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1 DIGITAL POETRY Developing Oral Proficiencies in World Languages Bilingual Poet and Professor, Dr. Teresa Gonzalez-Lee MiraCosta College, San Elijo Campus.

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Presentation on theme: "1 DIGITAL POETRY Developing Oral Proficiencies in World Languages Bilingual Poet and Professor, Dr. Teresa Gonzalez-Lee MiraCosta College, San Elijo Campus."— Presentation transcript:

1 1 DIGITAL POETRY Developing Oral Proficiencies in World Languages Bilingual Poet and Professor, Dr. Teresa Gonzalez-Lee MiraCosta College, San Elijo Campus May, 2007

2 2 Learning Outcomes Oral and Written Language Abilities Listening Listening Speaking Speaking Reading Reading Writing Writing

3 3 Proficiency Development Moving from: Listening/Viewing to Speaking Skills Listening/Viewing to Speaking Skills Reading/Decoding to Speaking Skills Reading/Decoding to Speaking Skills Right Side Brain to Left Side Brain Right Side Brain to Left Side Brain Left Side Brain toRight Side Brain Left Side Brain toRight Side Brain Involving WHOLE BRAIN in language learning acquisition

4 4 3 Poetry Reading Strategies Stage #1: Reading ALOUD – going for the SOUND Phonetic Reading Listening skill Reading ALOUD – going for the SOUND Phonetic Reading Listening skill Stage #2: Reading for the MIND – going for the VOCAB Analytical Reading Reading & decoding skills Reading for the MIND – going for the VOCAB Analytical Reading Reading & decoding skills Stage #3: Reading for the WHOLE – who, why and WHAT Understanding Content Reading comprehension skills Reading for the WHOLE – who, why and WHAT Understanding Content Reading comprehension skills

5 5 Listening / Visual Feast w/ an I-Movie P OEM: “Lo que soy” / What I am like

6 6

7 7 Selected Stanza: “What I am Like / Lo que soy” “Most of all above all I’d like to be a flower To mesmerize Miss Spring Because she ownzz, ‘cause she knowzz The secret codezz in the languages of beezz” “Más que nada, más que todo quisiera ser la flor que mesmeriza a la Srta Primavera porque posee porque conoce el código secreto de las abejas

8 8 Aquatic Poem with an I-Movie “Oda a la ballena” / Ode to the Whale que migra por Amor / Migrating for Love

9 9

10 10 Selected Stanzas: “ Ode to the Whale / Oda a la ballena ” --- your black, white or gray sailings display themselves as you navigate IV Extendido tu negro, blanco y gris velamen navegas --- your black, white or gray sailings display themselves as you navigate --- over dividing lines, territorial markings or borderlines” Por encima de l í neas divisorias de marcas terrritoriales y de fronteras --- over dividing lines, territorial markings or borderlines” --- I respect you because you migrate for Love --- crossing simultaneously various countries --- with the sacred intent to bring your calves to life --- in the warm and liquid Mexican embrace” VI “Yo te respeto porque migras por Amor y cruzas simultáneamente varios países con la sagrada intenciòn de traer a luz a tus ballenatos en el ardiente y l í quido abrazo de México. --- I respect you because you migrate for Love --- crossing simultaneously various countries --- with the sacred intent to bring your calves to life --- in the warm and liquid Mexican embrace” More on Whales More on Whales

11 11 Teaching Innovation Digital Storytelling with Poetry MODES OF PRESENTATIONS Telling it with Balloons Telling it with Balloons Telling it with Images Telling it with Images Telling it with Moves Telling it with Moves Telling it with Music Telling it with Music Owning the Poem Owning the Poem

12 12 Telling it with Balloons Black/gray Sailings Navigate Describing the Whale Dividing Lines Markings Borderlines Describing Boundaries Stanza IV

13 13 Telling it with Images Storytelling of Migrations Winged Migrations Aquatic Migrations Migratiing For Species Survival OutsourcedWorkers

14 14 Telling it with Moves

15 15 Telling it with Music “ Que No Se Rompa La Noche” / “ Let this evening never end” Colombian song composed & sung by IVAN JOSE QUICENO, MD. ¡Que no se rompa la noche por favor que no se rompa que no se rompa la noche por favor que no se rompa! Que sea serena y larga como el tallo de la rosa que sea de luna blanca con su escarcha y con su sombra y con su sombra Que tengo que amarte mucho que tengo que amarte tanto que si la noche no acaba yo te voy a enloquecer Porque guardo un mundo de inquietos deseos porque guardo sueños caricias y besos porque guardo tanto tanto... tanto que... Mañana por la mañana si no se rompe la noche haremos locuras nuevas con el amor que nos sobre Que no se rompa la noche que no llegue la mañana que no se oculte la estrella ni la luna en tu ventana que sea una noche eterna una noche larga... larga

16 16 Owning the Poem Ode to the Whale Gray Whale Story My Migration Story Your Migration Story Point of Origin The Artic Ocean and Alaska The Andes, South America Arizona, USA Destination San Ignacio Lagoon in Mexico California, USA California, USA in the Gold Rush Family Background Gray whale migrant families Native Americans Poland, Europe, multilinguals Education Elementary to Doctorate Elementary to Technical Schools – Ship Building Engineering Work Experiences Interpreter, Professor, Cultural Program Developer Ship building industry Reasons for Migrations Natural cycles of mating and birthing and weather conditions Education and Work Escaping the wars in Europe Problems & Conflicts Difficulty traveling – long, and hazardous journey Challenges with education, work, and life challenges Challenges of acculturation and languages

17 17 What Does All This Mean? Wrapping it all up: Teaching Innovation for International Languages Instructors Teaching Innovation for International Languages Instructors The Role of Technology: Using their captivating Tools: I-Movies, I-Pods, etc. Tapping on students’ imagination and creativity Incorporating accessible poetry, music, art, dance, role-play in your learning outcomes of oral and written proficiencies. Incorporating accessible poetry, music, art, dance, role-play in your learning outcomes of oral and written proficiencies. Making assessments fun and stress-free for your world languages students. Making assessments fun and stress-free for your world languages students. Inspiring your students to love and to speak your languages. Inspiring your students to love and to speak your languages.

18 18 List of Contributors My gratitude for their invaluable assistance  Mel Carrillo – Dance Instructor at MCC, Community Services  Jim Chardi – Video-editing for Imovies, MCC  Arlene Gibson – Website & PPT Layouts.  Nora Gonzalez – Tango Photography  Brad Hinson – Project Coordinator, MCC  Becky Kessab – Whale Sculpture Photography, MCC  Norman Leonard – Outreach Coordinator at LARC, San Diego State University  Micaela and Todd Malmi Leveck-Photojournalism  Joseph Moreau – Dean of Academic Information Systems, MCC  Peter Pupping – Guitarrist in Album “Embarcadero”  Patricia Rincon & Steve Keyes Dance Collective, UCSD – Dance Photography  John Vitaglioni- Professor and LARC Director of Digital Media Technologies, SDSU


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