{"id":2515,"date":"2014-07-14T22:37:22","date_gmt":"2014-07-15T05:37:22","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled368\/?p=2515"},"modified":"2014-07-14T22:37:22","modified_gmt":"2014-07-15T05:37:22","slug":"my-own-thoughts-on-adaptation","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/lled368\/2014\/07\/14\/my-own-thoughts-on-adaptation\/","title":{"rendered":"My Own Thoughts on Adaptation"},"content":{"rendered":"

My presentation today was based on the theory that having kids adapt material is the best way to assess their knowledge and retention of classroom content. In terms of fidelity discourse and the Bortolotti-Hutcheon article, I share their opinion that a work can be ever-changing and evolving much like we are as people. In support of this theory, I quoted Stephen King.<\/p>\n

In a recent letter on his website, where he addressed \u201cconcerns\u201d from his fans that the television version of Under the Dome<\/em> is not faithful to the original story, King quotes the late James M. Cain in an interview with a young reporter in which they had much the same conversation about his books The Postman Always Rings Twice<\/em> and Double Indemnity<\/em>: \u201c\u2019The movies didn\u2019t change them a bit, son,\u2019 he said. \u2018They\u2019re all right up there. Every word is the same as when I wrote them.\u2019\u201d (King\u2019s full letter can be found here<\/a>, and is definitely worth a read.) In an interview with Buzzfeed<\/a> appropriately titled Stephen King Isn\u2019t Afraid Of The Big Bad Adaptation,<\/em> King addresses the same topic, stating: \u201cwriting a book or writing a story is like being in a room that has a lot of doors. I chose one to go through, but you only get one choice when you\u2019re writing a novel. So this is getting a chance to go back.\u201d<\/p>\n

The \u201c5 Cs\u201d as outlined in the presentation are:<\/p>\n

    \n
  1. Creativity. Manipulation of subject matter is an essential skill for students to acquire, and the creative adaptation is a simply effective way to teach it. When a student is given the opportunity to choose how they approach a subject (choosing a show to adapt, as in the Shakespearean Sitcom assignment, or choosing format, language and style as in the Romeo and Juliet scene studies), they are not only identifying with the material but they are learning what skills they possess and can use to their advantage (ie. performing on stage vs using video; using original language vs translating, etc.).<\/li>\n
  2. Control. Put plainly, a student can\u2019t adapt material if they don\u2019t understand it. Following Bloom\u2019s Taxonomy, adaptation is one of the last steps towards mastery. Showing they can adapt subject matter shows students not only understand the material itself, but they also understand the elements of the style to which they are adapting.<\/li>\n
  3. Conciseness. The ability to take a multitude of information, pick out what\u2019s important and turn what\u2019s left into a coherent narrative is, again, an essential skill.<\/li>\n
  4. Compounding. According to my Microsoft Word dictionary, compounding is defined as \u201cthe act of combining things to form a new whole\u201d. This, combined with classification, is the heart of the adaptation.<\/li>\n
  5. Classification. The ability to classify or organize information into a logical format is not only important in creative projects, but is essential to anything from expository essays to recipes, or even learning trade skills.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

    My presentation today was based on the theory that having kids adapt material is the best way to assess their knowledge and retention of classroom content. In terms of fidelity discourse and the Bortolotti-Hutcheon article, I share their opinion that a work can be ever-changing and evolving much like we are as people. In support […]<\/p>\n","protected":false},"author":21134,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2515","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2515","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/users\/21134"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/comments?post=2515"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2515\/revisions"}],"predecessor-version":[{"id":2517,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/2515\/revisions\/2517"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/media?parent=2515"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/categories?post=2515"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/tags?post=2515"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}