19 Matching Annotations
  1. Jul 2017
  2. May 2017
  3. Aug 2016
    1. Credibull score = 9.77 / 10

      To provide feedback on the score fill in the form available here

      What is Credibull? getcredibull.com

  4. Apr 2016
    1. Teachers often avoid discussion of myths and folktales after the freshman year because they can envision no way of incorporating the material into their present units

      Teachers should incorporate more myths into their curriculum! I think they are very important genres of writing for students to read along with all of the other genres that are always covered in schools.

    2. My ninth-grade unit on mythology requires stu- dents to learn and tell stories to the class. As part of the unit students rehearse skills in outlining and notetaking as well as develop dramatic skills

      I really like that this unit gets students so involved in what they are reading and writing. Having students tell their own stories to the class or even possibly acting out different myths really gets them engaged in what they are learning.

    3. Because few un- dergraduate degrees require instruction in my- thology and its related fields, most teachers ac- quire a BA without coming near them. Conse- quently, few high-school curricula require myth instruction because (in a tautological stance) few colleges require undergraduate coursework in i

      I think it is unfortunate that myths are not a more relevant topic in education because I think they are important for students to be aware of. Also it is hard to expect a teacher to teach myths to students very well when they themselves have very seldom worked with or analyzed myths.

    4. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      I think this is very important to portray to students because there are stories and myths that have been told for thousands of years that can still be relevant and told in many different forms today. Allowing them to become aware of this genre of reading and writing can make them more interested in learning about myths or even trying to connect older stories to more current narratives.

    5. Discussion and review of the categories always brings up modern parallels so that students al- ready begin to see how heroes, quests, and other archetypes are a part of their contemporary world.

      It is very important to connect literature to student's lives. Many times during school, I, personally, have found myself asking why and asking what the point is. If there are connections made to real life, it adds that much more meaning to the student's learning.

    6. This would consist of two phases: (1) an introductory unit on the ninth- or tenth-grade level illustrating promi- nent archetypes or themes through stories drawn from around the world; and (2) reacquaintance with these archetypes/themes on later levels by showing their appearance in varied works of liter- ature

      I like how the author illustrates that mythology is not being taught, and then instead of just saying, "this is a problem", they provide a solution.

    7. By noting how the trickster behavior of Odysseus in his confrontation with Polyphemus is echoed in Chaucer's "Miller's Tale," Shake- speare's fools, and R. P. McMurphy,

      I just laughed to myself a bit after reading this. This is because throughout the beginning of the article I was thinking to myself, "I think I have learned quite a bit of mythology over the years", and now reading this sentence, I have no idea what the majority of the references being made are.

    8. more aware of cultures that have often been better educated about us than we have about them. Knowledge of other people's cultural bases increases both respect for others and an apprecia- tion of our own place in the world

      This is important no matter what the situation. When making decisions, no matter the severity, it is always good practice to look back on what others have done and see how different decisions have worked out. From this, a person can adequately make a decision.

    9. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      The definition given for mythology is interesting because just after implying that it is not taught, the author gives a definition that says that mythology is in nearly everything, including things that students experience in their everyday life. Does this mean that students are inadvertently learning mythology?

    10. By failing to acquaint our students with these cultural building blocks, we fail to illustrate fully their heritage and their connection with cultures out- side their own. And by making them aware that myths and folktales embody more than a handful of tales about Greek gods and heroes, that they touch a core that reaches back to the roots of our evolution,

      I agree with this statement. If we fail to teach students mythology, we fail to teach them the tales that embed culture. They also do not get the opportunity to have a well rounded education in literature without mythology. Giving them the tools to understand culture and how it was made, will teach them more about their own and about the world's culture and evolution in general.

    11. Teachers often avoid discussion of myths and folktales after the freshman year because they can envision no way of incorporating the material into their present units

      I have experienced this in high school. We only focused on myths my freshman year then never learned about them again, which is upsetting because I think they are very interesting and educational, especially with learning different cultures/traditions.

    12. , I model the unit by provid- ing the class with outlines of the story of Oedipus, which I then relate. Following the presentation, I provide a copy of the story, showing how I reduced the tale to its key points to develop both an outline and a sketch I could work with in pre- paring the recitation. I then ascertain what infor- mation the students gleaned from the telling, lead- ing into a discussion on notetaking.

      I agree that modeling the unit to the class is a great technique in teaching. Students will be more engaged and knowledgable of a subject when trying on their own if it was first modeled to them. Having students then discuss will get them participating more.

    13. more aware of cultures that have often been better educated about us than we have about them. Knowledge of other people's cultural bases increases both respect for others and an apprecia- tion of our own place in the world

      I think each individual should learn more about the different cultures around them, so that we can learn more about our own. If you don't get the chance to travel the world and learn culturally, using myths can help educate you.

    14. mythmaking is very much alive, a multicultural expression of universal symbols and beliefs. An effective ap- proach to mythology should illustrate the connec- tion among international myths, folktales, and leg- ends that continue to be told in current literature and media, including films, songs, television, and cultural icons.

      I like this definition of myth making. I agree that is a multicultural expression of different symbols and beliefs globally. I think a great technique with myth making is to use different tools like listed: films, songs, tv, and cultural icons.