AH5010, sec 002, CRN: 52141

Special Topics in Arts and Humanities:

TEACH, THINK, PLAY III: 2009

THE MOVING IMAGE IN

THE CLASSROOM
Professor John Broughton, Ryan Goble & Nicole
Trackman with Michelle D

March 28, April 4, 5 & 25 2009

Teachers College, Columbia University
New York City

SPONSORED BY:
The Center for Educational Outreach & Innovation
@ Teachers College, Columbia University
FERA: The Film and Education Research Academy
mindblue.com
SCSI: Teachers College Students for A Cultural Studies Initiative
 AH5010, sec 002
SPECIAL TOPICS IN ARTS AND HUMANITIES:
THE MOVING IMAGE IN THE CLASSROOM
(1-3 credits)
Teachers College Columbia University, New York City
March 28, April 4, 5 & 25 2009 • 9am-6pm each day

The third Cultural Studies ‘Teach, Think, Play’ course focuses on critical literacy of media, popular culture, and amateur cultural production of the moving image in and out of
schools. The course will be led by Professor John Broughton, Ryan Goble & Nicole Trackman with assistance from Michelle Dumont.

SYLLABUS & SCHEDULE

NOTE: Readings and assignments are only to be completed by those taking the course for credits. Revised 3.26.09
INSTRUCTORS John Broughton • jmb61@columbia.edu
Michelle Dumont • mcd2117@columbia.edu
Ryan R. Goble • rrg2113@columbia.edu
Nicole Trackman • nlt2108@columbia.edu
ESSENTIAL Participants that complete this course will have the understanding to answer the following essential
questions:
QUESTIONS • What makes media that embrace the moving image unique?
• Why and how can you study the moving image in class?
• How can the moving image connect to our lives in the classroom and educational best practices?
• How can we respond to/accommodate the challenges to teaching and learning presented by high tech and the new media?
OBJECTIVES Participants who complete this course will:
1. engage in research based understanding of the moving image
2. develop their critical and analytical skills in evaluating the moving image
3. understand how moving images connect to curriculum and national standards
4. understand the basic concepts of media literacy.
6. understand what constitutes the moving image, and who produces it and how.
7. study research that supports integrating the moving image in the classroom
8. acquire the understanding to incorporate the moving image into their everyday teaching and learning
9. recognize that interdisciplinary study incorporating the moving image in the classroom imbeds best practices
10. develop ways to integrate the mainstream culture of existing curriculum and contemporary youth and popular culture
REQUIRED • Goldman, William. Adventures In the Screen Trade. Warner Books; New York, NY. 1983 pp. 1-158
• Kist, William. New Literacties In Action: Teaching and Learning In Multiple Media. Teachers College Press; New York, NY. 2005
TEXTS (Choose 4 chapters you’re interested in reading)
• Teasley, Alan & Ann Wilder. Reel Conversations: Reading Films with Young Adults. Portsmouth, NH: Boynton/Cook. 1997 pp. 1-146
ASSESSMENTS • Attendance 30%
• Class participation 20%
• A 2 page double spaced reflection (plus wiki links) on the MC Pop Ning - http://mcpopmb.ning.com/ 10%
• Wiki Resource Links (1 Credit/ 5 Links, 2 Credit/10 Links, 3 Credit/15 Links). Your choice of resources should be thematically linked to your Ning
Post. 10%
• Final Project (roughly 3-7 hours work) will be chosen from a list of differentiated options. Choices will include: a 4-6 page final paper, a podcast,
WebQuest, film in the classroom lesson plan, blog and other explorations of the moving image and its use in the classroom. Your project should be
inspired by course reading and workshop content; Media based options will require a short 2-page rationale for the context of your work. All
students will present their “projects in progress” in class on April 25. All projects and required work should be in Dr. Broughton’s
mailbox at TC or e-mailed to instructors by midnight Monday May 4, 2009. 30%
USE OF The resources of the Internet will be used and individuals may use advanced software for their final projects if they wish.
TECHNOLOGY
COURSE This course will be conducted as an adult learning experience. There will be due dates for homework; however, we will make arrangements for
conflicts if notified in advance.
REQUIREMENTS 1 Credit: Attend sessions 2 and 3 (4/4 & 4/5) plus required assessments and readings.
2 &3 Credit: Attend all sessions plus required assessments and readings.
Academic Honesty: It is expected that all materials submitted for this course are the actual work of the individual (s) whose name(s) appear on the materials. Research information must be
documented. Some examples of academic dishonesty include, but are not limited to: cheating, plagiarism, and receiving help on an examination. Academic dishonesty may result in penalties such
as an “F” on the assignment, quiz or examination, a grade of “f” for the course, or a reduction of a grade on an assignment or examination.

Special Needs: If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. All students are expected to
fulfill essential course requirements. Essential skills or course requirements cannot be waived.

Incompletes: Please consult the revised College policy on incompletes printed in the current (2007-2008) T.C. catalog, p.273

2
SESSION #1 GRACE DODGE 285 PRE-CONFERERENCE Saturday, Mar 28
1A WELCOME & BREAKFAST
8:30-9:00
1B INTRODUCTION: THOUGHTS ABOUT POPULAR CULTURE IN THE CLASSROOM:
9:00-9:15 TEACHING THINKING AND PLAYING
THINK PROFESSOR JOHN BROUGHTON
Arts and Humanities TC, Columbia University & co-founder Film and Education Research Academy (FERA)
1C CLASS EXPECTATIONS & ASSESSMENTS
TEACH RYAN GOBLE & NICOLE TRACKMAN
9:15-10:15 Mindblue.com, New York City Public Schools, NAfET & Doctoral Candidates @ TC
ASSOCIATED TEXTS
Syllabus
The Project Is Right Sheet
http://mcpopmb.ning.com/ & http://popresources.pbwiki.com/
Icebreaker Materials
1D THE GRAMMAR OF FILM: SCREENING/DISCUSSION BASIC FILM TERMS & THE HOLD UP
TEACH RYAN GOBLE & NICOLE TRACKMAN
10:30-12:15 ASSOCIATED TEXTS
•Basic Film Terms: A Visual Dictionary. Pyramid Films, USA, 1971)
•Roger Ebert’s “The Hold Up.” First Light Video Pub. Dir. Stephen Hank, Dir. Sheldon Renan, USA, 1989.
•The Cutting Edge: The Magic Of Movie Editing (clips) Dir. Wendy Apple, USA. 2005
•Apocalypse Now (clips) Dir. Francis Ford Coppola, USA. 1979
•Associated Viewing Guides “The Hold Up & Basic Film Terms”
12:15-1:15 LUNCH
1E WHY FILM MATTERS: TEACHING IN THE AGE OF YOUTUBE AND iMOVIE
THINK DR. ALAN TEASLEY, Faculty @ School of Education, Duke University & co-author of Reel Conversations: Reading
1:15-3:00 Films with Young Adults
ASSOCIATED TEXTS
• CORE READING: Teasley, Alan & Ann Wilder. Reel Conversations: Reading Films with Young Adults.
Portsmouth, NH: Boynton/Cook. 1997 pp. 1-146 + Handouts
• Associated presenter handouts
1F BEST PRACTICES: MODEL LESSONS & THE MEDIA MASHUP
TEACH RYAN GOBLE & NICOLE TRACKMAN
3:15-4:30 ASSOCIATED TEXTS
• The Media Mashup Guide & Rubric
• TBD Short Film Viewing Guide
1G READING DEBRIEF: ADVENTURES IN THE SCREEN TRADE BY WILLIAM GOLDMAN
THINK & PLAY RYAN GOBLE & NICOLE TRACKMAN
4:45-6:00 ASSOCIATED TEXTS
• CORE READING: Goldman, William. Adventures In the Screen Trade. Warner Books; New York, NY. 1983 pp.
1-158

3
SESSION #2 CONFERENCE Saturday, April 4
2A WELCOME & BREAKFAST
8:30-9:00
2B EVERYTHING YOU ALWAYS WANTED TO KNOW ABOUT GENDER
THINK (BUT WERE AFRAID TO LEARN FROM CLASSIC HOLLYWOOD COMEDIES)
9:00-10:20 MARY T. CHRISTEL
Communication Arts Teacher @ Adlai E. Stevenson High School, Lincolnshire, IL, co-author of Seeing and
Believing: How to Teach Media Literacy in the English Classroom and co-editor of Lesson Plans for Creating
Media-Rich Classrooms
ASSOCIATED TEXTS
• Mary Christel – “Film in the literature class: Not just dessert any more.”
In Ellen Krueger & Mary Christel (eds.), Seeing and Believing: How to Teach Media Literacy in the English
Classroom. Heinemann, 2001, 68-88.
2C KIDS, CURRICULUM, AND TALKING CHICKENS: BEHIND THE SCENES IN CHILDREN'S
THINK TELEVISION
10:30-11:50 DR. RENEE CHEROW-O’LEARY, Assistant Professor of English Education @ Teachers College, Columbia University
& children’s media consultant
BETSY OLIPHANT, Director of Production @ PBS Kids Sprout
SCOTT CAMERON, Director of Education and Research @ Sesame Workshop
ASSOCIATED TEXTS
• Associated presenter handouts
12:00-1:00 LUNCH
2D MY LIFE AS A FURRY RED MONSTER: WHAT BEING ELMO HAS TAUGHT ME ABOUT
PLAY LIFE, LOVE AND LAUGHING OUT LOUD
1:00-2:20 KEVIN CLASH
Emmy Award Winning Senior Puppet Coordinator, Director & Senior Creative Advisor for Sesame Workshop
ASSOCIATED TEXTS
• Associated presenter handouts
2E FLIPBOOKS AND THAUMATROPES: A BEGINNING LOOK AT FILM
PLAY DR. BELINHA DE ABREU
2:30-3:50 Assistant Professor @ Drexel University & author of Teaching Media Literacy A How-To-Do-It Manual
ASSOCIATED TEXTS
• DeAbreu, Belinha. “Seventh Grade Students and the Visual Messages They Love.” Knowledge Quest. Vol. 36,
No. 3. January/February 2008. 34-39.
2F MEDIA THAT MATTERS FILM FESTIVAL: SCREENING & DISCUSSION OF WORK
TEACH & PLAY FILMMAKERS & EDUCATIONAL COORDINATOR TBA
4:00-5:20 ASSOCIATED TEXTS
• Check out the Media That Matters website and viewing guides @ http://www.mediathatmattersfest.org/tools
2G FOR-CREDIT PARTICIPANT DEBRIEF TIME
5:30-6:00 JOHN BROUGHTON, RYAN GOBLE & NICOLE TRACKMAN

4
SESSION #3 CONFERENCE Sunday April 5
3A WELCOME & BREAKFAST
8:30-9:00
3B THE NEW LITERACIES MOVEMENT AND WEB 2.0: ROADBLOCKS AND OPPORTUNITIES
TT&P DR. WILLIAM KIST
9:00-10:20 Associate Professor of Teaching Leadership and Curriculum Studies at Kent State University, Kent, OH & author
of New Literacies in Action
ASSOCIATED TEXTS
• CORE READING: Kist, William. New Literacties In Action: Teaching and Learning In Multiple Media. Teachers
College Press; New York, NY. 2005 (Choose 4 chapters you’re interested in reading)
• Associated presenter handouts
3C BUILDING HISTORICAL BACKGROUND KNOWLEDGE USING FILM
TEACH PAM GOBLE
10:00-11:20 English & Social Studies Teacher @ Stratford Middle School Bloomingdale, IL, doctoral candidate in Education
@ Aurora University, Humanities and Education Professor @ Benedictine, Roosevelt Universities, Chicago, IL
ASSOCIATED TEXTS
• Matz, Karl A. and Lori L. Pingatore. “Reel to Real: Teaching the Twentieth Century with Classic Hollywood
Films.” Social Education. 69(4), May/June 2005. 189-192.
3D CLASS SHARE PROJECT IDEAS/DISCUSSION TIME
THINK FEATURING FOR CREDIT TTP PARTICIPANTS
11:30-12:30 OPTIONAL MEET & GREET / FACILITATED DISCUSSION TIME
NOT FOR CREDIT TTP PARTICIPANTS
12:30-1:30 LUNCH
3E TEACHING THROUGH FILM: AN INTERDISCIPLINARY APPROACH
TEACH CATHERINE GOULEY
1:30-2:50 An award-winning author of books for young adults and curriculum writer for The Story of Movies educational
outreach program developed by The Film Foundation, Los Angeles, CA
ASSOCIATED TEXTS
• Story Of Movies Rationale (1-page)
3F SHOW, DON'T TELL: ASSESSING LITERACY THROUGH VIDEO NARRATIVES
TEACH & PLAY DR. JENNIFER POWERS
3:00-4:10 Assistant Professor of Education Green Mountain College, Poultney, VT
ASSOCIATED TEXTS
• Associated presenter handouts
3G “NICE GENES, GOVERNOR SCHWARZENEGGER!” HOW THE 6TH DAY FRAMED OUR
TT&P GENETICS UNIT
4:30-6:00 RYAN GOBLE & NAPOLEON KNIGHT
Living Environment Teacher @ Banana Kelly High School, South Bronx, NYC

5
SESSION #4 GRACE DODGE 285 POST-CONFERERENCE Saturday April 25
4A WELCOME & BREAKFAST
8:30-9:00
4B TT&P COHORT 1 PROJECT PRESENTATIONS
9:00-10:30 FEATURING FOR CREDIT TTP PARTICIPANTS

4C TT&P COHORT 2 PROJECT PRESENTATIONS

10:45-12:15 FEATURING FOR CREDIT TTP PARTICIPANTS
12:30-1:30 LUNCH
4D TT&P COHORT 3 PROJECT PRESENTATIONS
1:30-2:15 FEATURING FOR CREDIT TTP PARTICIPANTS

4E TT&P “CONNECT THE DOTS” GROUP FINAL ACTIVITY

2:30-4:00 FEATURING FOR CREDIT TTP PARTICIPANTS

4F TT&P DEBRIEF & CLOSING COMMENTS

4:15-5:00 JOHN BROUGHTON, RYAN GOBLE & NICOLE TRACKMAN

4G TT&P COURSE EVALUATIONS & TIME TO SPEAK INDIVIDUALLY WITH INSTRUCTORS

5:00-6:00 WHOLE CLASS

ABOUT THE STRANDS

TEACH: Sessions led by educators and organizations that have developed innovative and pedagogically meaningful ways to
integrate popular culture into K-12 and college curricula.
THINK: Sessions led by thinkers and researchers who explore the theory and research behind the use of popular culture for
educational purposes.
PLAY: Sessions led by producers (professional & pedagogical) of popular culture who will discuss the ways in which they,
creatively, develop their craft. This “behind the scenes” element allows attendees to explore methods of media and cultural
production can best be adapted to the classroom setting.

ABOUT THE CLASS ASSESSMENTS

For those of you taking the class for credit your grade will be determined by the following factors:
ATTENDANCE: Come to the class & conference dates, be sure to sign in.
PARTICIPATION: Don’t be shy, participate, meet folks, ask questions and smile a lot!
NING POST & WIKI RESOURCE LINKS: During debrief session 3D, people will sign up to do a Ning post on a specific topic. This
Ning post, on “Short Film and Visual Poetry” http://mcpopmb.ning.com/forum/topics/short-film-visual-poetry, is an example of a
conversational post you could make; then lead readers to the link additions you have put up on the pop resources wiki. Another
solid example is the “Teaching With Oscar Nominated Films” post http://mcpopmb.ning.com/forum/topics/teaching-woscar-
nominated. These are solid models for your post. Your post is basically a large discussion with a group of educators interested in
pop culture and education – you should share your thoughts on something you read, saw and or experienced at the conference
and then link to the wiki resources you tried to highlight. Your post should be about 2 pages double-spaced, MS Word before you
paste it on the Ning. As this is a public discussion, we recommend that you post a picture or a video so that it has the feel of a
blog. When you make your post be sure to do it in the “Forum” tab and choose an appropriate forum (Math & Popular Culture,
History and Popular Culture, Pop Across the curriculum, etc.) We’re going to try to have all the interested presenters post a blurb
on the Ning with their handouts if possible.
FINAL PROJECT: We’re interested in people doing projects that are useful to your classroom practice or graduate studies. For
6
that reason we’re not limiting this project to a paper. See page one of the syllabus and the “Project is Right” form as a guide.

SELECTED DESCRIPTIONS & BIOGRAPHIES

1E. WHY FILM MATTERS: TEACHING IN THE AGE OF YOUTUBE AND iMOVIE
DR. ALAN TEASLEY retired in 2006 after working for 31 years in the Durham Public Schools in a variety of
roles—as a high school English and drama teacher and as central office coordinator of secondary English, Social
Studies, and Foreign Languages. He currently holds an adjunct faculty appointment in Duke University’s Master of
Arts in Teaching Program and Secondary Teacher Preparation Program, where he teaches courses in effective
teaching strategies, methods of teaching English, and world literature. He holds BA, MAT, and PhD degrees from
UNC-Chapel Hill.

Since 2003, Alan has volunteered as a member of the selection committee of the FullFrame Documentary Film
Festival, where he estimates he has seen over 700 documentaries (many of them quite good!) He also serves on
the Board of the Center for Documentary Studies at Duke. His articles on using film in the classroom have appeared
in English Journal, The Iowa English Bulletin, Media and Methods, and Telemedium. With Ann Wilder, he is the co-
author of Reel Conversations: Reading Films with Young Adults (Heinemann Boynton/Cook, 1997), a book for middle
and high school English teachers. With various colleagues, he has presented over twenty workshops on using media
in the classroom at conferences hosted by such organizations as the National Council of Teachers of English, the
North Carolina English Teachers Association, and the Annenberg School for Communication.

2B. EVERYTHING YOU ALWAYS WANTED TO KNOW ABOUT GENDER (BUT WERE AFRAID TO LEARN FROM CLASSIC
HOLLYWOOD COMEDIES)
MARY T. CHRISTEL has been a member of the Communication Arts department at Adlai E. Stevenson High School in the northwest suburbs of Chicago
since 1979, where she teaches AP literature classes as well as classes in media and film studies. She earned a B.S.S. at Northwestern in theater and an
M.A. in interdisciplinary arts education at Columbia College. In 2001 she published her first book on media literacy with Ellen Krueger, Seeing and
Believing: How to Teach Media Literacy in the English Classroom (Heinemann) and co-edited Lesson Plans for Creating Media-Rich Classrooms with Scott
Sullivan in 2007 (NCTE). She has contributed chatpers to three books on teaching Shakespeare that include Teaching Shakespeare Today (NCTE) ,
Teaching Shakespeare into the Twenty-First Century (Ohio U Press), and For All Time:Critical Issues in Teaching Shakespeare (Austrailian Association of
Teachers of English). In 1996, Ms. Christel was recognized by the Midwest Chapter of the National Academy of Television Arts and Sciences with a special
award for her efforts in promoting media literacy education. Ms. Christel has also served on various committees and boards including the National Council
of Teachers of English, National Telemedia Council, and the National Board of Professional Teaching Standards. She Is currently working on a chapter that
traces the history and development of media education since the founding of the National Council of Teachers of English. That chapter will be included in a
book celebrating the Council’s 100th anniversary in 2011. At NCTE’s San Antonio conference in November 2008, Ms. Christel concluded a twenty year
tenure as a contributor and later co-chair of the confernce’s annual film festival.

2C. KIDS, CURRICULUM, AND TALKING CHICKENS: BEHIND THE SCENES IN CHILDREN'S
TELEVISION

RENEE CHEROW-O'LEARY is a professor in the English Education Program at Teachers College. She holds a
Provost's Investment Grant exploring digital literacies at TC and is a member of the National Council of the Teachers
of English Media Commission, of New York Women in Film and Television, Women in Children's Media and the
Association of Educational Publishers. She worked at Sesame Street for ten years including serving as Director of
Research for the Magazine and Schools Group. She also was the National Coordinator of Creating Critical Viewers, a
media-literacy curriculum project for broadcasters and educators sponsored by the National Academy of Television
Arts and Sciences. In that capacity, she led workshops with schools and national cultural organizations to educate
about new literacies. In addition to her academic work in media and education and presentations at many
educational conferences, Renee is President of the consulting group, Education for the 21st Century, in New York
City. She consults with many media companies producing children's media including Disney, PBS Kids Sprout and
others to assure quality education within this programming. She was a Visiting Scholar at Harvard University in the
Spring, 2007 and is working on a book on 21st century education.

7
SELECTED DESCRIPTIONS & BIOGRAPHIES CONT.

2D. MY LIFE AS A FURRY RED MONSTER: WHAT BEING ELMO HAS TAUGHT ME ABOUT
LIFE, LOVE AND LAUGHING OUT LOUD
Kevin Clash, whose characters include Elmo, Hoots the Owl and Baby Natasha, is Sesame Street’s Senior Puppet
Coordinator and Muppet Captain as well as Sesame Workshop’s Senior Creative Advisor. He began building puppets
at the age of ten and performed on Baltimore's Harbor Front and local television as a teenager. Clash's first
television work was for the CBS affiliate in Baltimore. He came to Sesame Street after attracting the attention of
Muppet designer Kermit Love. Clash's film credits include Jim Henson's 1986 fantasy film, Labyrinth, Teenage
Mutant Ninja Turtles I and II, Muppet Treasure Island, Muppets from Space, and Elmo in Grouchland. His television
work includes The Great Space Coaster, Captain Kangaroo, Dinosaurs and Muppets Tonight. He also was Co-
Executive Producer for Elmopalooza, CinderElmo, and Elmo's World; Co-Producer for The Adventures of Elmo in
Grouchland; and also directs Sesame Street episodes and other projects.

Clash directed and Co-Produced the DVD series Sesame Beginnings for Sesame Workshop. Most recently, he
directed and was Co-Producer for Sesame Workshop’s outreach DVD: Talk, Listen, Connect II: Deployments,
Homecomings and Changes. Clash won Emmy Awards for Outstanding Performer in a Children's Series for his work
as Elmo and Hoots the Owl in Seasons 21, and 35-37, and in 2001-2007 for his work as Co-Executive Producer for
Outstanding Pre-School Children's Series. In September 2006, Clash released his autobiography, My Life As A Furry
Red Monster, What Elmo Has Taught Me About Life, Love, and Laughing Out Loud.

2E. FLIPBOOKS AND THAUMATROPES: A BEGINNING LOOK AT FILM

Teaching about the early beginnings of film to children, middle schoolers, or high school students can be both
entertaining and enlightening. This presentation will cover the idea of persistence of vision, which is the fundamental
foundation of the magic of film. Through the use of illusion, movement, and ultimately the understanding of flipbook
and thaumatrope, participants will experiment with their own creation, which can be duplicated in the classroom.
Bring your imagination to this workshop!

DR. BELINHA DE ABREU is an Auxiliary Assistant Professor at Drexel University. As a middle school educator, she
specialized in media literacy education. The results of her work have shown that media impacts every part of a
student’s life from body image, viewing habits, and media choices. Prior to her work in education, Dr. De Abreu
enjoyed a fast-paced career in broadcasting where she worked for NBC in Providence, RI. She holds a BA in
Communications with a concentration in television production and public relations, an MS in Library Science and
Instructional Technology, and she recently finishing her Ph.D. in Curriculum and Instruction with a focus on media
literacy at the University of Connecticut.

Dr. De Abreu’s work has been featured in Cable in the Classroom and Knowledge Quest. In November 2007 she was
the cover story on social networking in the K-12 classroom. Her other articles include, “Collaboration Station”
(2006) and “Using Media Literacy through the Classroom Curriculum” (2000). She published her first book
Teaching Media Literacy A How-To-Do-It Manual through Neal Schuman in August 2007.

2F. MEDIA THAT MATTERS FILM FESTIVAL: SCREENING & DISCUSSION OF WORK
Arts Engine, Inc. produces, promotes and exhibits independent media of social consequence. Its programs include
the annual Media that Matters (MTM) Film Festival; commas, not semi-intestines? Big Mouth Productions; Adobe
Youth Voices program; MTM: Good Food; MediaRights.org; Youth Media Distribution initiative; outreach and
production seminars/toolkits. It also provides fiscal sponsorship to filmmakers. Arts Engine believes in using media
as a tool to inspire dialogue and create change in the community and the world.

This session will provide an overview of youth media outreach and distribution as well a discussion of key concepts
such as audience, impact, and partnerships. The session will also feature a case study in youth media impact by
featuring selections from the Media That Matters Film Festival. The session will also identify tools and strategies to
use media as tools for social change. Session participants will include The Meerkat Media Arts Collective, a group
comprised of filmmakers, musicians, illustrators, writers and artists of all stripes who believe in collaboration and
cooperation.

8
SELECTED DESCRIPTIONS & BIOGRAPHIES CONT.

3B. THE NEW LITERACIES MOVEMENT AND WEB 2.0: ROADBLOCKS AND
OPPORTUNITIES
Building on over ten years of research in classrooms, Dr. Kist will provide an overview of the “new literacies”
movement, from its genesis in arts-based education (focusing on film), to the beginnings of the uses of the Internet
in the classroom, to today’s struggles with how to integrate Web 2.0 into the K-12 classroom. A variety of new-
media-based strategies from all over the world will be demonstrated, as some pioneering teachers attempt to
engage student readers and writers in a time of rapidly changing and developing literacies. Video clips from
documentary footage shot on location in classrooms in Canada and the United States will be shown to provide real-
world examples of students and teachers co-learning in new media environments. Possible future research
questions and lines of inquiry will be suggested.

WILLIAM KIST is an associate professor at Kent State University, where he teaches literacy methods courses for
pre-service teachers in English Education. His first book, New Literacies in Action, profiled six classrooms across
North America that have embraced new media. His next book focuses on social networking and literacy instruction
and will appear in late 2009 from Corwin Press. Bill continues to work as a media maker, having earned a local
Emmy nomination for Outstanding Music Composition. He blogs at www.williamkist.com

3C. BUILDING HISTORICAL BACKGROUND KNOWLEDGE USING FILM

PAM GOBLE is currently is an adjunct professor at Roosevelt and Benedictine Universities. She also teaches at
Stratford Middle School in Bloomingdale, Illinois. Goble is a doctoral candidate at Aurora University and is a trained
Quality facilitator. Goble has presented many workshops on literacy, Quality Tools and Differentiation using Learning
Styles and Multiple Intelligences. Pam also teaches graduate courses in Middle School Curriculum, Middle School
Development, Young Adult Literature and undergraduate courses in writing. She loves working with teachers and
graduate students. She has taught for over twenty years in the middle school classroom and has enjoyed the
opportunity to learn more and more about adolescent students.

3E. TEACHING THROUGH FILM: AN INTERDISCIPLINARY APPROACH

Initiated by Martin Scorsese's Film Foundation, The Story of Movies is the first partnership of filmmakers and
educators to create an interdisciplinary curriculum to help students read the language of film. Gourley's presentation
will focus on cinematic vs. literary devices and the social and historical context of film. The workshop includes
a screening activity from the 1950s classic science fiction film, The Day the Earth Stood Still.

CATHERINE GOURLEY is an award-winning author and editor of books for young adults. At present, Gourley is the
curriculum writer for The Story of Movies, an educational outreach program on film study and visual literacy
developed by The Film Foundation, Los Angeles. In addition, she is the national director for Letters About
Literature, a reading-writing promotion program of the Center for the Book in the Library of Congress.

THE FILM FOUNDATION was founded in 1990 by Martin Scorsese and an esteemed group of fellow filmmakers,
The Film Foundation is the leading non-profit organization dedicated to film preservation in the United States.
Through substantial annual funding to the nation’s film archives, the foundation works to preserve and restore a
broad range of films including classic Hollywood productions, avant-garde works, documentaries, and silent pictures
from the earliest days of cinema. The cultural institutions supported by The Film Foundation provide the U.S. and
international communities with vital access to our collective film treasures.

The foundation also creates educational programs, national campaigns and public events to promote greater
awareness for film protection and preservation. At the cornerstone of these efforts is The Story of Movies project,
the first-ever integrated interdisciplinary curriculum to introduce young people to classic cinema and teach them
about the cultural, artistic, and historical significance of film. The program helps students to better understand and
interpret the language of film and visual images.

9
 3F. SHOW, DON'T TELL: ASSESSING LITERACY THROUGH VIDEO NARRATIVES
"Show, Don't Tell: Assessing Literacy Through Video Narratives" brings together theory and practice for educators
who are seeking ways to address literacy learning through the medium of video. Participants will be given some
clear guidelines about possible assignments, assessment tools/rubrics, and have the opportunity to see some
examples of classroom projects that will inspire their own sense of creativity in using video composition to teach
literacy skills.

JEN POWERS received her Master's in the Art of Teaching from Kent State University in 2001 and spent several
years teaching at a high school in Northeast Ohio before attaining her Ph.D. in Curriculum and Instruction from Kent
State University. As a graduate fellow in the teacher preparation program there, she taught and supervised
secondary Language Arts candidates. She is currently an Assistant Professor of Education at Green Mountain
College in Poultney, VT where she is in charge of supervising student teachers and students in the early field
experience program, and teaches secondary methods courses. Her fields of research include multiliteracies in the
content areas and multimodal composition.

3G. “NICE GENES, GOVERNOR SCHWARZENEGGER!” HOW THE 6TH DAY FILM FRAMED OUR GENETICS UNIT
This presentation will focus on the genetics unit that Napoleon has recently completed. In this unit, students explored stem cell research, genetic
modification, cloning, and genetic disorders. The feature film, The 6th Day, anchored the unit. Clips from CNN and NOVA, NPR broadcasts and comics were
also integrated into the NY State standards. The unit ended with a connections quiz/ test where students displayed their knowledge and understanding by
connecting the major themes and science that tied all the media together.

NAPOLEON KNIGHT is a tenth grade Living Environment teacher at Banana Kelly High School. He is currently in his first year of teaching; he is also in his
first year of graduate school. Napoleon is taking classes towards his M.S degree in Science Education as CUNY Lehman College. Before moving back to
Brooklyn, Napoleon obtained a B.S. in Biology and a B.A. in African American Studies from Syracuse University. During his attendance at Syracuse, he was
active in the community and enjoyed tutoring students in math and science at his local church. Additionally, he was involved in assisting high school seniors
and first year college students with the transition to college.

PLACEHOLDER
PLACEHOLDER

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CORE INSTRUCTOR BIOGRAPHIES
John Broughton writes and researches on youth culture, diversity in HIV
subcultures, social networking, the educational role of visual media, emerging masculinities,
and issues in teaching about war and trauma. He teaches courses such as Gender & Violence,
Aesthetics of Technology, and Youth Cultures. He is the editor of Critical Theories of
Psychological Development (Plenum Press) and co-editor of Cultural Studies, Education &
Youth (Lexington Books, in press). He is currently working on a collection of his papers on
violence and on a new manuscript about critical media literacy and popular culture. He is also
co-director of a curriculum development project at the Center for New Media at Columbia on
media and modes of resistance during the Viet Nam war.
PROFESSOR JOHN BROUGHTON

Ryan is currently pursuing his doctorate in Interdisciplinary Studies at TC. He holds a master’s degree in
education and a bachelor’s degree in English from the University of Michigan as well as a Screenwriting Certificate
from UCLA. Ryan is the founder of Mindblue Productions, which develops innovative secondary school curricula
across a wide range of subject matter areas, using pop music. This venture evolved in 1997 from his master’s thesis
on improving education through the arts and popular culture.
He is currently working as curriculum coordinator and teacher coach at Banana Kelly High School in the
South Bronx. Before moving to New York City he taught high school English classes for eight years. Currently, he
RYAN teaches a variety of courses in the humanities and education to graduate and undergraduate students as an adjunct
GOBLE professor at Benedictine University and DeVry University in Chicago. He has consulted extensively for the Rock and
Roll Hall of Fame and Museum in Cleveland, and now serves on the National Council for Teachers of English (NCTE)
Media Literacy Committee, for whom he presents various workshops around the country. He also manages and blogs
on a social network called Making Curriculum Pop where educators interested in pop culture gather to share cool
resources at http://mcpopmb.ning.com.
Nicole is currently a doctoral student in English Education at TC. She earned a BA from in English with a
minor in French and an MAT in Secondary English Education, both from the University of Iowa. She, too, is an adjunct
professor at Benedictine, where she teaches graduate poetry instruction, and at DeVry, where she teaches
undergraduate research and writing. She has taught 6-12 grade English, speech, and journalism in urban, suburban
and international settings. She has worked as a literacy coach in the south Bronx with the Secondary Literacy
Institute.
For the past 6 years Nicole has been working as a partner and head curriculum designer for Mindblue
Productions, which she has represented at national and state conferences, district-wide professional development NICOLE
conferences, and school-wide community teaching conferences. She is also a member of the NCTE Poetry TRACKMAN
Commission, with whom she presents at NCTE’s annual conference. Recently she joined the National Academy of
Excellent Teaching (NAfET) at Teachers College as a professional development advisor to administrators and teachers
in the New York City Public High Schools.
Since graduating from College of the Atlantic with a degree in Human Ecology and a focus in education, Michelle has
taught in a variety of educational settings. These include more traditional academic programs, alternative, independent and
experiential high schools, environmental education, outdoor education, and developing women’s empowerment curricula. In
addition, she has spent time organic farming in Maine. Recently, she pulled together sustainable farming and education at a
prestigious boarding school by helping them to integrate principals of sustainability and peace and social justice into their
curriculum and program while establishing an organic plot.

Realizing that she wanted to find a way to bring together these diverse approaches to education through an interdisciplinary
curriculum and innovative pedagogy, Michelle came to Teachers College. Through her initial focus on Peace Education within the
International Educational Development program, she brought together her passion for working for international human rights and
social justice with her commitment to education and young people. Now in her Interdisciplinary doctoral program, she is using
MICHELLE Cultural Studies to inform the development and implementation of Peace Education, while attempting to place these explorations
within an ecological framework of understanding. As an avid supporter of experiential and “alternative” pedagogies, Michelle
DUMONT loves teaching, thinking, and, above all, playing with students.

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 The Teach, Think, Play Team Would like to thank…
All our wonderful presenters….
Cyrille Adam
Mary-Rose Barranco-Morris
Diane Dobry
The Electric Company
The Film Foundation/The Story of Movies
Nicholas Gerger
Pam Goble
Maria Hodek
Ron Kreidman
Joshua Laub @ BKHS
Brice Particelli
Sesame Workshop
Peggy Urso-Savarese
Maria Stasavage
Kimberly Sokol
Alyson Vogel

Teach, Think, Play 2009 was produced by CEO&I and…

DR. JOHN BROUGHTON
Associate Professor in Arts and Humanities and FERA Co-Founder, Teachers College
MICHELLE DUMONT
Doctoral Candidate in Interdisciplinary Studies - Teachers College
RYAN R. GOBLE
Doctoral Candidate in Interdisciplinary Studies - Teachers College, Mindblue.com,
New Teacher Coach & Curriculum Coordinator Banana Kelly High School - Bronx, NY
NICOLE TRACKMAN
Doctoral Candidate in English Education - Teachers College, Mindblue.com, National Academy for Excellence in Teaching (NAfET) at Teachers
College – New York NY

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