I am always learning from my students. One day in my “Food and the Senses” class, students showed me a “Tasty” video (time-lapse videos of tasty dishes being cooked). I was immediately intrigued and hungry. Once the rumbling in my stomach subsided, I started to imagine the ways in which I could use a similar video technique to engage students in my other courses in thinking about food production. Maybe these videos could even improve food literacy, something that is a common issue on a residential campus. This was clearly a technology students were already engaging with and found appealing. However, the kicker is how to move from the passive gaze, what has contentiously been called ‘food porn’, to an active engagement with growing, cooking and eating food?
My Technology Fellow challenge this summer is going to be figuring out a way to bring technology and experiential learning together. How can I leverage technology to deepen my students’ engagement in experiential learning and in understanding the culture of food? In addition, I hope to find ways to use technology to engage students in thinking about questions of skill and the enculturation of skilled work in cases where class size does not permit hands-on activities. This is where time-lapse films come in.
For my “Worlds of Food” course this fall, I will film cooks from different cultural backgrounds making dishes to show how embodied cultural knowledge plays out in the kitchen. Anthropologist David Sutton use of visual media to understand socially and culturally embodied knowledge and the use of kitchen tools influenced this idea. Beyond the kitchen, videos could show the use of tools and practices in food production around the globe. These films will be screened in class and posted on the course Moodle site to prompt further discussion of the course materials. After reading Michelle D. Miller’s Minds Online: Teaching Effectively with Technology as part of the Technology Fellows program, I am eager to introduce videos in to my courses in order to offer students a new medium for understanding cultural practices. Videos posted on Moodle will allow students to revisit techniques at their own speed and facilitate different learning styles. Through these visual examples, students will have time to offer a deep analysis of concepts introduced in class. Although ethnographic films are a stalwart of anthropology classes, these videos will offer focused examples related specifically to food practices. Once I get the hang of this new tool, I would like to explore the possibility of having students produce video clips as part of their class assignments.