Wednesday, September 22, 2021

George Athanasopoulos, 9/21/21, PD 1


Goal Setting and Growth

  • At this current point in time, what specific goal(s) do you have for yourself? Why

As this is the second week of school I have a ton of goals for myself, some immediate and some more long-term. Right now my main priority is to get through my college applications and essays. I have a lot of sorting out to do with what schools I plan on applying to and what schools I might apply for Early Action or Early Decision. I want to get through the bigger stuff by November so that I can focus on regular school work after and have more time to have fun and enjoy myself. Additionally, I am trying to get myself back to the regular school rhythm and make good connections with my teachers in these new classes. 

After school, I have track practice and now, in the fall, is cross country season. Being a senior now I have a lot of responsibility to help lead the team and get the new freshmen and sophomores in shape. I also have a lot of time-oriented goals for myself throughout the season for the different events I will be racing in. Next, I like to play drums in my free time, and over the last year, I feel like I have gotten a good base laid out for me so I hope I can keep on improving and expanding my abilities and timing. Lastly, this is my senior year so I aim to have as much fun as possible. Obviously, school work is very important but equally important is being able to enjoy myself and have fun with my friends and family.

  • How do you demonstrate resilience towards achieving this goal? (or these goals?)

Just writing down my goals right now and thinking of more felt overwhelming and there are days where it’s tough to fit in a lot of my goals. However, the most important thing is to take everything one day at a time. Obviously, some goals have more of a priority than others so I focus on those first, but if you take every goal and every step to reach that goal one step at a time things work out. Planning things out and knowing myself and my limits also helps me plan accordingly so that I don’t feel too pressured. Additionally, I am not alone in these goals. I have friends and my teammates and my family there with me and so I know there are other people there with me working on the same or similar goals and that gives me the strength to keep on striving to do my best. 

  • How does the world around you affect your perception of this goal? (or these goals?)

Every other senior in the nation right now more or less has similar goals as me right now with school and college applications so I know we are all working as hard as we can to do our best and hopefully get into the schools we want to. The world also seems to be reopening up and there is just this feeling of productivity in the air to return back to the regular flow of life so that also helps me keep going because everyone around me is also getting back to school or to their jobs and readjusting to life before the pandemic. 

Tuesday, September 21, 2021

Muhammad Chaudhry, Period 7, 9/22/21

Muhammad Chaudhry, Period 7, 9/22/21

Goal Setting & Growth

At this current point in time, what specific goal(s) do you have for yourself? Why?

One of my goals for the remainder of 2021 was to become an All-City Linebacker and Offensive Linemen on the school’s football team. This has been my goal since the beginning of freshman year when I was nowhere near the skill level I am currently at right now. This goal is important to me because it shows how hard I’ve worked to make my goals a reality and to make a name for myself on the team. Another goal I have is to go to college tuition-free so that my parents don’t have to take on the burden of my college tuition. I’ve thought about this quite a lot over the summer and I came to the conclusion that going to an Ivy League school won’t do me any good if I’m $300k in debt by the time I graduate and this realization changed my perspective on college applications considerably.

How do you demonstrate resilience towards achieving this goal? (or these goals?)

I have been working with my coaches for the last 4 years to get to where I am right now as a player. I’ve been through the tough 7 hour-long practices and the pain and the injuries and I’ve always gotten back up because I know that in the end, it will all be worth it and that I’m working my butt off for something worthwhile. I also watch my practice videos to learn what I’m doing right and wrong so that I can become a better player and ultimately become an All-City football player. Seeing my improvement from freshman year also helps me keep working hard because I remember where I started and where I need to go. I have researched a lot about the best way to go to college tuition-free and if going to a smaller CUNY could give me the same experiences as a bigger school like Columbia, then it becomes very easy for me to achieve my goal of reducing financial stress on myself and my parents. I have asked many of my teachers for any advice about college and they all gave me very useful information, I used that information to the best of my ability to formulate a plan for college applications and to weed out colleges that won’t be good for me financially.

How does the world around you affect your perception of this goal? (or these goals?)

I’ve talked to multiple teachers and coaches and adults and most of them have told me that I should go to a school in New York to keep the costs down and to stay close to home so that I don’t have to worry about dorm room expenses. They also advised me to apply for as many scholarships as I can so that I won’t have to worry about money as much. My teachers have a lot of knowledge about college planning and they know what kids go through each year and they know what will be best for me so I am currently using their guidance to pursue my goal. Freshman year only one or two coaches believed that I could become a good football player because they saw the resilience and the mental power to push through obstacles that a majority of people in life can’t. It’s because of coaches like them that I started pushing myself and believing I can be a good player and make an impact on the team. People that doubt my ability also helped me indirectly because they provoked me and I wanted to prove them wrong so I tried my best every practice. I still have some ways to go to achieve my goal of becoming an All-City football player, but I am confident that I will achieve that goal this year.

Rafi Arnob, Period 8, 9/22/21

 SITHS

Rafi Arnob

9/22/21

Ms. Fusaro 

Rafi Arnob, Period 8, 9/22/21

At this current point in time, what specific goal(s) do you have for yourself? Why?

Ever since school started back up on the 13th, I’ve had this looming dread follow me around. It’s just starting to set in that in less than a year, I’ll be a college student. Unsurprisingly, a lot of my goals are set with that realization in mind. For example, I hope to score higher on my last SAT in October, I want to finalize my common application by the end of this week, and obviously, I want to end my high school experience with strong grades. However, while all of these goals are very important to me, my central goal (at this point) is to be a “PSAL All-Star”. During all of my time here at tech, I’ve gone through many changes. Most of life’s aspects have not remained constant; friends, personality, passions and whatever else are always evolving and I’m forever grateful for that. However, football has always been there for me. After a bad day, football cheers me up. My teammates cheer me up. I can’t express how great of an outlet the sport is for me and because of this, I want to end my high school career on a strong note and go out on top. I want to look back on my senior season and reminisce on the “good old days”. Winning a tangible award such as being an All-Star will make it that much easier. 

How do you demonstrate resilience towards achieving this goal? 

There are days where I don’t want to attend practice, or I’m suffering from minor aches and pains and my body yells at me to stop. However, in these instances, I think back to my goals and the idea of success drives me to push on. I know that if I don’t pour in all my effort into this last sprint, someone will. Moreover, I show resilience outside of the athletic sphere. When I see my friends go to the movies or amusement parks, I want to attend as well, but I know that to be one of the best football players in the city I’m going to have to make sacrifices.     Honestly, practice becomes an obstacle sometimes (i.e. getting in the way of test prep or a party) but I know that unless I give my maximum effort, I won’t be satisfied. 

How does the world around you affect your perception of this goal?

In my environment, being a PSAL All-Star is considered quite prestigious, and being the competitive person I am, I desire to be the best. By earning such a prestigious title, I can tangibly prove that I am one of the best football players in the city to my contemporaries. More importantly, I can display my hard work and success to my parents. Growing up, my parents emphasized the idea of success and often encouraged me to avoid spending time on meaningless activities. Even though I know that football isn’t a meaningless activity (whether I win some title/award or not), I want my parents to think that as well. The best way to do so is to show them that I am successful and have something to show for that success in the form of a PSAL All-Star title. 

Nicole Cavalieri, Period 7, 9/21/21

Modern Mythology, Period 7

Nicole Cavalieri

9/21/21




Archive of Our Own, Fandom Culture, and Modern Folklore




Intro:

In today’s lesson, we discussed what folklore is as a broad category that encompasses

most of what we will cover in this class. Folklore is, essentially, the works of everyday people

that are shared through word of mouth and spread throughout a culture. It is made by and for

those everyday people and creates a collective knowledge that the collective partakes in and

adds to, passing it on to future generations as it evolves. In the second part of the lesson we

discussed how folklore persists in the modern day. In her Ted Talk, “Folklore Doesn’t Meme

What You Think It Memes” folklorist Lynne McNeill posits that internet culture and memes are

modern folklore. Through the internet, we have for the first time in history, a complete

documentation of what regular people think, feel, and create. There is a whole wealth of

terminology, humor, and information that only makes sense within the context of the internet.

I found this Ted Talk extremely thought provoking; however, it does not go into extreme

detail about what it is actually like to exist on the internet. Internet culture, while widespread,

also has many niches that exist with their own jargon, meme formats, and context needed to

understand. This is similar to the way different regions of the world had folklore specific to their

area that would not make much sense to an outsider. However, the internet, being worldwide,

removes the barrier of physical proximity. Instead, the “regions” of internet culture form around

common interest and creative works. One of the easiest ways these regions form is through

fandom, in which people are united through their love of a certain piece of media. Fandom, and

fan fiction in particular, is a great illustration of the way folklore develops and is viewed by the

modern world.




Fanfiction as Folklore:

Fanfiction is any work of writing that is derivative of an existing work of media. It can be

written within the world and conventions of the media it is derived from, or it can take familiar

characters and elements from the original work and put it in a new setting. It ranges from

heartfelt love stories, to detailed character studies, to unexpected comedy and absurdity. Like

other forms of folklore, it has terminology understood by those involved in the community

understood by all. For example, fanfiction that puts familiar works in a new setting are known as

“AUs” (Alternate Universe). Fanfiction has specific genres, story structures, and tropes, both

across fanfiction as a whole and within specific fandoms. It has been passed down through chat

forums, tumblr blogs, and subreddits in the same way fairytales were passed down in oral

history. The only difference is the amount of documentation afforded to us by the modern age.




Folklore vs. Academia and Archive of Our Own:

However, as with traditional folklore, fanfiction has often been looked down upon as

frivolous and unworthy of recognition. McNeill makes this point connecting folklore to internet

culture in her TedTalk, discussing what institutions value as worthy of study. Fanfiction is maybe

the most poignant example of the way internet culture is looked down upon in academic spaces

because of the history of hostility between authors and the fans who produce writings based on

their work. Many published creatives decry fanfiction as a perversion and tarnishment of their

original work. The idea of what makes something art is rooted in elitism and the perspectives of

those who had the privilege to build institutions of higher learning. Fanfiction is made for free

and consumed for free, which means writers are not profiting off of the work of others. The only

harm done to the original work is an arbitrary blemish on the “sanctity” of published works.

Hostility towards fanfiction is most clear in the instances in which authors have brought

fanfic writers to court for violations of their intellectual property. For many years it was

commonplace for whole forums of fan works to be taken down and erased forever. After many

years of dealing with the loss of hardwork and cultivated community, a group of fans founded a

nonprofit Organization for Transformative Works (OTW) that defends the legality of fanfiction

under fair use laws. Besides the legal work, OTW also created Archive of Our Own (AO3), a

web archive of fanfiction that stores them on secure servers run by volunteers.

AO3 is truly unique in the way it functions as a highly effective archive. It uses a system

of “tagging” in which works are placed in categories that let you know what a work is about. The

tags are in the language of fandom, using the fandom jargon I touched on earlier. Through the

use of these tags you can find essentially any story you want by using their advanced search

feature which allows you to search for the tags you want and block out tags for things you don’t

want to see. This folklore is thus documented in a more thorough way than was ever possible

before the internet age. The way people engage with the things they are passionate about is

preserved which gives a huge insight into the culture of a people. The trends in what is viewed

as romantic, or tragic, or funny are all stored in this archive. And all of this work is done for free

by those dedicated to making art made by the people accessible.




Queer Representation and Fanfiction

Fanfiction, like folklore, is shaped by the experiences of those who write it. In folklore, we

are able to see a diverse array of experiences from people of all races, genders, and social

standing. Fanfiction in particular sheds light on the queer experience. The majority of fanfictions

that feature romance focus on same gender romance. And many of the relationships with the

most fanfictions are between same gender couples whose canon counterparts are only shown

to be heterosexual and/or cisgender. Fanfiction allows queer people to write representation for

themselves that is honest and meaningful, which mainstream media often lacks. Some of the

earliest instances of fanfiction were written in the 60s and 70s depicting queer relationships in

Star Trek.




This fact makes the stigma against fanfiction more sinister. Much of the outcry that

traditional media had against fanfiction, especially in its earlier days, was rooted in queerphobia.

Much queer fanfiction is also written in response to queer-baiting, a phenomena in which a

piece of media implies that a character is queer without actually depicting the character as

queer. This is harmful because it allows creators to profit off of queer audiences hoping to find

representation without alienating homophobic viewers. Queer-baiting is also linked to queer

coding, in which a character is displayed with stereotypically queer traits without actually being

queer. Queer coding is mainly the result of the Hayes Code, a law that restricted what could be

depicted in TV and film. One part of the code banned “sexual deviancy”. This meant that queer

characters couldn’t be depicted on screen, or if they were they had to be shown to be explicitly

evil or else punished for their queerness. This created a trend that has persisted into the

modern day in which many classic villains are associated with stereotypically queer traits.

Because of all of this, the preservation of fanfiction is all the more important. The internet and

fandom is often one of the first places queer youth find community and explore their identity; it is

not uncommon for people to explore their gender or sexuality through fanfiction and the

characters they love.


Final Thoughts:

Fan culture and fanfiction is an essential part of modern folklore and the culture of those

who have grown up in the internet age. There are many parallels to more traditional folklore

which makes fandom a great case study of how folklore evolves and functions. It is also more

well preserved than its folkloric predecessors and gives a voice for marginalized communities to

share their own stories.

Carina Alessandro, Period 1, 9/17/21

 

  • Literacy & Learning
  • Write about your thoughts regarding any of the fiction or non-fiction covered in class

I found reading the versions of the Cinderella tale very interesting to compare and to analyze how one might have developed and evolved to become like another. They were all different yet had shared elements which I imagine reflected the social, geographical, and cultural differences and similarities. It was curious how so many stories abided by the plot devices of an unassuming girl being desirable when they wore an impressive dress(es) and royalty looking for small finger/feet sizes in a partner, unrelatedly of course, near covert incest.* From what I could tell, signifying evolutions where Donkeyskin’s addition of the last characteristic with a sprinkle of racism, then the later Catskin which removed those elements but had a frankly too-forgiving, saccharine ending. My favorite deviations were Folklore of the Sea Islands’ Cinderella as it seemed to (or it is my hope) make fun of the rich using the impoverished, with a man looking for a hypothetical person with small feet; Lin Lan for its uniquely witchy elements, and, my favorite The Princess in the Suit of Leather for being the least morally corrupt.

*honorable mentions: animal skin/bones, ring cakes, brutalizing female relatives who bullied the protagonist, and ladles 

    • Reflect on any new information you have learned in English class by considering how that learning influences your critical perception. How is what you’re learning applied to any other classes/the world around you? 

In English class we learned about folklore and how the world contributes to it today on the internet. I don’t think there will be archaeologists in the future with enough time to analyze everyone’s internet history, so it’s pretty special how, although much “lore” resides in virtual spaces, we are maintaining the tradition that much of what is to be remembered, in my opinion, will be what we share and develop the most. I’m unsure whether the ratio of increased inter connectivity and population growth from the past, which might affect things, but we definitely now have a heightened opportunity to contribute to culture and storytelling today. I mean, if its widespread enough, now your own contribution to folklore could become cited on knowyourmeme.com. It helps put into perspective how valuable it is to share and contribute to (be it comments or photoshop) art and stories. Even though it might not shape history it could surely shape how we remember it and, really, that’s what counts.

Cinderella was a perfect example of folklore becoming oral storytelling and history in action. It gives vast insight into what passed through cultural boundaries during its spread and how new ears and storytellers contribute to stories and records. Perhaps this even provides reflections on how the broader history to do with real rulers and kingdoms are affected based on cultural differences, or simply a version of “history” when told by common folk and others alike, not just the educated and scholars. These ideas can be applied in the modern real world so that we take into account how, where, and why different parts of a story are being told when considering all forms of gossip— the news, science fiction, history as we know it, and more. 

Monday, September 20, 2021

Alyssa Abed, Period 8, 9/21/21

 Alyssa Abed, period 8, 09/21/2021, Modern Mythology 2022

Write about your thoughts regarding any of the fiction or nonfiction covered in class.

I’d like to discuss the introduction to Cinderella by Maria Tatar and the collection of Cinderella stories that follow, because there is just so much to unpack there. First off, I want to say that the introduction was incredibly insightful and informative, so kudos to Ms. Tatar. Not only did she give a lot of insight into why certain versions of Cinderella have fallen out of favor, but she also taught me a great deal about how varied the Cinderella stories truly are, which was very useful before going into the reading itself. I learned that there are 345 variants of Cinderella. 345!! I don't know about you, but that really stuck out to me, especially having grown up on the classic Disney Cinderella that I just passively accepted as the Cinderella story. However, after reading this collection of Cinderella stories, it was clear just how different these variants could be and how vastly different they were from the story that I was well acquainted with. A large amount, 130 to be exact, as stated by Tatar, belongs to the plot we are most familiar with: the ill-treated heroine (by a mother, step mother, or maternal figure). However, there are a great deal more Cinderella stories that instead feature the unnatural father (77) and King Lear judgement (19). These categories feature versions of Cinderella that I myself, and I’m sure many of you, aren’t familiar with. The farthest version from the Cinderella I grew up with had to be Donkeyskin, earning it an honorable mention. Donkeyskin follows a beautiful (a common theme throughout every story) young Cinderella who flees her kingdom after her father, the king, gets it in his head that he has to marry her because she is the only one who fits his late wife's set of requirements (how convenient). Already you can see this story is very different from the mainstream one: there is no evil step-mom or step-sisters, these figures are instead replaced by an incestual father. Cinderella hides her true self and beauty by wearing a donkey skin, earning herself the name Donkeyskin and a bad reputation. As Tatar points out, it’s not hard to see why versions like these aren’t used, seeing as most of these stories are marketed towards children. Regardless of their appropriation levels, these stories serve as useful insight to the time period and culture and should therefore not be allowed to fade away.

Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.

Today, we learned how to differentiate between the different genres of stories. I admit, I had gone in overconfident, I thought, of course I know what belongs in the fantasy section and what belongs in the science fiction section and so on. This is easy! So, when I realized I couldn’t place every story, I felt a bit sheepish. I hadn’t realized just how much my definition of these words had all blurred together. How different fantasy and fairy tales are categorized. How different fables and folklore are. Now that I’ve learned the nuances of the definitions, I can see just how important these distinctions are when it comes to properly categorizing these stories. For some reason, I treated fable and fairytale as interchangeable terms. But, they aren’t. As a refresher, incase you, too, forgot the difference: a fairytale is made to provide entertainment while a fable is made to provide a moral lesson at the end.

How is what you’re learning applied to any other classes/the world around you?

I’m hopeful now that, for this class, I’ll be able to identify what genre we’re reading, which, consequently, will give me insight into the stories' origin and more. For beyond this class, I’m grateful to have learned the distinctions and think this knowledge will make me think a little harder and be more analytical when it comes to reading these stories. I think knowing what category a story falls under will help me have a deeper and more total comprehension of the story in general. This learning experience has opened up my eyes to the complexity of the classification of these stories. Stories, that I once deemed could simply be fit into any box. Now, I know not only the differences, but the similarities between them, and how some of these stories can actually be fit into more than one box. No longer will I rope every story I read into fantasy. I know better now. In regards to the world, having read Ms. Tatar’s thorough introduction and learned the extensiveness of categorization, I’ve realized that there’s a wide related work field out there that correlates to history, culture, archiving, and more. A whole field that I never stopped to think about, exists. I’m sure this concept of categorization will also come up in many of the different subjects I’m taking. For that, I’m grateful.

Tuesday, August 31, 2021

Welcome to Ms. Fusaro's Class Blogging 2022!

 


Dear Students and Families,

I am so excited to welcome you to my 2021 classroom blogging initiative! Student blogging has an important role in our classroom because each student will function as a "scribe" and be responsible for group learning.

We had a great deal of success with posting blogs in from 2018 and beyond. 

Goals:
  • To become effective global communicators.
  • To have every voice speak with the same volume.
  • To summarize and reflect upon each day's lesson.
  • To become responsible digital citizens.
  • To become creators of information.

Technical Requirements of the Blog
    • One student per class, per day, will be responsible for blogging.  Blogs are expected to be posted by 7:00am on their respective due date.  (For example: John Doe is in Period 7.  If his blog date is November 8th, he must have the completed blog PUBLISHED by 7:00am on November 8th.  This means that John will need to get his blog to the Blog Wizard in enough time for the Blog Wizard to post the blog on November 8th, 7:00am.]

    • Title of the blog should include:

      • Student's full name, class period, date, and cycle letter.  (For example: John Doe, Period 7, 11/8/21).

        • Please use the DUE DATE.

    • Students MUST LABEL their blog with “Modern Mythology 2022.”

    • Students are responsible for keeping track of when it is their time to blog by completing the Blogger Sheet.

    • Students are to comment and respond to one another, including asking questions or asking for clarification.

    • Blogs will be published on the world wide web, so we must practice digital citizenship and remember that our audience is GLOBAL, so our tone is FORMAL.

    How to make sure your blog is formatted correctly.

What should the blog content include?

Pick ONE category and respond to all of the questions related to that category.
Please note that these choices are all linked to our POWER STANDARDS. If you have a different idea, be sure it applies to the Learning Targets of our Power Standards.
  • Literacy & Learning
    • Write about your thoughts regarding any of the fiction or non-fiction covered in class.
    • Reflect on any new information you have learned in English class by considering how that learning influences your critical perception.
    • How is what you’re learning applied to any other classes/the world around you?
  • Goal Setting & Growth
    • At this current point in time, what specific goal(s) do you have for yourself? Why
    • How do you demonstrate resilience towards achieving this goal? (or these goals?)
    • How does the world around you affect your perception of this goal? (or these goals?)
  • Socio-political Consciousness
    • What are your thoughts and feelings about issues of inequity, oppression, and/or power?
    • How do you reflect critically on your own beliefs, assumptions, values, and experiences, and how these can influence your perception of self and others?
  • Creativity & Fiction
    • Craft a piece of fiction that addresses one or more of the following: 
      • Literary elements (i.e. structure, tone, diction, mood, irony, and figurative language) to craft a narrative and/or poetry.
      • Structural features of drama (stage directions, character attributions/tags, dialogue, monologues, and/or soliloquies) to craft a script.
      • Multidimensional characters to develop themes and create socio-political metaphors.

When Do I Blog?
Please refer to the Google Sheets Blog Date List.

Sample of Excellent Blogs (They had different requirements)


  • https://msfusarosblog.blogspot.com/2021/05/christian-sheherlis-period-5-5102021.html
  • https://msfusarosblog.blogspot.com/2021/03/connor-campbell-period-2-32421-day-a.html
  • https://msfusarosblog.blogspot.com/2021/03/elizabeth-vesialou-pd-2-3112021-day-a.html
  • https://msfusarosblog.blogspot.com/2021/02/ayman-rddad-period-2-22621-day-a.html


What does your blog grade mean?
  • MASTERY (MAX): Great work, you nailed it! You covered an amazing multimedia summary of what happened in class using a clear, easy-to-read format. Most importantly, you absolutely included fantastic reflection which addresses all three main questions with depth beyond the classroom.
  • APPROACHING (APP): Your summary got the general gist of what happened in class, but could definitely use some elaboration OR your formatting is not aesthetic OR your reflection may be basic (such as just reflecting on how it can be applied in your schooling instead of the real world).
  • DEVELOPING (DEV): You probably didn’t include a reflective aspect at all or your summary was so minimal it was hard to have any idea what happened in class.
  • NOT YET (NY): Incredibly basic and/or the tone was rude, offensive, or inappropriate for a school, public blog.
  • M: No blog written on your assignment day.


Blog Revisions and Reflections

  • Blogs will receive a mastery grade within 7 days of publication based on the rubric above.
  • Blogs may be revised, edited, and updated if the student would like an opportunity to improve his/her grade. IF the student does opt for a revision, he/she MUST EMAIL ME with a direct link to the published blog to inform and notify me to check the blog again.
How to Blog

Benjamin Cavallaro, Period 6, 03/25/24

  Benjamin Cavallaro, Period 6, 3/25/24 Modern Mythology 2024 Blog #3      Something that’s stuck with me since the start of the school year...