Bilingual Poet and Professor,
Dr. Teresa Gonzalez-Lee
MiraCosta College, San Elijo Campus
May, 2007
DIGITAL POETRY
Developing Oral Proficiencies in
World Languages
1
Learning Outcomes
Oral and Written Language Abilities
• Listening
• Speaking
• Reading
• Writing
2
Proficiency Development
Moving from:
• Listening/Viewing to
• Reading/Decoding to
• Right Side Brain to
• Left Side Brain to
Speaking Skills
Speaking Skills
Left Side Brain
Right Side Brain
Involving WHOLE BRAIN in language learning acquisition
3
3 Poetry Reading Strategies
Stage #1:
• Reading ALOUD – going for the SOUND
Phonetic Reading
Listening skill
Stage #2:
• Reading for the MIND – going for the VOCAB
Analytical Reading
Reading & decoding skills
Stage #3:
• Reading for the WHOLE – who, why and WHAT
Understanding Content
Reading comprehension skills
4
Listening / Visual Feast
w/ an I-Movie
POEM: “Lo que soy” / What I am like
5
6
Selected Stanza:
“What I am Like / Lo que soy”
“Most of all above all
I’d like to be a flower
To mesmerize Miss Spring
Because she ownzz, ‘cause she knowzz
The secret codezz in the languages of beezz”
“Más que nada, más que todo
quisiera ser la flor
que mesmeriza a la Srta Primavera
porque posee porque conoce
el código secreto de las abejas
7
Aquatic Poem with an I-Movie
“Oda a la ballena” / Ode to the Whale
que migra por Amor / Migrating for Love
8
9
Selected Stanzas:
“Ode to the Whale / Oda a la ballena”
IV
Extendido tu negro, blanco y gris velamen navegas
--- your black, white or gray sailings display themselves as you navigate
Por encima de líneas divisorias de marcas terrritoriales y de fronteras
--- over dividing lines, territorial markings or borderlines”
VI
“Yo te respeto porque migras por Amor
y cruzas simultáneamente varios países
con la sagrada intenciòn de traer a luz a tus ballenatos
en el ardiente y líquido abrazo de México.
More on Whales
--- I respect you because you migrate for Love
--- crossing simultaneously various countries
--- with the sacred intent to bring your calves to life
--- in the warm and liquid Mexican embrace”
10
Teaching Innovation
Digital Storytelling with Poetry
MODES OF PRESENTATIONS
• Telling it with Balloons
• Telling it with Images
• Telling it with Moves
• Telling it with Music
• Owning the Poem
11
Telling it with Balloons
Stanza IV
Describing the Whale
Describing Boundaries
Black/gray
Sailings
Navigate
Dividing Lines
Markings
Borderlines
12
Telling it with Images
Storytelling of Migrations
Winged
Migrations
Migratiing
For Species
Survival
Aquatic
Migrations
Outsourced
Workers
13
Telling it with Moves
14
Telling it with Music
“Que No Se Rompa La Noche” / “ Let this evening never end”
Colombian song composed & sung by IVAN JOSE QUICENO, MD.
¡Que no se rompa la noche
por favor que no se rompa
que no se rompa la noche
por favor que no se rompa!
Que sea serena y larga
como el tallo de la rosa
que sea de luna blanca
con su escarcha
y con su sombra
Que tengo que amarte mucho
que tengo que amarte tanto
que si la noche no acaba
yo te voy a enloquecer
Porque guardo un mundo
de inquietos deseos
porque guardo sueños
caricias y besos
porque guardo tanto
tanto ... tanto que...
Mañana por la mañana
si no se rompe la noche
haremos locuras nuevas
con el amor que nos sobre
Que no se rompa la noche
que no llegue la mañana
que no se oculte la estrella
ni la luna en tu ventana
que sea una noche eterna
una noche larga... larga
15
Owning the Poem
Ode to the Whale
Gray Whale Story
My Migration Story
Your Migration
Story
Point of
Origin
The Artic Ocean and
Alaska
The Andes, South America
Arizona, USA
Destination
San Ignacio Lagoon in
Mexico
California, USA
California, USA in the
Gold Rush
Family
Background
Gray whale migrant
families
Native Americans
Poland, Europe,
multilinguals
Elementary to Doctorate
Elementary to Technical
Schools – Ship Building
Engineering
Interpreter, Professor,
Cultural Program Developer
Ship building industry
Education
Work
Experiences
Reasons for
Migrations
Natural cycles of mating
and birthing and weather
conditions
Education and Work
Escaping the wars in
Europe
Problems &
Conflicts
Difficulty traveling –
long, and hazardous
journey
Challenges with education,
work, and life challenges
Challenges of
acculturation and
languages
16
What Does All This Mean?
Wrapping it all up:
• Teaching Innovation for International Languages Instructors
The Role of Technology:
Using their captivating Tools: I-Movies, I-Pods, etc.
Tapping on students’ imagination and creativity
• Incorporating accessible poetry, music, art, dance, role-play in
your learning outcomes of oral and written proficiencies.
• Making assessments fun and stress-free for your world languages
students.
• Inspiring your students to love and to speak your languages.
17
List of Contributors
My gratitude for their invaluable assistance












Mel Carrillo – Dance Instructor at MCC, Community Services
Jim Chardi – Video-editing for Imovies, MCC
Arlene Gibson – Website & PPT Layouts.
Nora Gonzalez – Tango Photography
Brad Hinson – Project Coordinator, MCC
Becky Kessab – Whale Sculpture Photography, MCC
Norman Leonard – Outreach Coordinator at LARC,
San Diego State University
Micaela and Todd Malmi Leveck-Photojournalism
Joseph Moreau – Dean of Academic Information Systems, MCC
Peter Pupping – Guitarrist in Album “Embarcadero”
Patricia Rincon & Steve Keyes Dance Collective, UCSD – Dance
Photography
John Vitaglioni- Professor and LARC Director of Digital Media
Technologies, SDSU
18
Descargar

Digital Poetry