Because writing 3X a week was becoming more and more challenging as my school year progressed, a friend suggested instead of blogging, I try vlogging! Here it is, my first vlog of the new year. Look for a focus on Middle School and Arts Education!
Developing a Sense of Humor Rather Than a Sense of Outrage: Why Reporting Bullying is only Part of the Answer
My husband found an interesting blog post on the idea of the teacher-led school model. The idea of a greater presence in the classroom for decision-makers is one which piques my interest. I am fortunate to work in an educational community where everybody’s involved in student life. It’s a bit like living in a small town. Mrs. Crabtree tells your Sunday School teacher what she saw and the milkman noticed something too and we’re all talking to your mom. But I digress… Enjoy the post:
I remember the videos on TV in the 70’s under the title Grammar Rock. I really loved these videos. Grammar seemed like a fun concept when I was a kid. Lately, though, we seem to have lost some of our enthusiasm for excellent grammar. Back when Grammar Rock was playing on Saturday morning television I had a junior high teacher named Mrs. Wallace. She taught me how to diagram a sentence. It was a game to figure out where prepositional phrases fit and what could be done to repair a dangling participle. I believe this activity is now limited to college linguistics classes.
Since the 70’s I have been a grammar champion. I know the difference between lie and lay (thanks to my Aunt Gwen) as well as how to use objective and nominative pronouns. A few years ago, my eldest daughter asked for a book titled Eats, Shoots & Leaves, a hilarious take on the misuse and correct use of English grammar. We referred to her as the Grammar Nazi all through high school though she was not allowed to use the moniker online as it contained the dreaded ‘n’ word. She corrected spirit signs in the hallways of her school with a little red Sharpie. She later took to calling herself the Grammar Bandit. Very few people knew who was defacing their grammatically impotent signs but still she found satisfaction in the act. It’s not a crime to break the rules. It’s limiting, though, if you don’t even know what the rules are. My other daughter is a writer who knows the rules and chooses to break them regularly.
I thought playing the grammar game in junior high was a lot of fun. I really enjoyed diagramming sentences and I work hard not to end a sentence a preposition with. This is, sadly, something many radio and TV journalists have forgotten. Many times, I hear them say things such as, “where the economy is headed to” or “here’s where we’re at” and I cringe. I know the preposition they are adding is superfluous but, clearly, it seems necessary in an age where words seem cheap. But words are not cheap. It’s how we use them that cheapens them.
I first learned of Ernie Kovacs on a random stop in 1984 when I stumbled into the New York Radio and Television Museum. I was dumbfounded when I learned I could view old Kinescopes of shows I had never even heard of. A docent recommended an Ernie Kovacs kinescope and I was hooked. I spent a couple of hours looking at rare footage and falling in love with his childlike spirit and risk-taking comedy. As an arts teacher I am constantly in search of ways to show my students what artistic expression can be. Ernie Kovacs used the medium of television the way Picasso used brush and canvas or Julie Taymor uses the stage. Unfortunately, for Kovacs, his legacy is only just now being heralded with a release of a retrospective by Shout! Factory. He was a clear creative genius at a time when his talent found a voice in a brand new medium of expression. His ideas and the medium were new. Everything about his art was difficult to assess as there was no precedent for what he was doing. This lack of a grade or measuring stick made it possible for Kovacs to play as a child would play. It was a gift to television and comedy in general that he create fearlessly. Some ideas failed, others were before their time and still others kept his fans tuning in and his fan base growing. To this day there are numerous iterations and flat-out copies of his work. His comedy is as fresh and funny as it was when he was competing with Uncle Milty, Jack Benny, Steve Allen and Danny Thomas for laughs. Television comedy is an art form that doesn’t garner a great deal of respect. But if you are interested in seeing the work of a true artist regardless of the art form, consider giving Ernie Kovacs your attention.
This 19 minute TED talk is well worth your time. I have ADD and I couldn’t find a distraction that could tear me away from this man’s talk!
Charles Leadbetter is an unintentional innovator by virtue of his intense curiosity. His interest in finding out what’s available in the world of education beyond the borders of ‘sanctioned methods’ is one of the most exciting reformist efforts today. Rather than speak about education with a collection of theorists, he is out in the field on a quest. His quest is every bit as important (perhaps more so) as the panel discussions, policy debates and academic lectures. He has discovered the purest form of learning; people hungry for knowledge are using available resources to feed their hunger. What could be any more pure? This ties in with the slide show titled “Shift Happens”http://www.slideshare.net/slideshow/embed_code/33834 created by Karl Fisch which compares India, China and U.S. digital and educational revolutions by the numbers. It’s very provocative and I think it informs the conversation concerning what’s happening in education in rising nations.
In a column we could label “reconceptualizing”, one of the most exciting innovations is happening online with Salmen Kahn‘s discovery of a learning model that works almost magically. Khan created a series of videos demonstrating math concepts as a way to help his family members understand challenging ideas. As he created more videos, a thought occurred: He could create a self-paced software allowing learners to study at their own rate. Students could practice concepts at home and hone them with teacher-mentors at school. According to the Huffington Post, “his innovative methodology turns the classroom dynamic upside down.” The article goes on to characterize Khan’s own view of the discovery, “Khan says his program’s success is largely happenstance.” Happenstance or not, deep pockets such as Bill Gates and Google have been funding the Kahn Academy of late and according to Forbes online, “You Tube told him he has the most popular open-course video library on its site, with more views than MIT, Stanford or UC-Berkeley.”
Khan is not the only innovator in the reconceptualization game. But he does represent a type of thinking emanating from theorists outside the usual channels. Sometimes the brilliant accident occurs when the innovator is thinking about something else. Khan simply wanted to make some videos to teach his cousins a few math concepts. When they shared these videos with friends, it spread like an Internet meme. Fortunately, Khan’s experiment doesn’t carry a lot of overhead. This may be one reason educators in Los Altos, California have been willing to try his ideas in a school setting.
For more on this story, look for a continuation in the next three posts.
I am sharing some insights by a few profound thinkers on the subject of arts education. I hope you will find these ideas though-provoking. Please let me know what you think. If you have a quote that should be included, share it in your comment.
“In America, we do not reserve arts education for privileged students or the elite. Children from disadvantaged backgrounds, students who are English language learners, and students with disabilities often do not get the enrichment experiences of affluent students anywhere except at school. President Obama recalls that when he was a child ‘you always had an art teacher and a music teacher. Even in the poorest school districts everyone had access to music and other arts.’
Today, sadly, that is no longer the case.”
– U.S. Department of Education Secretary Arne Duncan, April 9, 2010
“The arts in the schools do not, cannot, and should not exist in isolation. They necessarily must operate in the framework of general education. When they are part of the curriculum of American schools – and this cannot be taken for granted – inevitably they are there because they give students an indispensable educational dimension… The arts are affiliated with the schools’ important responsibility to pass on civilization.”
-from Strong Arts, Strong Schools by Charles Fowler 1996 Oxford University Press
“Education minus art? Such an equation equals schooling that fails to value ingenuity and innovation. The word art, derived from an ancient Indo-European root that means “to fit together,” suggests as much. Art is about fitting things together: words, images, objects, processes, thoughts, historical epochs.
It is both a form of serious play governed by rules and techniques that can be acquired through rigorous study, and a realm of freedom where the mind and body are mobilized to address complex questions — questions that, sometimes, only art itself can answer: What is meaningful or beautiful? Why does something move us? How can I get you to see what I see? Why does symmetry provide a sense of pleasure?”
-Jeffrey T. Schnapp is director of the Stanford Humanities Lab at Stanford University, a prominent cultural historian of the 20th century, and a frequent curator of art exhibitions in Europe and the United States.
“All kids have tremendous talents and we squander them pretty ruthlessly… We (educators) stigmatize mistakes… We are educating people out of their creative capacities… We don’t grow into creativity, we are educated out of it.”
-Sir Ken Robinson, PhD is an internationally recognized leader in the development of creativity, innovation and human resources.
“Learning to think within the affordances and constraints of the material is one of the things that the arts teach… we can look at the arts as tasks which develop the mind because of the kinds of thinking that they evoke, practice and develop… What we need in American education is not for the arts to look more like the academics… but for the academics to look more like the arts.”
-Elliot W. Eisner, Lee Jacks Professor of Education and professor of art at Stanford University, speaking in September 2006 on “What Do the Arts Teach?”
There are many reasons for a child to receive a compulsory education. In ancient Greek and Roman cultures it meant training young men for military service. During the post Civil War era it provided leaders for the industrial age. Many modern students focus on career-preparedness. Before we can address “education reform” we have to have an objective. Any teacher knows that lessons plans begin with a goal. What is the goal of a transformation in how we teach? A new term that has cropped up in many blogs is world-readiness. The information age, a period of development that may prove more potent than the European Renaissance, provides for global networking that could barely be imagined in the fast-moving 1970’s and 80’s and even 90’s when many teachers were having their own student experience. Our students can now see children in remote villages all over the world in real-time. American kids can see videos of their Japanese counterparts’ decimated homes shot with cell phones on the day the tsunami struck.
Instead of identifying these fast times as too fast and fighting to hold this technology at arm’s length, we have an opportunity to engage students in a conversation to help them identify what information is useful, entertaining or meaningful. By learning to categorize the information that comes in at what we old farts qualify as “too fast”, young people will begin to make valuable fast-paced decisions that insure world-readiness.
The hit-and-miss style of education we’ve been pursuing probably looks to kids like a grand game of Whac-a-Mole. Take a whack at the math mole, then swing for the science mole before an arts mole pops his head up for a split second. While this compartmentalization of subjects has served a purpose, a change is long overdue. We have to address the need for world-readiness by teaching and mentoring students in the decision-making process rather than in the traditional “reading, writing and arithmetic” model. In his own style, Stephen Nachmanovitch promotes this type of learning as does James Gee. Nachmanovitch says, “The important thing is to start someplace, anyplace.” While Gee points out “We can put you [the student] into a goal-directed world in which you’re directed to solving problems.” They both agree that holistic learning can have value far beyond the surface subject area. Study after study shows that when kids are allowed to research, try out different scenarios, problem-solve with their peers and fail without the consequences of poor grades and low scores, their learning has legs. Digging to the deepest part of a problem garners answers even teachers miss. This kind of learning is invigorating but scary. If educators don’t have the answers, we become students as well. The possibility of creating a learning environment where students can choose a medium and pursue the ancillary subjects while learning the basics makes curriculum choice a real option. Learners can choose what interests them and identify the information trail they want to follow. This is closer to the real world than anything we are currently doing in education today.
World-readiness is about having the tools and soft skills to make meaningful choices. Too many young people are graduating from college without the ability to make a potentially wrong decision. Our current education model frowns upon risk-taking and yet it is one of the absolutely essential skills for solving world crises.
As teachers we can help students develop their own determinism. If they are learning anything outside of school it is this cause-and-effect model we echo so poorly in the school setting. We have an opportunity while this conversation is gaining momentum, to make certain we know why we want education to change. Get ready world, here comes the next generation.
Art is everywhere. It is in everything we use, see or express. The art we experience is the art created by millions of people who express creativity through design. These are people who move beyond traditional models of art. They have all been practicing artists. Because of their commitment, training and creativity, we are so immersed in the arts we aren’t even aware of it. We respond to the arts as a fish responds to water. We rarely acknowledge its existence. When we do, we speak of music, visual art or theater as if they are things we must create in order for our children to have an “arts experience”. Kids are no more cognitively aware of their arts immersion than the adults. Let me give an example: When I wake up, I often hear music on my radio. This is an obvious arts experience. But when I trudge to my bathroom I am immersed in design. My toilet, mirror, sink, the colors on my bathroom walls, the shape of my toothbrush may be based on utilitarian notions, but there is an artistic design element to everything I use. Even if everything were gray and made of steel, someone would find a way to insert a level of personal expression into a utilitarian product. This ubiquitousness of artistic expression is not limited to design. According to Mr. Webster something is theatrical if it “has the qualities of a staged presentation”. If I attend church or synagogue or mosque or even a Buddhist temple, there is theater just as there are players in a courtroom, classroom or sports arena. We call these events by different names but the term ‘live theater’ applies. Dance is also an area of self expression that shows up everywhere from the traffic circle to the crowded hallways of Grand Central Station. Many of our driving patterns are choreographed as are the flight patterns around an airport. It is our perception or lack of it that makes artistic expression seem scarce. Let’s return to my modern morning ritual. At some point I will dress in clothing designed by an artist. It won’t matter if I bought it at a thrift store or WalMart or Saks Fifth Avenue. Before it could be made, it had to be sketched. The design was then rendered through an artistic process. Trial and error revealed a useful, aesthetically pleasing garment. Fabrics and details were selected which were also designed by artists in those fields. After all this creativity a piece of clothing appeared. The same goes for my coffee and creamer and anything that didn’t come directly from the earth. The coffee maker I use is different in design from my brother’s coffee maker, or my sister’s, or my parents’. If there is no need for art outside the areas designated for expression, why is there a need for differently designed appliances? Business leaders understand the appeal of design. They spend billions of dollars on designers and artists every year to create products that appeal to our cultural and aesthetic sensibilities. If there is no need for art outside of its designated areas, there is no reason for design.
There has never been a time in history when art was not being created. There are numberless examples of profound works of art emerging from dark periods of human history. This includes the great Jewish artists of the Holocaust, Byzantine art following the fall of the Roman Empire, Tolstoy and Dostoyevsky, the photography of the Great Depression and Dustbowl period. Even the balladeers, bards and brilliant thinkers of the dark ages whose work is lost to us set the stage for the European Renaissance that followed. The indispensable and urgent human need to express has been with us since cave paintings and dances ’round the fire. After I finish writing this blog post, I will grab my beautifully composed leather bag and place in it my aesthetically pleasing computer full of music and media files. I will walk outside my house that was designed by an architect who was an artist in the field of building design. I will press a button on the elegantly fashioned car key that opens the door of my goldenrod minivan. There will not be a moment in my day when I do not experience another human being’s artistic expression. This expression is not about talent, it’s about practice. For everyone who believes it is more important to learn the answers on a test than to learn how to artistically express an idea, it’s time to wake up and smell the artisan coffee.