I’d get mic’d up and have a projection screen behind me the size of a drive-in theater, to use for overheads and analyzing film clips. It was like being a rock star or something — the performative aspect of teaching took on a grandiose dimension. I’d make a silly joke and the room roared. I’d ask questions and have a field of faces to choose on at random. I could see thirty heads nodding in agreement when I made a point. It was a thrill. A daunting experience, but a thrill nonetheless. —Mike Arnzen —Working the Huge Room (Pedablogue)
My colleague discusses the dynamics of teaching a large class. We don’t have huge classes at Seton HIll, but when I have on occasion addressed large audiences, the energy I could sense from the room really is palpable. It’s important to focus on that energy, and to have a backup plan so that when it starts to fade, you can quickly shift gears and gain their interest again.
This is manageable. Far better than some semesters.
Creating textures for background buildings in a medieval theater simulation project. I can always improve…
Nothing in this stack is pressing, but they do include rough drafts of final papers,…
Here’s the underlying problem. We have an operating image of thought, an understanding of what…
Representing the Humanities at Accepted Students Day.
The daughter opens another show. This weekend only.