Thanks for your response. Here is the terminal objective: Upon completionof this course, the learner demonstrates a well-formed sense of who they are,what they believe, what they stand for, and their behavior is consistent with their chosen self-identity. In other words, the course is about choice. We want the learners to be able to define themselves for themselves.
@Marsha - Just wanted to check in with you to see how this was going? Thanks for sharing your latest pdf with the terms and elements.
I wonder if you could expand youir elements section to include items of self expression?
Elements:
ipods, mp3 players
earrings, piercings
tattoos
notebooks (consider that a single notebook graphic could include the personalized element for: rockers, nerds, preps, jocks, etc) What would each student type's Trapper Keeper look like? What kinds of elements would be in a rocker's notebook vs an athlete's?
shoes (high tops, sneakers, Vans, sandals, etc)
Backpacks (leather, briefcase, pillow case, etc)
pencils (artist sketch pencils, colored pencils, executive rollerball, old school #2, broken and chewed pencil, )
Jackets (jean, navy blazer, powder jacket, etc)
I think by expanding the elements, you'll be able to drill down into classic "stereotypical" objects that define certain groups. In this case, stereotyping is important to extract cliche objects that help define self-identity elements.
Jackets, for example, are something everyone wears. But a letterman jacket, a denim jacket and a linen jacket are very different.
Anyway, I hope that helps and please share your progress with us.
You know, John Hughes probably did a better job than anyone at capturing teen culture. You could do some "research" and Netflix a few of his movies to get most of the elements and characteristics down. Of course, his movies could seem a little outdated or tame compared to some standards today. But that could also be a benefit because it would help you identify the common threads that continue across generations.
@Dave - Thanks so much for your feedback and creative ideas. I've added quite a few elements, many of which were tossed into a folder along the way. This exercised helped me to visualize much of what was already in my head. I think I've captured a good amount of cliches and teen themes, but I see this as a work in progress.
Regarding John Hughes, I've seen a number of his movies - get ready..."Anyone? Anyone? Bueller?" I couldn't resist! Sorry for the digression. Anyway, what makes many of John Hughes movies classic is that he uses themes that will always transcend generations - as well as race, culture and socioeconomic status.
5 Replies
I take it that your topic is self identity? What is the goal of your materials?
@James,
Thanks for your response. Here is the terminal objective: Upon completionof this course, the learner demonstrates a well-formed sense of who they are,what they believe, what they stand for, and their behavior is consistent with their chosen self-identity. In other words, the course is about choice. We want the learners to be able to define themselves for themselves.
Marsha
@Marsha - Just wanted to check in with you to see how this was going? Thanks for sharing your latest pdf with the terms and elements.
I wonder if you could expand youir elements section to include items of self expression?
Elements:
I think by expanding the elements, you'll be able to drill down into classic "stereotypical" objects that define certain groups. In this case, stereotyping is important to extract cliche objects that help define self-identity elements.
Jackets, for example, are something everyone wears. But a letterman jacket, a denim jacket and a linen jacket are very different.
Anyway, I hope that helps and please share your progress with us.
You know, John Hughes probably did a better job than anyone at capturing teen culture. You could do some "research" and Netflix a few of his movies to get most of the elements and characteristics down. Of course, his movies could seem a little outdated or tame compared to some standards today. But that could also be a benefit because it would help you identify the common threads that continue across generations.
http://en.wikipedia.org/wiki/John_Hughes_%28filmmaker%29#Filmography
@Dave - Thanks so much for your feedback and creative ideas. I've added quite a few elements, many of which were tossed into a folder along the way. This exercised helped me to visualize much of what was already in my head. I think I've captured a good amount of cliches and teen themes, but I see this as a work in progress.
Regarding John Hughes, I've seen a number of his movies - get ready..."Anyone? Anyone? Bueller?" I couldn't resist! Sorry for the digression. Anyway, what makes many of John Hughes movies classic is that he uses themes that will always transcend generations - as well as race, culture and socioeconomic status.
I look forward to your feedback.
This discussion is closed. You can start a new discussion or contact Articulate Support.