Musing on Myths: A Reflection

Creating an original myth was as enlightening as it was entertaining; aside from being an exercise in creative, fictional writing, it provided me with the opportunity to transfer what we had learned regarding mythology and folklore into my own text. To elaborate, when writing my myth, I borrowed from a variety of sources. For instance, similar to how Indigenous folklore uses one, singular animal as a stand-in for the entirety of the species, I employed the same. This enabled me to expand on the traits of the characters, to the point where the question that my overall myth addressed (why do cats dislike water?) also included the answers to other curiosities (why are dogs such skilled swimmers and why do fish sleep at night?) Furthermore, one of the main characters of my myth-- Fish-- can be best described as adhering to the archetype of the "trickster." While Fish deviates somewhat in the sense that he is more heroic and sympathetic, as opposed to the morally ambiguous nature of the trickster, he nevertheless does succeed in outsmarting Cat. Ultimately, creating an original myth greatly enhanced my understanding of mythology and folklore; it deepened my comprehension of the complex characters and themes that are embedded within myths, while also emphasizing how each myth serves a purpose in either explaining a certain phenomenon or instilling a moral. 

In regards to how I can incorporate this experience into my future lesson plans, I would have students repeat the very same activity that we engaged in: writing their own original myth. However, I would have students write an myth that utilized a maximum of three mythological archetypes. For instance, one myth could potentially include: "the female divine," "the male divine," and "the trickster." This way, students who are undertaking this assignment would need to have a well-developed understanding of each of these roles. Even though these requirements are somewhat more stringent than the ones that we followed, it nevertheless remains an effectively method of teaching students the component of a myth. Beforehand, I would also review the elements associated with each of these archetypes and themes, as well as various stories that demonstrated them. Once students completed creating their original myth, I would have them read the myth aloud to the class, and give a presentation on the characters and themes used. How do these archetypes and themes resemble those found in traditional mythology? What purpose did they serve in the myth itself? By doing this, students will again need to carefully consider why these mythological archetypes and themes are present, rather than claiming that they are there to fulfill a requirement only.

My Original Myth Website: Why Do Cats Dislike Water?

Pondering On Poetry: A Reflection

I will be the first to admit that I do not possess the fondest feelings towards poetry— Truthfully, I am not entirely certain as to where my apprehension originates from. Perhaps it lies in the fact that analyzing poetry is a particularly difficult task for me, given the inherent ambiguity of the medium. Literature, in my opinion, is far more straightforward. Nevertheless, having to dissect and interpret poetry feels almost Herculean, at least for me. Composing poetry is no different, either. Each word must be carefully selected and scrutinized to determine whether or not it is appropriate for use. The connotations, the intentions, the rhythms, all must be taken into close consideration. Having to write about poetry truly allowed me to realize how much meaning is interjected into every line, every stanza. Nothing in poetry is without purpose. With that being said, there is one major difference between writing about poetry and writing poetry, which is how the latter will be received by an audience. In other words, whatever ideas that the poet themselves had originally infused into their composition may be lost on the reader. This is not necessarily “bad,” but rather a natural consequence of the “death of the author” phenomenon.

Because of this, when crafting my own poem, I took special care to ensure that my intentions were preserved in the text. What mattered most to me was that my poem remained accessible; during my analysis of Emily Dickinson’s “I’m Nobody! Who Are You?”, I was pleasantly surprised to see that she did not bog down her text with an assortment of metaphors and references, the likes of which would have likely complicated my understanding. I attempted to emulate the same throughout my composition, and I do hope that I was able to succeed in broadcasting the themes I wished to touch on to my audience. With that being said, paying special attention to accessibility also allowed me to better appreciate poets who explore more complex themes. Though it may seem as if I am disapproving of that practice, I will say that it does take skill to be able to incorporate those references in a way that still retains the original meaning. While that style is not exactly my cup of tea, so to speak, I cannot help but admire those who have mastered it in such a clever fashion.

Moving on, as can probably be discerned, what I learned most from this experience is how much thought is placed into poetry. This is a concept that I fully plan on carrying with me when I begin my career as an instructor. I have noticed that students tend to assume a rather dismissive stance towards poetry, believing it to be “empty,” schlock that has been hastily compiled together to sound “deep.” That is not the case at all, and this revelation is one that I wish to communicate to my students. Similar to what we did during our own poetry unit, I would have students craft poems, perform those poems to their classmates, then poll the audience to see how the poem resonated with them. What interpretations could they give? What meaning could they derive? These are important questions to ask, as it encourages students to critically analyze the poems they consume. I would also have the poet themselves discuss what their state of mind was when they composed it, and what it is they desired to convey through it.

Media Technology & Me: An Introduction

Hello, all!

As mentioned in the adjacent “About Me” section, my name is Kiara— though, I also prefer to be called “Kay”— and I am a twenty-six year old student at California State University, Northridge, who is pursuing a bachelor’s degree in the field of English. Ultimately, my aspiration is to enter the world of academia, particularly that of the secondary school level (meaning, middle and high school). In order to achieve that goal, however, I must first familiarize myself with what academia currently requires. Schooling is much different now than it was when I was a child; advancements in technology have “changed the game,” so to speak, both for the better and for the worst. I myself was born on the eve of the new millennium, and I personally witnessed the abrupt shift in how we as a society have approached technology. It goes without saying that, in the last two decades, we have developed somewhat of a dependence on technology, and that reliance has extended into the classroom and curriculum.

If I may be frank, while I do believe that it has its glaring issues and limitations, I feel that the use of media technology in the classroom is— at this point in time— almost unavoidable. Hence why I am of the opinion that media technology should have a rather prominent role in an academic environment. Now, before I continue, this is not to say that students should be fixated on their phones for the duration of their classes, mindlessly scrolling through Instagram and TikTok while a lecture falls on their deaf ears. Quite the opposite, in fact. Media technology should be used as a tool to facilitate inter-classroom connections. For instance, instant messaging platforms like Discord could serve as a way for students to congregate and collaborate, asking each other questions and sharing ideas related to certain course concepts. This is a practice that I have frequently seen during my time at CSUN, and I must admit that it is a brilliant use of media technology. No man is an island, after all, and no student should feel as though their class will require them to fend for themselves. By using media technology in this manner, students can remain in close contact with one another, thus contributing to a sense of community within their classes.

On that note, though, media technology should not be utilized as a means of supplementing instruction altogether, as that can create a chasm between a student and their comprehension of the material. There is a benefit to being able to communicate with an instructor, whether that be in-person or online. Attempting to eradicate that can hinder a student substantially. I should know; when I was enrolled in an Intermediate Algebra course at my community college, I was left in the lurch due to my professor’s heavy dependence on online programs. This professor would spend approximately thirty or so minutes discussing the concepts and material that we needed to complete our homework assignments, and the remainder of class time— which, if I recall correctly, was about another two hours and fifteen minutes— was dedicated to fulfilling those assignments on an online program. Many students, including myself, struggled in that class, since the professor was so adamant that this program would surely deepen our understanding. But, in reality, it was no more than a tedious chore, one that raised more questions than it did concrete answers.  

Overall, media technology should be a bridge for students to build in order to form helpful and lasting connections with one another, as that will provide them with the support they need in their academic careers. Hopefully, as I continue my own quest to become a secondary school teacher, I will be able to learn how to incorporate media technology into my classroom for this purpose. I do not believe that media technology is an inherently harmful concept; when used in the right way, it can be of great assistance for instructors and students alike.