Archive for March, 2009

Look on my works, ye mighty, and despair!

Tuesday, March 17th, 2009

I was soooo excited to bring my real-life application to our study of Shelley’s poetry today.  Ozymandias, the name of the first poem we were to study, also happens to be the name of one of the characters in Watchmen — a ruler with as much cruelty and hubris as the Pharaoh in the famous poem, with his “sneer of cold command.”

“Page 554.  Ozymandias,” I said.  “Sound familiar?”  Blank stares.  “Come on, you guys.  It’s a character from Watchmen.  Remember?”  More blank stares.

Oh, yeah.  I forgot I was teaching high school girls.

In Vain Do Ye Watch, O Watchmen

Monday, March 16th, 2009

Last night I went to a late showing of Watchmen with my brother and a friend.  I’m not sure why I was so adamant about seeing it; I’ve never been a fan of superhero movies or graphic novels, except for the excellent Maus books, where I think they’re a better vehicle for discussing a historical event that’s hard to grasp in human terms.  I think I thought it was going to be culturally significant, maybe a little like the Matrix.  Man, those were the days.  I remember walking out of the theater in Union Square and thinking, “Movies will never be the same.”  And, for better or for worse, they weren’t.

So I didn’t know what to expect, and thus I couldn’t be disappointed: a good place to be in if you’re going to fork over 12 bucks for a couple hours’ worth of entertainment.  Some of my friends had loved it; some had decried its extreme violence.  I was prepared to close my eyes for a couple of scenes, and I did.  But overall, I don’t think the movie was nearly as violent as others I’ve sat through (Kill Bill) or turned off (Natural Born Killers.)

If the violence was bearable, though, the sex was not.  I lost track of the number of times Dr. Manhattan, also known as Blue See-Through Guy, wandered around naked.  Yes, he was a blue cartoon.  But still, full frontal male nudity is not my idea of a good time.  (It was also totally uncalled-for, as the character appeared many times in partial or full clothing.  Did he just like to work naked?  We never found out.)  And there was a human sex scene that was so grossly pornographic that the audience (diverse in both age and nerdiness) laughed through the whole, absurdly long, thing.  I fervently hope that Leonard Cohen’s glorious “Hallelujah” has not been ruined forever.

So, there’s the controversial part.  I happen to believe, however, that quite a lot of sex and violence can be overlooked if there’s enough redemptive value elsewhere — in the form of a lesson learned, a truth affirmed, etc.  But I didn’t really get any of that.  I had heard from friends that the central theme is that not all “heroes” are good — clearly, as some are capable of rape and mass murder.  So where was the thesis?  Well, the ending implies that Paul Hill was a hero.

Did I like it?  It was okay.  Parts were interesting: the back story on the characters, for instance, which we all felt should have been fleshed out more.  Parts were boring: just about any scene with Dr. Manhattan contained innumerable ambiguous platitudes that never formed a coherent worldview, and I don’t think the parallel-reality explanation constitutes a cinematic Get Out of Jail Free card.  It had a significant amount of eye candy in the artistic direction, which would be enough for me to like a movie that had moreempathy for, but the interesting characters didn’t get as much screen time as the sexy ones.

At the risk of blasphemy, I’d like to quote a passage from the Canon for Holy Saturday, which we chant on the Friday before Easter as we commemorate Christ’s victory over death.  This section compares Christ, who spent three days in Hades, to Jonah, who spent three days inside a giant fish (and, if you’ve ever kept a fish around for three days, you know that’s not an unfair analogy.)

“Verily, Jonah the Prophet was caught, but not held, in the belly of the whale; but being a sign of Thee, O Thou who didst suffer and wast delivered to burial, he came out of the whale as out of a chamber, and cried unto the watchmen: In vain do ye watch, O watchmen*; for ye have neglected mercy.”

Mercy.  That’s exactly what this movie was lacking: mercy for friends, for enemies, and for all of humankind.

*High fiiiiive to Steve, tmatt, and the rest of the Choir Boys . . .

Suzuki Sunday: Performance as Sharing

Sunday, March 15th, 2009

What is so inspiring about Matt’s video?  In essence, it’s that the performance became a dialogue, a shared experience, instead of one lonely guy traveling the planet with a video camera.

Music, too, is pretty useless unless it is shared with others.  I don’t know if I’ve ever met a musician or music lover who was content to listen to music exclusively by himself, never playing a song or making a CD for a friend, never discussing the merits or faults of bands he loves, never finding a new favorite on the recommendation of a like-minded family member.  To some extent, we all do this: part of the joy of listening to and participating in music is the thrill that we get from sharing it with someone else.

As a Suzuki student, I enjoyed performing after just one lesson.  My teacher taught me how to name every key on the piano, plunking each one in turn and saying its name aloud (something I still do at first lessons with my students.)  “Just wait until you show your father that you can name every single key on the piano!” she marveled.  Because of her enthusiasm, and because the “piece” was an easy one, I was just as excited to play for him that evening.  It wasn’t scary; it was something I already knew, and I was performing it for someone I loved.

Ultimately, every single performance of a Suzuki student should be that easy.  It should be something she knows well (which is why we decide on a piece many weeks in advance and don’t change it, even if she learns a new one in the meantime.)  It should be performed for people she knows and loves.  The desire to perform should grow organically out of the skills she possesses and they love she has for music and for others.

Here is another juncture where the Suzuki method differs radically from traditional piano.  Most traditional teachers “choose” recital pieces in advance and prepare them specifically for recitals; once the recital is over, the piece is forgotten.  In Suzuki, we work on establishing a repertoire of pieces that develop specific and necessary skills; this repertoire remains accessible until a whole volume has been completed, and often for long afterwards.

Review can be tedious, yes.  But instead of grumbling because you HAVE to listen to one more repetition of Twinkle Stew, look at it as an opportunity to practice proper hand position, a lovely “singing” tone, staccato / legato contrast, and a flexible wrist.  By the same token, if you don’t practice Twinkle Stew, these skills will be lost.  Every review piece works exactly the same way, so if your child isn’t reviewing the pieces, she isn’t reviewing the skills, and they will eventually fall by the wayside.  Without regular, consistent review, it’s anyone’s guess as to how long pieces and skills will be remembered. Don’t let all your hard work go to waste!

How can you make review fun?  Here are some simple ways:

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Dance while Everyone is Watching

Friday, March 13th, 2009

What does this have to do with teaching?  Not much.  But it does have to do with being human — with having an innate sense of gratitude for the gift of music and art and life.

In case you happen to have existed for the last five years or so without having heard of Matt, he basically travels around the world record videos of himself dancing in unusual places.  It’s always been kind of a cool thing to do.  But once he started involving other people, too, it leapt from quirky to profoundly moving.  This might be the best one yet.

Helpless Handraisers

Thursday, March 12th, 2009

All teachers should be taught how to teach.  I firmly believe that.  I am divided, however, about when they should be taught: before they ever enter a classroom, or after they’ve had time to experiment — and fail — for themselves.  I’ve found my graduate education so far to be incredibly helpful, and I vacillate between frustration (why, oh why, didn’t someone tell me this before?!) and gratitude (I know I wouldn’t have listened anyway, so I’m glad I waited until now.)

At no time was this conundrum stronger than when I first read about Helpless Handraisers in Fred Jones’ book Tools for Teaching.  Every teacher should read this book, whether she teaches privately or in the classroom.  I wish the parents of my students would read it, too (especially the sections on discipline.) But when I read the section about Helpless Handraisers, a feeling of sweet relief swept over my psyche.  It wasn’t my fault that I had two or three of these students in every single one of my classes!

“Go through the steps, and try to do it on your own.  If you are still having difficulty, you may raise your hand, and I will help you as soon as I can.”

These words hardly leave the teacher’s mouth before hands start waving in the air. I ask teachers, “Are they the same students every day?”  They just roll their eyes.

The teacher then goes to the first hand waver and asks, “Where do you need help?”

The student says, “I don’t know what to do here.”

The teacher says, “What part don’t you understand?”

The student responds, “All of it.” . . .

In addition to avoiding peer disapproval, helpless handraising also gets a sympathetic response from the teacher.  It is the perfect ruse.  These students appear to be hungering and thirsting after knowledge while doing absolutely nothing.”

My students’ helpless handraising usually takes the form of two simple words: “I’m confused.”  Never mind that I just did three example problems on the board.  Never mind that they have no work actually written down and have done nothing but stare at the page.  I often try to prompt them: “If you don’t know how to get the answer, what can you at least do with the information you have?”  A blank look.  “Can you underline key words?  Can you eliminate answers that are way off?  Can you do one thing to isolate x from the other variables?”  It’s like pulling teeth, getting them to exert effort.

Make no mistake: confusion — real confusion — should be taken seriously when sincere (and many times, truth be told, it’s the fault of the teacher.)  But when ten students are diligently working their way through the problems, and two or three are furiously waving their hands, chorusing “Mrs. Lowe!!!!” — sorry, but I don’t buy it.