Being the film lover that I am, I could not help but to create a post on this weekend's Oscar festivities. Every year I look forward to the pomp and circumstance that is the Oscars and revel in watching artists being awarded for their work. I don't always agree with the choices for the nominees or the winners, but I respect the fact that those who know far more about the industry are the ones making educated, informed decisions...that is until now.
For the first time since the 1940's, the best picture nominee group has been expanded from five nominees to ten. The Academy argued that the expansion allows the lesser known films to be included in the group and, conversely, the widely known films will not be pushed out by the (much loved by the academy) independent pieces. What the Academy did not say is that they have been losing ratings during past years, and they probably feel this loss of ratings is partly due to few viewers knowing the nominated films - many of which have been independent pieces. By opening up the group, more mainstream films (Avatar?) that would not have normally been nominated (because they are not worthy of best film status) now have the chance to compete against the, dare I say, more serious films. Higher ratings means more money. Also, now, ten films get to tout the much loved "Nominated for an Oscar" slogan on all DVDs.
Neal Gabler, from the LA Times, had it right when he wrote that this year's Oscar hoopla is all about pandering to the masses. He states, "Call it 'cultural inflation': a growing number of opportunities for the less deserving to get a taste of ultimate victory, as part of a growing aversion to disappointing anyone." His op-ed piece compares the Oscars to the now inflated sporting events that give all teams, regardless of skill, a chance to compete for the biggest honors. Gabler writes, "For children, this manifests itself in giving every member of the soccer team a trophy regardless of how well he or she or the team performs" or "Once upon a time, college basketball teams actually had to win their conference over the course of the season to qualify for the championship tournament." What Gabler calls "cultural inflation," I call "cultural numbing." When people are no longer asked to work to their fullest potential, or at least recognize the merits of someone who does, we are only providing just one more way to not think.
So, while I realize that the movie industry is out to primarily make money, I am disappointed that artistic integrity is being thrown to the wayside. Not everyone can be the best, and not everyone can reap the benefits of being "sorta good but not really good." In life, there is the best and there is the worst. It is high time we realize this and stop rewarding mediocrity.
Wednesday, March 3, 2010
Tuesday, February 23, 2010
Evolution of Thought
A couple of weekends ago I went to view the M.C. Escher exhibit at the Boca Museum of Art in Mizner Park. When I left, I was amazed (yet again) of the impact of art on the soul. After being exposed to such innovative, imaginative pieces, I felt exhilarated. And, from what I heard from the people around me, they felt the same.
The most interesting characteristic of the exhibit was the evolution of thought that was presented through the pieces. Escher's early pieces were of landscapes and city scenes and found objects. There was always a glimpse of his architecture background and his fascination with shapes and repetition, but there was little present that would predict his later forays into the his geometrically influenced "imagination world." It was in his later, better known works, that we see an artist who was delving into his mind and creating seemingly impossible images that would taunt viewers for years to come.
The progression of thought that I saw during this Escher exhibit reminded me of what I wish for my students - to forever be evolving, changing, learning, incorporating, and creating. When you compare Escher's early work "The Borger Oak" with a later work like "Metamorphosis," you can see just how much the artist evolved. It is this evolution that will forever be captivating...
The most interesting characteristic of the exhibit was the evolution of thought that was presented through the pieces. Escher's early pieces were of landscapes and city scenes and found objects. There was always a glimpse of his architecture background and his fascination with shapes and repetition, but there was little present that would predict his later forays into the his geometrically influenced "imagination world." It was in his later, better known works, that we see an artist who was delving into his mind and creating seemingly impossible images that would taunt viewers for years to come.
The progression of thought that I saw during this Escher exhibit reminded me of what I wish for my students - to forever be evolving, changing, learning, incorporating, and creating. When you compare Escher's early work "The Borger Oak" with a later work like "Metamorphosis," you can see just how much the artist evolved. It is this evolution that will forever be captivating...
Tuesday, February 16, 2010
Sharing is Caring
(I could only record 60 seconds)
The overuse of cell phones – or any phone for that matter – is another illustration of this faux-sharing concept. When talking or texting over a phone you may be conveying information but are you truly sharing? You cannot in fact see facial expressions or body movements over the phone – two mediums of expression that are essential with human interaction.
So, my question to you is, how much do we share these days? Does modern technology aid in the sharing process or are we just fooling ourselves?
Tuesday, February 9, 2010
Competition
I came across a wonderful article and video this past week that happens to piggy-back on my previous post quite well. Before you read on, please watch this op-ed video on the New York Times website...
Although I found the issues presented in the video to be quite engaging, one line stood out to me the most. One of the interviewees, when referring to advanced placement classes, characterized them as "preparation for the college application - not college itself." In other words, she argues that most students are taking advanced placement classes solely because they have been told that it looks good on a college application. Students are not taking AP courses to edify their knowledge base or because they have a great love for the content. They are simply trying to boost their GPA.
The other portion of the video that I found to be poignant was when the biology teacher was explaining how his course must cover such large amounts of information in a relatively short amount of time. On this account he is correct. Most AP courses are about breadth of information and have little time to go in depth with any particular topic. College courses, on the other hand, tend to be rather focused (with the exception of entry level, general courses) and do not cover nearly the amount of information that is required for a high school level AP course. In defense of the teachers, I must state that the breadth over depth approach is necessary since College Board (the creators of AP tests) tends to pull information from a wide range of topics under the umbrella subject area.
But, is this the best way to approach the education of our students? If students were willing to expand upon their studies on their own, then offering a large amount of information would work out well. During non-school hours students could easily engage in further exploration of those topics that sparked an interest. Unfortunately though, this is rarely the case. "School stuff" stays in the school realm and, for most students, there is no crossing over the "non-school" line during personal time.
I have seen (and experienced) the positive and negative effects of dedication and hard work during the high school years. But, I am not yet convinced that AP courses are the best that we have to offer for students that are willing to reach their highest potential.
Although I found the issues presented in the video to be quite engaging, one line stood out to me the most. One of the interviewees, when referring to advanced placement classes, characterized them as "preparation for the college application - not college itself." In other words, she argues that most students are taking advanced placement classes solely because they have been told that it looks good on a college application. Students are not taking AP courses to edify their knowledge base or because they have a great love for the content. They are simply trying to boost their GPA.
The other portion of the video that I found to be poignant was when the biology teacher was explaining how his course must cover such large amounts of information in a relatively short amount of time. On this account he is correct. Most AP courses are about breadth of information and have little time to go in depth with any particular topic. College courses, on the other hand, tend to be rather focused (with the exception of entry level, general courses) and do not cover nearly the amount of information that is required for a high school level AP course. In defense of the teachers, I must state that the breadth over depth approach is necessary since College Board (the creators of AP tests) tends to pull information from a wide range of topics under the umbrella subject area.
But, is this the best way to approach the education of our students? If students were willing to expand upon their studies on their own, then offering a large amount of information would work out well. During non-school hours students could easily engage in further exploration of those topics that sparked an interest. Unfortunately though, this is rarely the case. "School stuff" stays in the school realm and, for most students, there is no crossing over the "non-school" line during personal time.
I have seen (and experienced) the positive and negative effects of dedication and hard work during the high school years. But, I am not yet convinced that AP courses are the best that we have to offer for students that are willing to reach their highest potential.
Tuesday, February 2, 2010
College Readiness
One of the most common complaints that I hear from students is about the amount of work they are assigned. No matter what, it is always too much. Despite what students may think, teachers worry about this issue often. We must constantly ask ourselves if we are assigning too much work, and better yet, if the work we assign is valid. Teachers realize that students have a personal life outside of the classroom but they also have first hand knowledge of what their students will encounter after they enter the "real world." Preparing students for this "real world" is the most important balancing act in education.
Currently, the numbers show that high school educators are not doing all they should to prepare students for post-secondary education (college, vocational school, etc.). In 2007 only 53% of students in the top Florida public universities graduated after six years. This means that the other 47% were unable to make it through the typical 4-5 years in college. Although the causes for this high dropout rate are varied, one can assume that a primary reason students dropped out is because they just could not handle it. Is this because their high school education was poor? Is this because they were unable to properly manage their time? Is it because college was just too hard?
The answer to all of these questions is a resounding YES, at least for some of the drop outs. And, as long as this is the answer, educators need to improve the quality of the education that they are providing. But, the proverbial "buck" does not stop with the educators. Students need to take control of their education and realize that hard work, dedication, and motivation are required in the edification of an educated individual.
I would never like to see any of my students go off to college and then drop out, but the current numbers tell me that this may be a reality for some of them. What can students do now, while they are still in high school, to avoid dropping out of college?
Currently, the numbers show that high school educators are not doing all they should to prepare students for post-secondary education (college, vocational school, etc.). In 2007 only 53% of students in the top Florida public universities graduated after six years. This means that the other 47% were unable to make it through the typical 4-5 years in college. Although the causes for this high dropout rate are varied, one can assume that a primary reason students dropped out is because they just could not handle it. Is this because their high school education was poor? Is this because they were unable to properly manage their time? Is it because college was just too hard?
The answer to all of these questions is a resounding YES, at least for some of the drop outs. And, as long as this is the answer, educators need to improve the quality of the education that they are providing. But, the proverbial "buck" does not stop with the educators. Students need to take control of their education and realize that hard work, dedication, and motivation are required in the edification of an educated individual.
I would never like to see any of my students go off to college and then drop out, but the current numbers tell me that this may be a reality for some of them. What can students do now, while they are still in high school, to avoid dropping out of college?
Subscribe to:
Posts (Atom)