Lazy Mind and Body: the Need for Kinetic Activity (in One-to-One Schools)

Lazy Mind and Body: the Need for Kinetic Activity (in One-to-One Schools)

 

I love movement. Running. Galloping. Dancing. Walking. Climbing. Movement is freedom. It is the release of anxiety. It elevates my thoughts. It makes me aware of my entire body. It is tangible progress towards something. It is also, sadly, something our westernized culture seems to have forgotten.

Sitting at a desk for eight hours a day, outside of traveling around the country, was one of the reasons I left my government job in Washington. Prior to finishing my Master’s, I knew that a cubicle/office job would not be a sustainable option, but the temptation of random recruitment and the combination of idealism with an opportunity to affect the politics of our country were enough to seduce me. And there I was, in a future I did not predict. Sitting in a cube. Wearing my suit. Drinking my coffee.

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Sitting all day, ironically, is exhausting–but not in the manner of exhaustion that envelopes you, cushions you, after a long day of physically exerting work. It is a droopy exhaustion. Lethargy from nothing. Perhaps from preventing a rhythmic flow of blood through your body, or from your spine being contorted over itself. Science-y stuff.

Continue reading “Lazy Mind and Body: the Need for Kinetic Activity (in One-to-One Schools)”

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Practice and Preach

Practice and Preach

 

I write this stricken with a tinge of guilt on my shoulder, wondering if I still can. Wondering if I should. And then ultimately realizing that the wondering is simply a manner of coming up with excuses not to.

“Don’t compose this sentence,” the backspace beckons. My finger reaches for the key. It’s impulse. You haven’t written anything in a while. You’re not a writer anymore. Probably not good enough.

The mind can be SUCH a jerk sometimes. So can whiteout. And the backspace key. And those really chalky erasers. And fights against the Arkham Knight in the Bat Mobile. Moral: lots of things are jerks.

Though despite my guilt, I write this in happiness and contentment. I’m starting to grow and snuggle into a career field I see myself pursuing for the long-haul. One that I am optimistic and passionate about. I am also in a place that allows me to be in nature, work with wildlife and horses again, and open up to the idealistic identity I thought I lost for a little while; though, I think I prefer the term under-construction as opposed to lost.

It’s been ages since I’ve written in this blog, or really written anything outside of a class syllabus. It’s been ages since I’ve poured my time, experiences, memories, and moments into something that was both professional and personal to me. Teaching, in many ways, can be personal, but it is also inundated in connections and social interactions. Teaching at this point, consumes most of my thoughts. How will my lesson plan go tomorrow? What creative activity can I have my kids do to emphasize a point? What do I want my kids to learn? How can I help those who need more assistance? Does this material make sense for multiple intelligences? How is this going to tie in later on? How can I make sure my students are learning at all? What do I need to grade? How can I grade fairly? These questions are never easily answered, and when they are, their answers change. I love dwelling on these things, in the space of ambivalence and creativity.

But I think I’ve gotten to the point where I need to take time to separate my life from my career–a concept that I think is foreign to most who are in or have recently finished grad school. And ideally, that’s what getting back to writing will help me do. Reflection is sometimes the best of teachers… and as an English and writing teacher, I feel like I should probably practice what I preach. So my goal, is that once a week, I will have a piece up on this blog again. It might be an article I’ve recently published, an interview, a reflection, a story, an idea, a blurb, a recipe, an independent clause. I can’t guarantee what it will be, but it will have words. Beautiful, meaningful, fulfilling words.*

*I’m not saying I write beautiful words, I’m saying words in-and-of-themselves are beautiful, and might actually be made less beautiful in the context of this blog (RIP words: thanks for being useful). But it’s still pretty mind-blowing to me that symbols can carry emotional meaning with them. Carl Sagan uses them real good.

The Rhetoric of Video Games: How Game Design Makes Meaning

The Rhetoric of Video Games:  How Game Design Makes Meaning

(This article was written as part of my graduate thesis and is part of my on-going research in education, rhetoric, and games.)

A few weeks ago I took part in a panel at the Game Developer’s Conference in San Francisco that explored the relevance of video games—of what scholar James Paul Gee calls a “problem of content,” in which we only value an artifact as educational if it provides tangible content (22). At the conference major developers and game designers gathered together to talk about what the medium of games was to become with the incessant invectives of games being “a waste of time” or “a phase to grow out of.” If that’s all games are, then what’s the point of working in them? As a field, we need to find a way to elucidate these claims. We need to shine light on video games as a medium that has the potential to serve alongside traditional artifacts accepted in an artistic and academic setting, while also realizing that some games are simply meant to be used as entertainment or escapism. Regardless, the level of interactivity games allow have proven to provide profound effects on cognitive enhancement, but we can only use them progressively if they are taken serious both by their audience and their creators.  Ian Bogost argues that games should be discussed alongside “traditional media subjects,” and that “teaching games alongside reading, writing, and debating them as argumentative and expressive practices” can help evolve the way we look at rhetoric in new media (136). Thus the aim of this project, inspired largely by this conversation, is to explore how video games create meaning through their design—ultimately looking at how games apply and use multi-modal rhetorical devices to influence players in a manner that other mediums may not be able to.

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On the Infinite and Everything

On the Infinite and Everything

I thought the moment I passed my Master’s defense my brain would shutdown.

That it would pause for a little while before preparing to pick up the last bits of the semester–to finish teaching, grading, researching, and learning.

It would be like those movies where a nuclear bomb goes off and then the chilling moment of silence ensues as remnants of dust dance to the ground.

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Change and Writer’s Block

Change and Writer’s Block

For the past week or so, I’ve been staring at a blank word document trying to make myself write something. Anything.

It’s not that I didn’t have anything to write. I have to finish writing features on games, work on job applications, create my class curriculum. The list goes on.

But the word document just sat, its cursor mocking my gaze with its blinks.

It’s my first true encounter of writer’s block; something I like to think I’ve encountered before on those long nights, writing my seminar papers at one in the morning, invoking a glass of red wine as my muse. But never to this extent. Continue reading “Change and Writer’s Block”

Literacy and Critical Thinking in the Modern Classroom

Literacy and Critical Thinking in the Modern Classroom

Writing. Critical thinking. Rhetoric. We often times find ourselves placing these words on a pedestal that focuses only on canonical literature or verbal literacy and communication.

That’s a major problem with academia, something that stems (somewhat) from the rise of philosophical thought and the shadows on Plato’s cave. Not that philosophy is bad, but it did undeniably see itself over art and visual thinking as some sort of intellectual behemoth well above cathartic moments and classical art. It was in this that our conceptions of the verbal and visual were divided as two separate and unequal modes of thought. *rant rant rant, academia, rant, ivory tower*. Continue reading “Literacy and Critical Thinking in the Modern Classroom”

What Video Games Can Really Teach Us: Active and Critical Learning in Gaming

What Video Games Can Really Teach Us: Active and Critical Learning in Gaming

As a person who has been in the “ivory tower” of academia for quite a bit of time, I can say first hand just how traditional it is in its values. One would think that education would attempt to take advantage of technological advances — yet when I teach my composition courses (that focus on digital literacy, mind you) I often times find myself in a classroom with nothing more than a chalk board; in terms of digital literacy, this can prove to be very limiting to what we can do. Sometimes the graduate teaching assistants and professors at our university get to branch out the curriculum, leading into activities like analyzing YouTube videos, music, and pop-culture.

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