Blog Project 4 iFound iMovie iMazing! My adventures in traversing the digital divide has been much like Caesar crossing the Rubicon. So via my knowledgeable tour guide/computer lab assistant Brad, I found my way through the final steps of creating and saving my iMovie. Brad also enlightened me about the historical necessity of Apple’s Mac making what I had previously considered annoying alterations to the basic functions of computing. For example, right side versus left side _ [_]] X icons: Proprietary claims of patent infringement forced Apple to move these functions out of the upper right-hand corner. Aren’t we all happy that this logic was not imposed by a similar claim, on the part of Henry Ford, forcing the change of arrangement of the gas and brake pedals on any car produced by different manufactures? Having this explanation, I was able to reconcile my differences with the Mac operating system and embrace its differences. I formed a deep appreciation for the Mac’s ease of use in so many ways. Thus I was able to finish Project 4, which I had previously seen as a highly questionable event. And though I can see ways to improve on this first attempt, I am happy enough with the results. Lacking the vision of a director, my approach was that of a visual narrator to the song “Oh Dear, What Can the Matter Be? (Oh Dear, What Can the Matter Be?)”, based on a popular parlor tune/nursery rhyme with lyrics addressing the arguments made against the woman's right to vote. Samuel Johnson may have summed such arguments up best when he said, “Nature has given women so much power that the law has very wisely given them little.”
In the current atmosphere of similarly heated political debates, we often find that those who speak the loudest seem to be the least worth listening to. As such I have attempted to design a project that would serve as a supplement to the reading of The Adventures Of Huckleberry Finn, elaborating on the theme of temperance and The Women’s Suffrage Movement. When looking at the devices used to influence public opinion, we would contrast and compare the fight for women’s suffrage with the hot topics of today. Standards based on:
READING: Comprehension and Analysis of Literary Text
9.3 Students read and respond to grade-level-appropriate historically or culturally significant works of literature, which illustrate the quality and complexity of the materials to be read by students. At Grade 9, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.
9.7.12 Analyze the types of arguments used by the speaker, including argument by causation, analogy (comparison), authority, emotion, and the use of sweeping generalizations.
9.7.13 Identify the artistic effects of a media presentation and evaluate the techniques used to create them.
iMovie has proven to be an amazing application; a wonderful tool for quick presentations of events that would otherwise seem to obscure for most students to imagine. The Dust Bowl of John Steinbeck’s Grapes of Wrath, the Africa of Joseph Conrad’s Heart of Darkness, J.D. Salinger’s world as seen in The Catcher in the Rye. Maintaining a very Socratic view of education, I hope to instill in my students a lifelong the desire to dig more deeply in to the subject matter, and can envision students using iMovie in the classroom to illustrate poetry, or to introduce the book they have read and will be reporting on in class.
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