Creating vs. Studying Myths

Creating my myth, The Curse of the Silent Jester, deeply enhanced my appreciation for the creative process of mythology. Studying myths often involved analyzing established archetypes and narrative structures, but writing my own allowed me to push beyond the boundaries of analysis and engage with myth in an original and imaginative way. I had to think creatively about how to twist traditional elements, such as the hero’s journey, into something new, dark, and uniquely my own. This process required me to reinvent characters, settings, and symbolic elements that convey universal themes found in myths, but through a fresh and distorted lens. 

The creative aspect of myth-making helped me better understand the flexibility of mythic structures. I was free to experiment with form and content, weaving together horror and mythical storytelling, and in doing so, I realized how myths can be reshaped to reflect contemporary issues or emotions. This creativity not only deepened my understanding of myth as a living, evolving narrative form but also reinforced how essential innovation is to keeping myths relevant across generations. 

For future teaching, incorporating myth creation into the curriculum could be a powerful way to help students engage more deeply with the material. By encouraging them to write their own myths, I would give them the opportunity to blend creative storytelling with analytical thinking. This process would help students internalize the elements of myth, such as archetypes, the hero’s journey, and symbolic themes, by requiring them to actively apply these concepts rather than simply observing them in existing texts. Through this, they would gain a more intimate understanding of the narrative structures and universal themes that define mythology. Also, myth creation would tap into their creativity, offering students the freedom to explore contemporary issues, personal struggles, or even current societal challenges through a mythical lens. This could make the study of myth more relevant and meaningful, as they would see how timeless themes of transformation, conflict, and resolution can be adapted to reflect modern life. It would also foster a sense of ownership over their learning, as they would be crafting original stories that reflect their personal perspectives and ideas.

WC: 355

Writing Poetry vs. Writing About Poetry

    Writing poetry and writing about poetry may seem similar, but they’re very different experiences. When writing poetry, the goal is to find a way to express thoughts and emotions creatively. On Tuesday when we delivered our poems to the class, it was not only entertaining but a liberating experience. It allowed me to reconnect with my own feelings and convey them in a way that felt personal, meaningful, all the while conveying my message to my peers. It was also intriguing hearing from my peer’s perspectives and various approaches to the art form of poetry. There’s a sense of freedom in crafting something that’s entirely your own, from your own experience, or your creative mind.

    On the other hand, writing about poetry involves taking a step back and analyzing how another poet has achieved the same expression. It’s more analytical, focusing on the explicative elements of the poem’s structure, language, and rhetorical devices to understand how it works all together. While this type of analysis is a different type of engagement, it deepens your appreciation for the craft and the decisions a poet makes. Both writing poetry and writing about it are interconnected. Writing about poetry has made me more mindful when constructing my own work, as I think more carefully about my choices, whether it’s selecting a particular word or structuring a stanza in a certain form. At the same time, writing my own poetry has given me greater empathy and insight when reading others’ works, allowing me to approach my perception and exploration of poetry with a more nuanced understanding.

    When it comes to teaching, the balance between these two processes is integral. When students have the opportunity to write their own poetry, they experience firsthand the challenges and joys of shaping language to convey their thoughts and emotions. This creative process gives them insight into the choices poets make by constructing their own, using literary devices and techniques that may seem abstract when simply reading a poem as opposed to writing one. On the more analytical side, guiding students through the breakdown of established works allows them to see how these choices affect meaning, mood, and impact. By dissecting how poets use this rhetoric, students develop the tools to critically engage with both their own writing and the poems they study. By blending these activities, students learn to approach poetry not only as something to decode but as something to create, making the experience more relatable and meaningful. 

WC: 411

Role of Technology in Education

Hi everyone!

    My name is Shel Sanders and I am currently a first-semester English student teacher. I believe that media technology can be a potential ally in the classroom, as it provides a variety of ways to enhance student engagement and efficacy. Technological resources, which range from multimedia presentations to educational games, can modernize classroom instruction and accommodate many styles of learning. 

    In my experience as a student teacher, interactive grammar games are one application of media technology that I have found to be quite successful, like Kahoot, Quizziz, and Quill.org. With the help of these technologies, English language analysis has become an enjoyable and non-stressful activity in the classroom. Students were able to understand difficult grammatical principles through engaging challenges and quick feedback. Conversely, I have also observed less successful technological applications in the classroom, such as using non-interactive videos that decrease student engagement with the material and induce boredom. 

    When technology is used to complement instruction rather than replace it, I find it to be extremely beneficial. Technology should be integrated to support education rather than distract from learning. For example, technology can bring tools that would not be available in a typical classroom setting, enable accessible collaborative projects, and provide immediate feedback. This also improves students’ digital literacy skills, which is an integral component to their lives outside of school. When implemented effectively, technology usage promotes student engagement, accommodates a variety of learning preferences, and simplifies complex concepts. The main goal of integrating technology into the classroom is to provide a well-rounded strategy where it boosts learning, encourages creativity, and aids in the development of critical thinking abilities in students. I am looking forward to finding more ways as to how we as educators can best utilize these resources in developing compelling learning environments. 

WC: 297