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Anonymous0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-hansi-font-family:Cambria;} I truly enjoyed today's lecture regarding KOrean films in the classroom, I think that using Korean films will help students understand the Korean War from an insiders’ perspective, most of the time we look at historical events from the outsider’s perspective but we often forget to question how the people living in that nation are dealing with such traumatic events. Using those films can lead to great discussions questions from example:
a) How are native people assimilating to the presence of outsiders in their war torn nation?
b) How did native Koreans way of life changed because of the political events or changes that were occurring at the time?
c) What role did young adults played during the Democratization process of Korea?
d) What were women’s contributions to Korea’s development? Are women under represented in Korean history or glorified?
AnonymousThis afternoon's lecture was extremely insightful. I am now realizing that my knowledge of Korean history was somewhat limited to the Korean War and recent events. The student protests, political assassination and eventual democratization are all part of a fascinating history that are glossed over by many history teachers. Some of these movies might prove to be a tool to engage students in the telling of more complete history.
AnonymousHow better to link your kids to what it was like for kids in Korea and in Germany and in the many other areas that were divided? Think US Civil War.... Think now in the Ukraine, Syria, Israel/Palestine.... A movie like this would get people talking across cultures and time periods and would link in with the emphasis of both the changes in AP and the Common Core.
AnonymousThere have been some wonderfully creative thoughts about how to integrate the films we experienced today. As a serious historian as well as a history teacher (and the two are separate distinctions), Professor Hwang has always emphasized the importance of considering the source and its perspectives. My other takeaway from today was the necessity of knowing the full historical background of the events depicted in any multimedia resource you show, the better to identify discrepancies and discuss their larger meaning (even if, 99% of the time, the answer to the question "Why did they change this in the movie?" is "to make it more entertaining.").
AnonymousI thoroughly enjoyed the lecture of Prof. Hwang. It made me realize how the 7th grade Social Studies curriculum really doesn't include Korea. It glosses over Korea as having an influence on the development of Japan but doesn't talk about any of the important leaders or heroes of Korea. I was glad that he exposed the class to the heroes of Korea and how the films show the importance of the leaders in the development of Korea.
I also like the movies that showed how students played an important role in the democratization of Korea. It reminded me of the Civil Rights Movement here in the US where many young people risked their lives to create a country where there is justice and equality for all. The part of the movie where the students had to go up against the military police reminded me of 'Bloody Sunday" where Dr. King and his supporters (some of whom were young people) were attacked by the National Guards simply because they wanted everyone to have the right to vote.
AnonymousJust like everyone else, I also learned a lot from Prof. Huang. During the discussion, someone brought up an interesting question on whether the history would be told similarly in South Korean and North Korea. This question actually reminded me of how the history textbooks used in Mainland China do not always contain the same "facts" as those used in Hong Kong, which had been a British colony and returned to Mainland China in 1997.
AnonymousI appreciate the list of resources that Professor Hwang gave during his lecture. I know very little about Korean history and culture and have added his book to my reading list. As a middle school teacher, I feel like perhaps the resources I would draw from and the topics that I'd address would be a little lighter. I would be interested in taking my students through a comparison and contrast of ancient and modern Asian civilizations, paying particularly close attention to the social classes and how they've changed over time. The film clips that he showed in class give us a glimpse of what they are like presently, I'll have to research and see if there are any that address ancient civilizations...
AnonymousOne of the things that stood out to me was that the well known stories from history had been redone and modernized, very much like in American cinema. Could you do a comparison of important historical events of both Korea and the US and how they are depicted in films? Or, could you do a comparison of perspectives...so take one world event and see how both film industries chose to depict that event and talk about multiple perspectives and motives, which brings in Dr. Kaplan's idea of depth and complexity (somewhat).
AnonymousI have seen many of these Korean films and mini-series. But, until yesterday, I didn't look at these films as possible resources in teaching social science. Many of my friends and I just watched these films mainly for their entertainment purposes.
I think it is a great idea to use a few clips from "Taegeuki" to grab students' attention when discussing about the Korean War. As noted by Professor Hwang, there are multiple perspectives and interpretations on the origins of the Korean War. So, as we transition to common core standards, it might be beneficial for history teachers to find documents that provide different accounts of how the Korean War might have originated and ask students in groups of 4 to 5 to analyze these documents.
edited by akwon on 7/30/2014
AnonymousLast night, I had dinner in Little Tokyo at Hama, where there is a sign on the door that says "Sushi and Sashimi only, No tempura,no teriyaki, no rice, no udon" small restaurant with the freshest fish in town. We also joined the people practice the dance for Nisei Week in the courtyard in front of the Japanese-American Theater. Lovely garden is nestled near the theater. Every year, I go to relearn the dance in preparation for the Pilgrimage to Manzanar, a trip that we take 60 8th graders on in April, after reading "Farewell to Manzanar". There has been major excavations at Manzanar in the last three year, the most recent being the reclaiming of the garden.
AnonymousI think it might be interesting and useful to discuss with students how women in power have been portrayed in history and through film. We could study the varied representations of Queen Sondok of the Silla Kingdom in the seventh century and Empress Ki of the fourteenth century Mongol Empire. Maybe we could even compare and contrast them with Cate Blanchett’s depiction of Queen Elizabeth.
AnonymousThe President's Barber looks like an excellent film. Thought-provoking and hilarious. I'm wondering if the clever comedic narrative in the film running through the decades of Korea's modern political upheaval entertains the citizens that couldn't be bothered with social-political engagement whilst simultaneously informing them of the importance of this past on their current lives. The son is reflecting on the buffoonery of the father, just as the movie is mocking the cowardly forces of anti-democratic leaders.
And it's interesting, as well, to see how the Korean government expresses similar democratic (or revolutionary) themes through historical dramas. Professor Hwang laughed outright at the notion that there were streaks of marxist ideals passionately embodied and orated in the past. I'd be curious to see his idea of what this reality looked like. More machiavellian in nature. But no one would go to see the film. Too dark and cynical. Comedy and nationalism sells. Maybe at some point, the Korean population will crave more realistic depictions of this, a la HBO's, et. al's turn toward grittier, more cynical realities in their narratives (e.g. The Wire). Maybe it has. I'm speculating, of course. But Professor Hwang did note that the Comfort Women issue has not been treated in a cinematic fashion.
AnonymousFilms are always an engaging way of getting students to see the historical relevance of events as they unfolded via the big screen. For me, this seemed like one of the areas where I would need some help putting something together to use in my class. Although I personally gained a great deal of enrichment, I was trying to think of and come up with something to use for my class with Arno and we just couldn't strike anything at this time. I will try to at least look for something on the contributions of Asians to the standard/topic I am covering and make an association for my students. I welcome anyone with suggestions/materials to please send my way. I know I can try googling stuff, but I will see if I can get help first 
AnonymousProf. Hwang's presentation was so interesting. The idea of a government using films as cultural products for export as well as to influence their own people is something I had not really consciously thought about. But, it makes sense. Korea has been through so much in its distant and recent history. A solid national identity is absolutely necessary for the government to establish a sense of continuity and unity for its people.
AnonymousI was intrigued by "The President's Barber" because it had such a contrasting style compared to the other Korean films while delivering a similar story. I will most likely use that movie for my future movie review.