Use the time today to work on typing your reflective letter, gathering your lyrics, formatting your project.
Remember to show your creativity in this project - it is a reflection of yourself and the process of human development.
We will only have one more work period in the computer lab after today so be sure to use your time appropriately.
Good luck!
Friday, June 10, 2011
Thursday, June 9, 2011
Final Project Part V: Reflective Letter
Part V: Reflective Letter – Soundtrack of Your Life
Now that you have created the soundtrack of your life, write a reflective letter (addressed to “Dear Listener,”) that explains why you chose the particular songs you did. For each song you will need to reflect on the experiences, persons, places, etc. That inspired the selection. Obviously, you will also need to explain who you are as a person then offer some type of reflection upon the album as a whole. Again, for the purposes of this assignment, be sure that the letter is school appropriate.
Use the outline below to help you construct the letter. You need to cover each topic listed in the appropriate number of paragraphs; however, the questions listed are only there to help you begin thinking about the topic. You do not need to answer each and every question or any of the questions as long as you have sufficiently explained the topic of each section.
Topic #1 – Explanation of yourself (One paragraph)The paragraph is basically a brief autobiography:
• Who are you?
• Where are you from?
• Where are you now? Etc. Etc
Topic#2 – Explanation of the soundtrack (One paragraph) This paragraph outlines your rationale or purpose in creating the soundtrack:
• What is this album you have created?
• Why are you completing it? (because it is an assignment is NOT an answer!)
• What do you hope to get out of the project?
• What do you see yourself doing with this later in life?
• What goals did you have for creating it?
Topic #3 – Explanation of each song on the soundtrack (One paragraph per song) This section is made up of many smaller paragraphs. Song by song, be sure to explain:
• What is the name of the song and the artist?
• Why is each song important to you?
• What virtue did you learn by the event the song represents?
• How does each song connect to your life?
• What does each song reveal about the kind of person you are and what you think is important in your life?
Topic #4 – Final remarks and reflection on the soundtrack as a whole (One paragraph)
This paragraph is your conclusion in which you should thank your reader for taking the time to listen to your soundtrack and offer any final reflections upon this project as a whole.
Now that you have created the soundtrack of your life, write a reflective letter (addressed to “Dear Listener,”) that explains why you chose the particular songs you did. For each song you will need to reflect on the experiences, persons, places, etc. That inspired the selection. Obviously, you will also need to explain who you are as a person then offer some type of reflection upon the album as a whole. Again, for the purposes of this assignment, be sure that the letter is school appropriate.
Use the outline below to help you construct the letter. You need to cover each topic listed in the appropriate number of paragraphs; however, the questions listed are only there to help you begin thinking about the topic. You do not need to answer each and every question or any of the questions as long as you have sufficiently explained the topic of each section.
Topic #1 – Explanation of yourself (One paragraph)The paragraph is basically a brief autobiography:
• Who are you?
• Where are you from?
• Where are you now? Etc. Etc
Topic#2 – Explanation of the soundtrack (One paragraph) This paragraph outlines your rationale or purpose in creating the soundtrack:
• What is this album you have created?
• Why are you completing it? (because it is an assignment is NOT an answer!)
• What do you hope to get out of the project?
• What do you see yourself doing with this later in life?
• What goals did you have for creating it?
Topic #3 – Explanation of each song on the soundtrack (One paragraph per song) This section is made up of many smaller paragraphs. Song by song, be sure to explain:
• What is the name of the song and the artist?
• Why is each song important to you?
• What virtue did you learn by the event the song represents?
• How does each song connect to your life?
• What does each song reveal about the kind of person you are and what you think is important in your life?
Topic #4 – Final remarks and reflection on the soundtrack as a whole (One paragraph)
This paragraph is your conclusion in which you should thank your reader for taking the time to listen to your soundtrack and offer any final reflections upon this project as a whole.
Wednesday, June 8, 2011
Socialization & Creativity
Some questions to consider related to Socialization and Creativity in Childhood development are the following:
1. How do children learn to understand their own emotions?
2. How do we assess social competency in early childhood?
3. How important is creativity to development in early childhood?
4. How should we view children's art?
5. Is creativity related to intelligence? (Convergent and Divergent Thinking)
We discussed the factors that influence socialization and talked about outcomes of children in a variety of situations.
We also talked about Tim Wise and work that he has done related to challenging stereotypes and recognizing privilege.
Yesterday some thoughtful responses came out in the reflection questions related to stereotypes and prejudice including:
Unlearning & Rethinking Prejudice - "Nobody is born a racist."
"People have attacked me for thinking I'm 'just like the others'"
"I would like to change by not accusing someone of something before I really know them."
"I deal with prejudice by not laughing at all or saying that I don't want to hear what you have to say."
"I deal with prejudice by saying, that hasn't been my experience."
"...there has been a silent war of races going on. I think because it's been that way for so long and people just don't change."
"When I see that others are being prejudiced towards me, I speak my mind, I let the other person know that I don't like it."
"I love where I come from and I'm proud of my culture."
"Positivity is the key through prejudice."
"...I feel that it makes them look stupid and rude to be speaking publicly about such things..."
Remember that it is important to identify and acknowledge stereotypes and prejudice within yourself and then work to make changes. Thanks for your thoughtful responses PSY 30!
1. How do children learn to understand their own emotions?
2. How do we assess social competency in early childhood?
3. How important is creativity to development in early childhood?
4. How should we view children's art?
5. Is creativity related to intelligence? (Convergent and Divergent Thinking)
We discussed the factors that influence socialization and talked about outcomes of children in a variety of situations.
We also talked about Tim Wise and work that he has done related to challenging stereotypes and recognizing privilege.
Yesterday some thoughtful responses came out in the reflection questions related to stereotypes and prejudice including:
Unlearning & Rethinking Prejudice - "Nobody is born a racist."
"People have attacked me for thinking I'm 'just like the others'"
"I would like to change by not accusing someone of something before I really know them."
"I deal with prejudice by not laughing at all or saying that I don't want to hear what you have to say."
"I deal with prejudice by saying, that hasn't been my experience."
"...there has been a silent war of races going on. I think because it's been that way for so long and people just don't change."
"When I see that others are being prejudiced towards me, I speak my mind, I let the other person know that I don't like it."
"I love where I come from and I'm proud of my culture."
"Positivity is the key through prejudice."
"...I feel that it makes them look stupid and rude to be speaking publicly about such things..."
Remember that it is important to identify and acknowledge stereotypes and prejudice within yourself and then work to make changes. Thanks for your thoughtful responses PSY 30!
Tuesday, June 7, 2011
Personality, Self and Socialization
Today we started the class with a handout that asked you to reflect on certain scenarios. The objective was to identify possible prejudiced thinking and look at ways to rethink and unlearn our prejudices.
"The world is full of people who have never, since childhood, met an open doorway with an open mind." E.B White
We reflected individually on the following questions:
What kinds of prejudice do you see at KCI?
Do you think others are prejudiced against you? Who and why?
How do you deal with prejudice from others? Within yourself?
What prejudices do you have that you would like to change?
From those questions we discussed how prejudice is not simple. We all have biases that come out according to the situation we're in. We all draw our "Prejudiced/Nonprejudiced" lines differently but what we must figure out is where we draw our lines and why.
We ended the class by looking at five faulty reasoning categories (Building Cultural Bridges) that were ways that people try to rationalize or justify their prejudice.
Five Faulty Reasoning Categories:
1 - Over generalization
Thinking that one or more pieces of evidence can justify making a broad conclusion.
Ex: "I don't know him, but I know his kind is worthless and lazy."
2 - Bandwagon
Thinking that the greater the number of people who believe something, the greater the probability that the something is true.
Ex: "It must be true about the new student because everyone is talking about it and everyone agrees."
3 - Projection
Transferring blame for one's own shortcomings, mistakes, and misdeeds to others or attributing to others one's own unacceptable impulses, thoughts and desires.
Ex: "If we could only stop the immigrants from coming over, our economic problems would be solved."
4 - Expert Opinion
Thinking that something is true because it is stated by someone who appears to be an expert.
Ex: "African Americans are better at sports than other racial groups because of their physical construction. That's what a scientist said!"
5 - Railroading
Thinking something because you are pressured to do so in order to conform and belong to a group.
Ex: " I didn't want to beat that guy up, but my friends were watching and I had to show them I could handle it."
Some points to remember about stereotypes:
Stereotypes are nothing more than categories, and we all put everything in categories as a natural function of the way our minds make sense of the world. The problem is that we may create categories based on half-truths, incomplete or inaccurate information.
Stereotypes can be very hard to change.
Association with people in informal social settings is essential to breaking stereotypes.
Having stereotypes does not make us bad or wrong people. But we should continue to explore our stereotypes and work to change them.
We need to recognize and identify our stereotypes and prejudice before we change them.
"The world is full of people who have never, since childhood, met an open doorway with an open mind." E.B White
We reflected individually on the following questions:
What kinds of prejudice do you see at KCI?
Do you think others are prejudiced against you? Who and why?
How do you deal with prejudice from others? Within yourself?
What prejudices do you have that you would like to change?
From those questions we discussed how prejudice is not simple. We all have biases that come out according to the situation we're in. We all draw our "Prejudiced/Nonprejudiced" lines differently but what we must figure out is where we draw our lines and why.
We ended the class by looking at five faulty reasoning categories (Building Cultural Bridges) that were ways that people try to rationalize or justify their prejudice.
Five Faulty Reasoning Categories:
1 - Over generalization
Thinking that one or more pieces of evidence can justify making a broad conclusion.
Ex: "I don't know him, but I know his kind is worthless and lazy."
2 - Bandwagon
Thinking that the greater the number of people who believe something, the greater the probability that the something is true.
Ex: "It must be true about the new student because everyone is talking about it and everyone agrees."
3 - Projection
Transferring blame for one's own shortcomings, mistakes, and misdeeds to others or attributing to others one's own unacceptable impulses, thoughts and desires.
Ex: "If we could only stop the immigrants from coming over, our economic problems would be solved."
4 - Expert Opinion
Thinking that something is true because it is stated by someone who appears to be an expert.
Ex: "African Americans are better at sports than other racial groups because of their physical construction. That's what a scientist said!"
5 - Railroading
Thinking something because you are pressured to do so in order to conform and belong to a group.
Ex: " I didn't want to beat that guy up, but my friends were watching and I had to show them I could handle it."
Some points to remember about stereotypes:
Stereotypes are nothing more than categories, and we all put everything in categories as a natural function of the way our minds make sense of the world. The problem is that we may create categories based on half-truths, incomplete or inaccurate information.
Stereotypes can be very hard to change.
Association with people in informal social settings is essential to breaking stereotypes.
Having stereotypes does not make us bad or wrong people. But we should continue to explore our stereotypes and work to change them.
We need to recognize and identify our stereotypes and prejudice before we change them.
Monday, June 6, 2011
Work Period - Final Project Part III & IV
Today you came to class with Part I & II of the final project completed (event and song choices).
You had time to work on Part III where you were identifying and explaining a virtue that you developed through the events that you chose. These virtues are related to Erikson's Stage Theory where he describes the eight stages that humans go through and possible virtues that they develop at each stage.
Image Location - Stages of Life
You had time to work on Part III where you were identifying and explaining a virtue that you developed through the events that you chose. These virtues are related to Erikson's Stage Theory where he describes the eight stages that humans go through and possible virtues that they develop at each stage.
Image Location - Stages of Life
Image Location - Stages of Life
Also use time today to find the lyrics for the songs that you chose for your project. Remember not to just copy and paste them, but alter them so that they have a creative design and pleasing aesthetic.
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