Comments on: Inner Resources http://cac.ophony.org/2007/10/16/inner-resources/ Fri, 05 Dec 2008 11:01:13 +0000 http://wordpress.org/?v=2.6.2 By: Jody http://cac.ophony.org/2007/10/16/inner-resources/#comment-23994 Jody Wed, 24 Oct 2007 18:47:29 +0000 http://cac.ophony.org/2007/10/16/inner-resources/#comment-23994 Just yesterday at the Great Works faculty development session on incorporating performance into the course, I told a few participants about my high school experience with Shakespeare.  Every year--except junior year, which was all American literature--we would read some Shakespeare, and we would read in class, and we would read along silently while <em>listening</em> to audio-cassette recordings of the play.  This was what the school's budget would allow, and it did provide us with a sense of the <em>sound</em> of Shakespeare's plays, and with a version true to the written text, but it was so awfully lacking.  Rather than inspiring us to imagine the visuals for ourselves, these tapes offered us a chance to get by without reading the materials in advance, to passively listen, to avoid taking the risk of thinking or reciting for ourselves.  I love the idea of an eight-year-old so sophisticated in her literary interpretation that she fails to summarize a story accurately.  It's no wonder you have become the kind of thinker you are!  I would love to design assignments that inspire active listeners like you trained yourself to be.  I have always argued, but perhaps without enough people listening, that as fellows we need to emphasize reading and listening in addition to writing and speaking.  Otherwise, our students are incomplete communicators, incapable of  <em>exchanging</em> ideas with others. Just yesterday at the Great Works faculty development session on incorporating performance into the course, I told a few participants about my high school experience with Shakespeare.  Every year–except junior year, which was all American literature–we would read some Shakespeare, and we would read in class, and we would read along silently while listening to audio-cassette recordings of the play.  This was what the school's budget would allow, and it did provide us with a sense of the sound of Shakespeare's plays, and with a version true to the written text, but it was so awfully lacking.  Rather than inspiring us to imagine the visuals for ourselves, these tapes offered us a chance to get by without reading the materials in advance, to passively listen, to avoid taking the risk of thinking or reciting for ourselves. 

I love the idea of an eight-year-old so sophisticated in her literary interpretation that she fails to summarize a story accurately.  It's no wonder you have become the kind of thinker you are!  I would love to design assignments that inspire active listeners like you trained yourself to be.  I have always argued, but perhaps without enough people listening, that as fellows we need to emphasize reading and listening in addition to writing and speaking.  Otherwise, our students are incomplete communicators, incapable of  exchanging ideas with others.

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]]> By: James Drogan http://cac.ophony.org/2007/10/16/inner-resources/#comment-23777 James Drogan Wed, 17 Oct 2007 21:48:15 +0000 http://cac.ophony.org/2007/10/16/inner-resources/#comment-23777 I've the same concern as Jenny.  I've given my view of this in <a href="http://jmsdrgn.squarespace.com/droganbloggin/about-the-inbound.html" rel="nofollow">About the Inbound</a>.  While related to Jenny's comment, it takes a broader view of the acquisition of data. I agree with Jenny that we need to train alert, contemplative listeners.  However, I'm not sure that's enough.  I argue this point in the paper mentioned above. I've the same concern as Jenny.  I've given my view of this in About the Inbound.  While related to Jenny's comment, it takes a broader view of the acquisition of data.

I agree with Jenny that we need to train alert, contemplative listeners.  However, I'm not sure that's enough.  I argue this point in the paper mentioned above.

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