our classrooms. In addition, I would argue short TV episodes, if used right, could become a great instructional asset. According to Cortes (2005), media present information, organize ideas, dismantle values, create and reinforce expectation, media provide models for behavior. Thus, using Cortes’ (2005) media’s framework, we could analyze our cartoon’s episodes. For instance, how these episodes present information? Do they follow a certain narrative pattern? And how these two episodes depict gender roles?The chosen episodes could enhance our discussion of narrative. For instance, we could choose one of the model’s of narratives: Aristotle’s narrative model, Freytag’s triangle, and/ or, Todorovo’s narrative model of equilibrium and disequilibrium. I would argue that these two Foghorn Longhorn episodes could be analyzed through the lens of Torodov’s narrative model of equilibrium and disequilibrium (Handbook, 2010). Furthermore, through the use of overt instruction, we could help our students learn the meta-language of this genre as well as TV. Hence, helping them acquire academic language that may be applicable across disciplines. In addition, by using a very familiar genre and cartoon character, we may not only ignite our students’ prior knowledge, it may also frame our own situated practice. However, it is important to note that not all students may be familiar with this genre let along this cartoon; therefore, we need to provide additional support, so that all students may benefit from our classroom curriculum (Cazden et al., 1996). On the other hand, we could use these two episodes to discuss issues of gender roles. For instance, how are females portrayed? How are male portrayed? How do these roles translate in our society? What do they teach us? Are we aware of these pervasive roles? The aforesaid questions allow us to address issues of critical framing within our lesson. Then, our students should be equipped to use what they have learned to possibly welcome change and re-create meaning moving them toward the transformative practice stage (Cazden et al., 1996). Using TV episodes in the classroom could be an excellent tool for instruction because TV episodes allow for “open narrative,” that is, the narrative can be elaborated and extended for longer periods of time. Writers take advantage of the “medium to focus on dialogue and character-driven plot line” (Handbook, 2010, p. 22). In addition, the characters’ lives may be elaborated under a story arc from the beginning to end engaging audiences. These two episodes follow a very simple linear narrative “a cause results in an effect and becomes a cause” and so forth and so on, which allows the writers to embellish the story line (Handbook, 2010). I am confident that our television project supports literacy learning as long as we broaden the meaning of literacy and we use appropriate instructional practices that aim to students’ learning and acquisition. By using our project, students will find and negotiate meaning by interacting with the cartoon episodes (Rosenblatt, 1995). Furthermore, if we are able to follow and carefully implement all aspects of pedagogy, our curriculum has the potential of proving a rich and engaging learning environment, thus, effectively using media literacy to help our students increase as well as modify their literacy practices. References Cazden, C., et al. (1996). A pedagogy of multiliteracies designing social futures. //Harvard Educational Review, 66// (1). Di Gregorio, L. (2006). Pop goes the teacher: Why television texts are worth teaching. //Screen Education, 43//, 57-60. Martin, S. (2003). Close the book, it’s time to read. //The Clearing House, 46// (6), 289-291. Pace, B. (2010). //Handbook //. LAE6861 Summer course.