Thursday, October 27, 2016

Embarras Valley Film Festival, November 2-4, 2016: Film Cuture and Civil Rights in Illinois


For All the World to See: 
Film Culture and the Struggle for Civil Rights in Illinois

NOVEMBER 2nd-4th

 
Wednesday, November 2



Chi Raq (2015)
6:30 p.m.
Introduction by Kevin Anderson
Coleman Hall Auditorium
4th Street
Charleston, IL



Thursday, November 3

Student Film Contest
Screening and Awards
3:30 p.m.
Coleman Hall Auditorium




Friday, November 4

Between Two Rivers (2012)
4:00 p.m.
Coleman Hall Auditorium


 
Join us November 2-4, 2016 as EVFF showcases civil rights in Illinois. Our theme, "For All the World to See II: Film Culture and the Struggle for Civil Rights," expands on the Visual Culture and the Struggle for Civil Rights exhibit and program in Eastern's Booth Library: http://www.library.eiu.edu/exhibits/civilrights/.

The festival includes afternoon and evening film screenings with introductions by film studies professors and film critics and a short film competition emphasizing work by young filmmakers.

Funding is provided in part by the City of Charleston Tourism Fund. Other Festival co-sponsors are the Coles County Arts Council and Booth Library, EIU.

The complete schedule of events may be found at castle.eiu.edu/evff/.


Tuesday, October 18, 2016

Eastern Illinois Writing Project Institute Day 2016 a Succes!



Our 8th Annual Eastern Illinois Writing Project Institute Day was a huge success last Friday. With its focus on teaching argument across disciplines and grade levels, it offered a variety of teachers and students resources they can take with them to their classrooms (or future teaching). 




Our Keynotes, Dr. Tim Taylor and Dr. Fern Kory, facilitated a workshop and discussion highlighting new ways of approaching argument. As Dominic Delli Carpini explains in Composing a Life’s Work “Too often, research, is defined simply as a search for ‘sources’ and inspired by little more than fulfilling requirements. To develop as a student and a professional, you must go beyond this limited (and limiting) understanding of research and treat it as a sincere desire to learn more about a topic.“ (301) These events addressed “Real research” that is motivated by a sincere need to learn more about a topic so as to speak or write credibly about it, and to draw substantive and reasonable conclusions; finding information is a means to that end.” (306) Drs. Taylor and Kory also led a luncheon discussion and resource share session.

We also had a choice of breakout sessions led by seasoned teachers who had completed our EIWP Summer Institute!

Here's a taste of our breakouts:


10:00 a.m. Breakout Session I


 

 


“Poster Strategies for Nonfiction Literacy with Kristy Kash Rodriguez (DFAC 0340: One of the strategies brought up in Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies by Kylene Beers and Robert E. Probst is the Poster Strategy. This session will briefly explain what the Poster Strategy is along with a demonstration lesson that applies the Poster Strategy and examples created by my students in class. This session is most appropriate for middle school and high school teachers.

“Technology Resources for Literacy Across Disciplines” with Kendall Huffman (DFAC 1620): In this session attendees will learn about technology tools to bring their class into the 21st century. Using the 4 C's of 21st century learning, this session will provide an opportunity to discover apps, extensions, or websites to engage our students. 

“Getting Gritty With It: Developing a Mindset for Success!” with Angie Kelly and Kim Duckett (DFAC 0435): A student's belief in dedication and hard work can transform their performance in school.  When they are able to change their thinking, they grow to become resilient, successful students. In this session, we will be sharing strategies that require minimal effort, but provide maximum outcomes for all students. In this session, we will share the 4 outcomes of mindset in the classroom.  These non-cognitive skills put all children on a level playing field.

   “An Introduction to the Evidence-Based Reading, Writing, and Essay
    Portions of the SAT” with Tiffany Mumm and Dannette Williamson
        (DFAC 1518): On July 11, ISBE announced that SAT will replace PARCC at the
        high school level. This news struck terror in the hearts of many high school English  
        teachers across the state. But, fear not! Attend this session and Tiffany Mumm and
        Dannette Williamson will provide a condensed overview of the Evidence-Based
        Reading, Writing, and Essay portions of the SAT exam. Attendees will leave with
        knowledge of the exam structure including key features of the SAT Reading, SAT
        Writing and Language, and SAT Essay sections along with resources for students to 
         utilize inside and outside of classroom. 

“Editorial Writing and Cartoons: An Effective Way to Introduce Students to Building Argument for Common Core” with Carol Smith, Amanda Bright, and Sally Renaud (DFAC 1524): In this session, we will show examples of historically influential political cartoons, demonstrate the difference between persuasive and argumentative writing, and plan lessons for the participants to practice and use with their students.




 11:00 a.m. Breakout Session II

“Teaching Nonfiction with Actively Learn” with Traci Becker (DFAC 1620): Actively Learn is an interactive reading platform that provides students and teachers with a vast catalog of nonfiction works like current events, high-interest nonfiction, primary source documents, and Readworks passages. This session will show teachers how to assign passages to their students wherein the students can answer prepopulated questions or write paragraphs and more. This user-friendly program allows teachers to write their own questions, and the free version is all you need!

Footnotes to Literature and Cyberguides” with Kristin Runyon (DFAC 0340):  Research, primary sources, nonfiction, and connections have been buzzing around ELA for some time. As teachers we burn out from doing all the research and trying to find a catchy way to provide background knowledge. With these activities, the responsibility is on the students: 1) Before reading a novel, teachers create a set of footnote activities to encourage active learning. 2) While reading a novel, students create a cyberguide to demonstrate their research skills and assist their classmates.

Digital Student Portfolios with Weebly” with Amber Laquet (DFAC 0435): In this session, Weebly will be demonstrated as a platform for students to create and publish digital writing portfolios.  We will be exploring the creation of webpages for students to publish projects and blogs for daily/weekly writing assignments.  Previous experience with Weebly is not necessary for the workshop (although helpful!). 

Facilitating Students’ Diverse Writing About Eleanor Roosevelt, The Conscience of a Generation” with Molly Bickford and Jay Bickford (DFAC 1518): Common Core and PARCC have shifted English/language arts teachers’ practice by increasing non-fiction content and students’ text-based writing.  The educational initiatives, though, have not provided curricula for teachers who must meet an increasingly diverse range of students’ abilities.  We offer a carefully-organized curricula in a sequential format that enables students to form emergent interpretations, consider new information that compels reconsideration, and refine and articulate text-based understandings.  We integrate text with task, reading with writing, primary with secondary source, and new evidence with prior knowledge so each pair acts in unison to evoke students’ curiosity and compelling reflection throughout.  We selected the most historically consequential woman of the 20th century, Eleanor Roosevelt. 

Tuesday, October 11, 2016

Two Creative Writing Openings


 At Lake Charleston

Light gleams
veins
across my neck
a sun tree
climbing
an upturned chin
veiling
a tan face
with worn gauze
thinning
over a lake
like currents
behind
a heron’s dive.

Beside
a verdant shore
a sunfish
struggles
to swim

away. 


The Gift

He arrived just days before Christmas, stopping by in his new car to pick up the last of his possessions. The Christmas tree was up and decorated, perhaps because I forgot our divorce was final just days before. Or maybe I meant to brighten up the sterile sunken living room, the stained white carpet reminding me of the coffee he’d thrown in my face and the cats he euthanized without telling me.

“I’m the only one who knows what you want,” he said, as he placed a wrapped box under the tree.

He’d chosen a Santa Claus theme and left off the ribbon, but the paper was neatly folded around the square, and the multiple taped corners made it difficult to open. I opened the gift.

Inside the wrapper was a plain cardboard box. And I hoped at this point it was whiskey. Some friends and I raided the liquor cabinet after he left, emptying the expensive bottles the weekend after my court date. He wasn’t there.

Inside the box, though, I found a cheap reproduction of a Japanese tea set, clearly bought on the fly at World Market or Pier One.

“Thank you,” I sighed.

Tuesday, October 4, 2016

Smoke Signals (1998) and Environmental Adaptations





After watching Charlie's Country (2013) about aboriginal journeys,  Smoke Signals came to mind. In Smoke Signals, the so-called ecological Indian faces neither banishment nor annihilation because he adapts the hell of both the reservation and the wider Euro-centric world into a home. By translating four of a series of disjointed and primarily bitter stories from The Lone Ranger and Tonto Fistfight in Heaven into a filmic collaborative journey with what he calls “integrity,” Sherman Alexie has constructed a narrative of environmental adaptation with a clear and cohesive structure that follows an evolutionary pattern focused on place. Characters in Smoke Signals embrace a focus on “adapting themselves to their circumstances in every possible way” while the film adds the element of ecology and emphasizes a relationship between human and nonhuman nature through Victor Joseph (Adam Beach) and Thomas Builds-the-Fire (Evan Adams) journey toward Mars, Arizona, where Victor’s father’s ashes remain.
To build this narrative, the film follows a three-act narrative grounded in ecology:
  • Establishing the reservation as an inhospitable setting for human and nonhuman nature.
  • Leaving the reservation on a journey of landscapes.
  • Returning to the reservation able to transform hell into a home.
 
 

The Reservation as Hell on Earth
The reservation’s ecology seems less than life sustaining during the film’s first act. Social images of reservation life highlight some of the real economic, environmental, and social problems still prevalent for American Indians. In one scene, for example, we see a drunken Arnold Joseph (Gary Farmer), Victor’s father, who stumbles out of his house, throwing firecrackers to prolong the celebration. Beer cans and fireworks cover the lawn. The party is over, but Arnold fires a roman candle into the house, and the curtains and living room furniture burst into flames. Thomas’ voice tells us that the “fire swallowed up my mother and father,” but Arnold catches an infant thrown from an upper story window, saving it from the raging fire. It is Thomas, and Arnold places him in the arms of his grandmother (Monique Mojica). When the grandmother thanks him, he says he 
“didn’t mean to,” a sign of the guilt he will carry that the father validates when he cuts his hair and, as Thomas states, “practiced vanishing.” Thomas and Victor have almost literally been “born of flame and ash” on a reservation where the only hope seems to be survival. 
A Journey of Landscapes
The opening act closes when Victor and Thomas consult with their mother figures and move closer to their journey to retrieve Victor’s father’s ashes. Although Victor bears his pain in isolation, Thomas helps his grandmother make fry bread, illustrating the communal strength on which environmental adaptation can be built. Victor associates fry bread with relationship building when he hugs his mom and compliments her on her bread, the best on the reservation. As Arlene explains, “I don’t make it by myself,” Arlene tells him. “I got the recipe from my grandmother and she got it from her grandmother, and I listened to people,” she says, showing him how building a new and better life—or fry bread—requires a collective process. When the two arrive in their father’s valley, his friend Suzy Song (Irene Bedard) continues this communal approach by offering Victor his father’s ashes. Thomas amplifies the connection with a story about Victor’s mother feeding a hundred hungry American Indians with fifty pieces of fry bread, a clear reference to the loaves and fishes parable from the Sermon on the Mount and interconnected relationships.
Transforming Hell Into a Home
One last conflict moves Victor and Thomas toward environmental adaptation and serves as the entrance into the third act of the film. While fighting over visions of Victor’s father, Victor and Thomas crash Arnold’s truck, avoiding a car parked in the middle of the highway. They turn what could be a dangerous altercation with police “off the Rez” into a triumph, changing Arnold’s past crimes into communal solutions. Instead of leaving the scene and avoiding a confrontation with police, Victor helps an injured girl from the accident, running all the way to the town hospital for assistance. Even when questioned by the police before leaving the hospital, Thomas and Victor transform an expected altercation into a ride home. The driver of the car responsible for the accident accuses Victor of assaulting him, but before Victor can defend himself, the white police chief (Tom Skerritt) lets them go, saying, “Mr. Johnson’s wife Holly says he’s, and I quote, ‘a complete asshole.’”
In Smoke Signals, Victor and Thomas turn a bleak hell on the reservation into a thriving ecology in a narrative of environmental adaptation that includes collective views of human and nonhuman nature and provides a living community. Victor adapts to his once-bleak environment and finds hope and life. For Victor and Thomas, who have been born of ashes and fire, it is the water of the Spokane River that leads them to love and life, because it is the river that at least metaphorically turns Arnold into a fish, connecting him and the two young men who scatter his ashes with nature and each other. They have fulfilled, as Meeker explains, an effective evolutionary process, “one of adaptation and accommodation, with the various species exploring opportunistically their environments in search of a means to maintain their existence” (164). As Meeker concludes, “The lesson of ecology is balance and equilibrium, the lesson of comedy is humility and endurance” (168). Victor and Thomas learn all of these lessons well.