When I first started writing this blog, I knew Glee challenged many different stereotypes as well as incorporated tons of characters with subordinate identity markers. But I was unsure about the specific examples of social aspects that I was going to be able to find. After completing this blog I learned that several social aspects are key to the show. Without using discrimination the producers of Glee would not be able to express to their viewers the struggles that people who are homosexual or African American, for example, may face. While watching the current season I now pick up on these types of incidences and tend to tell my friends why the authors portrayed scenes in a particular way–something I was not doing in past seasons.

Throughout the blogging process having feedback from my classmates was really helpful. It caused me to realize in certain places where I was giving examples that explained the impacts of discrimination on a character, but never told how the character reacted. I was able to add some reactions into my paper that would not be there otherwise. Those reactions are important because they are proof of the influential act and they are what tells the views whether the impact was positive or negative.

I also enjoyed reading and commenting on other peoples blogs. I especially enjoyed Star’s blog on Katy Perry’s songs. I thought this was a really interesting topic becasue I never thought of the lyrics in an offensive way until Star pointed it out. Star commented back on several of my comments and I was glad to see that what I was saying was actually helping her. She also had a super unique perspective, from living in China that allowed me to look at situations differently.

Overall, I thought the blogging process worked. My favorite part about using a blog is that I was able to incorporate pictures and songs that represent and further explain what I was discussing; I would not have been able to do that in a paper. I did have some frustrations with the process though. By the end, I was very ready to be done and turn it since I had been working on it for 3 weeks. Normally a paper of mine would be written in 3 nights. I am interested though to see if this produces a better final product after spending so much time on it.  Lastly I struggled staying within the suggested blog length. I did not feel that 300 to 500 words was adequate enough to explain the concept and apply it. I did go back through and edit out some examples and I hope that my paper does not suffer because of it. I tried to write my blog so that it would flow from one post to another much like a paper would flow between paragraphs; I feel that this method is what added a good amount of the extra length.

To end my blog here a couple of my other favorite songs performed by the Glee Club!


Classroom Applications

In my future biology classroom there are two main goals that I will strive to teach my students through different types of lessons. The first, is that as the students advance in science they must learn how to separate what is scientific fact from the myths that are so easily created and believed by society. The second goal is for the students to learn how to work in groups since most science careers involve working in research teams as well as to be able to develop hypotheses based on experience and prior knowledge with that team.

These goals could be taught through giving a lesson on meiosis, the production of gamete cells, as well as the growth and development of babies. Day one would be spent discussing how babies develop and the differences in the developmental stages, which ultimately result in the sex of the baby. After learning about what biologically causes someone to be born a male or female, the second day can be spent exploring sex verses gender.

To begin the lesson, I would split the class up into laboratory groups, that consisted of both boys and girls. Their first task would be to as a team, develop a hypothesis on what they believe to be the definitions of sex and gender. Once every group had their definitions the class as a whole would come to a consensus on the two definitions. If I believe they reached the correct conclusion, I would ask the students a question similar to this: “now that you all understand what biologically determines the sex of a person, what traits (physical or emotional) do you think makes someone a man or a woman?” The lab groups would then generate lists of traits, making sure to state where those traits come from…in other words hormones, genes, peer pressure, the media, etc. ¬†From there we would rejoin as a class to discuss the traits they all came up with and look for connections between types of traits and their sources, especially the traits that can be tied to social influences.

A couple of my follow up questions could include, “why are some traits determined by biology and why are others determined by society/peers?” “Did you originally think that biology influenced these traits?” “If society controls some of the traits that men and women express, what happens if someone chooses not to express them?”

After asking the last question I would show the class clips from multiple episodes of Glee where characters such as Bieste and Finn defy their gender norms and then get the students’ reactions. Next I would show clips of characters such as Quinn who strictly follows her norms. As a rap up the students would then talk with their groups about ways they both follow and defy their norms as well as come up with a final statement on the difference between sex and gender and how gender can effect people (examples could come from the clips…discrimination, privilege etc.)

By the end of day two, the students should have learned the biology behind sex and the development of babies as well as the main difference between sex and gender. Not only that but the students will have learned how society plays a role, in a subject matter that seems to be strictly biological, but in reality is not. And lastly I hope my students will have begun to recognize why they dress the way they do, or have certain hobbies. And that it is normal to defy your gender norms.