Breakout 04, Panel 01: Place-based Pedagogies for Critical Thinking

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    Music as Narrative: How Activism in Hawaiian Music Reveals Messages for Change Handout 3
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Coston, Brenda
    Music talks story.  This demonstration will explain how Hawaiian music plays an important role in shaping the native culture. From this topic, students will develop a narrative essay based on one or three songs and the message or messages that they feel emanate from their selection or selections. Students will discuss activism and how music explores social issues, causing personal reflection and often cultural change. After an explanation of the assignment, student essays will be provided so you can see first hand how Hawaiian music speaks to students and the meanings they received from the lyrics interpreted by their own introspection.  
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    Music as Narrative: How Activism in Hawaiian Music Reveals Messages for Change Handout 2
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Coston, Brenda
    Music talks story.  This demonstration will explain how Hawaiian music plays an important role in shaping the native culture. From this topic, students will develop a narrative essay based on one or three songs and the message or messages that they feel emanate from their selection or selections. Students will discuss activism and how music explores social issues, causing personal reflection and often cultural change. After an explanation of the assignment, student essays will be provided so you can see first hand how Hawaiian music speaks to students and the meanings they received from the lyrics interpreted by their own introspection.  
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    Music as Narrative: How Activism in Hawaiian Music Reveals Messages for Change Handout 1
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Coston, Brenda
    Music talks story.  This demonstration will explain how Hawaiian music plays an important role in shaping the native culture. From this topic, students will develop a narrative essay based on one or three songs and the message or messages that they feel emanate from their selection or selections. Students will discuss activism and how music explores social issues, causing personal reflection and often cultural change. After an explanation of the assignment, student essays will be provided so you can see first hand how Hawaiian music speaks to students and the meanings they received from the lyrics interpreted by their own introspection.  
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    We Don’t Just Eat Coconuts and Wear Grass Skirts: Researching and Analyzing Representations of Hawaiian Culture in Oahu’s Tourist Industry Handout
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Szymanski, Natalie
    This assignment presentation will explore a research project assigned to First Year Writing students participating in UH-West Oahu’s Learning Community initiative. This assignment fused UHWO’s PIKO learning community emphasis on local community engagement and service learning with UH’s Foundational Writing Hallmarks by asking students to research, visit, analyze, and construct arguments about the representation of local and indigenous peoples and cultures at tourist destinations on the island of Oahu (i.e The Bishop Museum, The Polynesian Cultural Center, The Hilton Hawaiian Village, Disney’s Aulani Resort, Paradise Cove Luau, etc.). The assignment asked students to complete secondary research about the tourist destination, the peoples/cultures the site purported to represent, and multimodal theories of representation as well as primary research via site visits. Utilizing this research students were then prompted to create their own original arguments about the representations of indigenous cultures presented to Oahu’s tourists and the possible ideological implications of those messages for both tourists and Hawaiians. This presentation will provide details about the assignment’s prompt and the lessons included in the unit that scaffolded the writing and research process for students. It will also utilize students’ reflective memos to explore both the successes and shortcomings of the assignment and its lessons, touching on complications related to students’ information literacy skills and their hesitancy to move beyond summarization. Finally, this presentation will explore the benefits and drawbacks of utilizing a critical pedagogy approach focused on the exploration of contact zones through primary local-based research and direct community engagement in the First Year Writing classroom.
  • Item
    We Don't Just Eat Coconuts and Wear Grass Skirts: Researching and Analyzing Representations of Hawaiian Culture in Oahu’s Tourist Industry Presentation
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Szymanski, Natalie
    This assignment presentation will explore a research project assigned to First Year Writing students participating in UH-West Oahu’s Learning Community initiative. This assignment fused UHWO’s PIKO learning community emphasis on local community engagement and service learning with UH’s Foundational Writing Hallmarks by asking students to research, visit, analyze, and construct arguments about the representation of local and indigenous peoples and cultures at tourist destinations on the island of Oahu (i.e The Bishop Museum, The Polynesian Cultural Center, The Hilton Hawaiian Village, Disney’s Aulani Resort, Paradise Cove Luau, etc.). The assignment asked students to complete secondary research about the tourist destination, the peoples/cultures the site purported to represent, and multimodal theories of representation as well as primary research via site visits. Utilizing this research students were then prompted to create their own original arguments about the representations of indigenous cultures presented to Oahu’s tourists and the possible ideological implications of those messages for both tourists and Hawaiians. This presentation will provide details about the assignment’s prompt and the lessons included in the unit that scaffolded the writing and research process for students. It will also utilize students’ reflective memos to explore both the successes and shortcomings of the assignment and its lessons, touching on complications related to students’ information literacy skills and their hesitancy to move beyond summarization. Finally, this presentation will explore the benefits and drawbacks of utilizing a critical pedagogy approach focused on the exploration of contact zones through primary local-based research and direct community engagement in the First Year Writing classroom.