A confession...

I have a confession to make. Mind you, this is difficult for me. It may even be difficult for you to read. Are you ready? Are you waiting on bated breath? Here is goes...I am not as evil as I make myself out to be.

Yes, it is true. I do actually like my students. In fact, I am truly enjoying this semester's classes. My non-evilness goes so far as sometimes when I am at the store I think, "Self, you should pick up some cookies or something for your students. You know, just because." Now is that an evil thought? I think not!

Even when I seem evil, like when I assign essays or reading homework, I am really just being incredibly thoughtful. You see, I know what it is like in that world beyond high school. I know what is expected because (gasp!) I have already experienced it. I don't want my students to have that moment, in the college library, when they are surrounded by a bunch of books, printed documents, and their trusty laptop, only to stare sadly at the collection because they have absolutely no idea where to start. I don't want my students to enter the voting booth, quickly scan that new state amendment and make a split second decision to vote on a law that could change their lives - for the worse. And, most importantly, I certainly don't want my students to be the ones at their high school reunion that just sits back and listens to everyone else's achievements because, well, they have nothing positive to say about their last ten or twenty years. So, you see, I am trying to help by providing you with a well-rounded education.

It is because my intentions are always good (and never evil as I often kid about) that I find myself feeling sad when my students do not take advantage of the education that I am desperately trying to provide them. I don't believe in busy work or teaching to a test. Every assignment I give, every novel I assign, every essay prompt I provide is for a reason. Whether it is building higher order thinking skills, appealing to different learning styles, or simply passing along knowledge, there is always a reason for the activities we complete in and out of class. There is even a reason for my weekly stories (I believe it is part of my job to promote oral communication through storytelling - not just teach them).

It is these good intentions, these conscious reasons, that I expect the assignments to be completed. I expect the novels to be read. I expect the essays to be well-written. I think I do a decent job of providing a nice balance between rigor and fairness. I make a conscious effort to assign no more than 40 minutes of homework a night (although many students make it more by procrastinating) and also to not assign homework every night of the week. I expect this balance to be noticed and appreciated by students.

Of course, it is easier for students to ignore this effort and focus only on the negatives. It is easier for students to dislike their teachers and believe that we are out to get them. It is easier for students to blame their bad grades on teachers, and to complain to guidance and administration. But, the fact of the matter is that life is not easy. And, if school is supposed to prepare students for "life" then why shouldn't it be challenging?

A lighter topic...

When students find out about my interest in film (basically the moment they walk in to my classroom), they always ask me what my favorite film is. I never have a clear answer. I simply love far too many films! So, this week I wanted to share some of my favorites by genre. Hopefully, trusty readers, you will find the time to check some of these out...

Drama
There are many films classified as drama that I enjoy. By far, some of my favorites are "Almost Famous" and "Dangerous Beauty." "Almost Famous" is written and directed by Cameron Crowe (one of my all time favorites) and addresses the life of a highly intelligent adolescent who loves rock music. The main character, William, lands a gig writing for Rolling Stone magazine and must travel with a band on a multi-city tour. The film is about his journey, both literal and metaphorical. It is wonderful!

"Dangerous Beauty" takes place in 16th century Venice. A woman, Veronica, must become a courtesan to support her family. Although at first she is against this way of life, she quickly learns that being a courtesan has its privileges, especially the ability to become educated (which was not afforded to most women at the time). While living her life as a courtesan Veronica falls in love with a wealthy man and their love does not go unnoticed. The jealousy of a rival courter and the plague drives both Veronica's life and the city of Venice into chaos, resulting in a less than happy ending. The art direction, cinematography, and acting are beautiful.

Foreign Film
I teach one of my favorite foreign films, "Pan's Labyrinth," in my film class. It is one of the most haunting and beautiful films that I have ever seen. "City of God" is another favorite. This film takes place in a Brazilian slum and, if truth, be told, it is difficult to watch. The honesty of the film garners my respect but the themes are troubling. It is shot in a documentary style which only adds to the honest quality of the film.

But, by far, one of my favorite foreign films is a whimsical piece called "Amelie." "Amelie" is about an eccentric girl who chases after a boy in a less than typical fashion. The bold, bright colors within the film are lively and add to the enjoyment of the piece.

Comedy
When I first saw "The 40 Year Old Virgin" I laughed for hours after the film ended. My sides literally hurt. I was literally crying from laughter. From the very beginning of the movie until the end, Steve Carell created a lovable, naive character that captured the hearts (and sympathy) of viewers everywhere.

"Young Frankenstein" is now considered a classic comedy. Directed by Mel Brooks and starring Gene Wilder, the story is about a descendent of Dr. Frankenstein who decides to continue his work of animating a dead body. Wilder turns in one of his best comedic performances, especially during scenes shared with his creation, Frankenstein's monster.

Musical
Yes, I love musicals. Classics like "Singin in the Rain" or "Meet Me In St. Louis" will forever be a part of my movie collection. New musicals like "Hairspray" continue to showcase the fun and excitement that is ever present within the musical genre. One of the most well produced musicals that I have seen is "Across the Universe." "ACU" is comprised of all Beatles music. Using the Beatles discography, Julie Taymoor, the director, showcases how the events of the 50's and 60's changes the lives of a group of young adults - all through the music of an iconographic group.

Fantasy/Science Fiction
I am a self-proclaimed nerd and I am not ashamed to say that I love science fiction and fantasy films. You cannot beat the original three "Star Wars" films when searching for science fiction goodness. Although I prefer the books, the "Lord of the Rings" trilogy films are well produced and enjoyable. I grew up watching "Labyrinth," an early Jim Henson production about a girl navigating her way through an elaborate labyrinth in order to save her baby brother. But, by far, my new favorite films in this genre are "District 9" and "Star Trek." "District 9" is an allegory for the issues of immigration and cultural stereotypes. It was both loved and hated by viewers but my recommendation is to give it a chance. "Star Trek" is the newest installment in the Star Trek series. This film is a well cast, action-packed piece that will most likely have a sequel in the next couple of years.

Animated Film
I pretty much love anything created by Pixar. Their short films are beyond cute and certainly posses lessons that are beneficial for young and older folks alike. I cried throughout pretty much all of "Up" - and loved it anyway. "Finding Nemo" is a classic Pixar piece that makes me smile every time I catch it on tv.

I grew up with all of the classic Disney films. In fact, the first movie I saw in the movie theater was "Snow White." I remember being entranced by the big screen filled with the cute animals and lovable dwarves. "Cinderella" and "Sleeping Beauty" were always favorites but I also enjoyed watching some of the lesser known Disney films like "The Rescuers."

This list is just the beginning of my favorites but I feel that it is a good place to start. I would love to hear about some of your favorite films...

Do we need mobile devices?

I would like to say that I don't rely on mobile computing devices that much, but, that would not be true. I use my laptop daily. I bring it to meetings, move it all around for presentations, and often, fire it up at home (although I have a desktop computer). On those rare days when it was getting a quick repair or update I felt lost without it. I could have gone to check my email or read my aggregator at a different computer but it just would not be the same. Despite this reliance on a machine, I will say that when my work is done the laptop is turned off and stays off. I certainly don't feel the need to have it on at all times.

I cannot say that I have the same relationship with my cell phone. I don't particularly like the idea that people can get a hold of me any time they want so I don't always turn it on. Plus, even when it is on, I rarely hear it ring. Sure, my cell phone has come in handy a couple of times, especially when I travel or want to find a movie time at the last minute, but it is just not that important to me. In fact, it drives me nuts when I meet someone and all they do is play with their cell phone. This constant interaction with a little machine makes me concerned for humanity. Although I see that mobile computing devices are indeed an extension of some people, they are certainly not an extension of me.

When I witness the overt connection that many people have to their mobile computing devices I find myself torn between worry and intrigue about the technology. Wagner brought up some excellent questions in her piece on mobile learning. She asks, "Will brevity of expression—characteristic of wireless communication—trump depth of knowledge? Will the "filter generation"—learners who multiprocess and multitask using multiple media—learn how to think critically and communicate effectively while using today’s and tomorrow’s digital tools?" (2005). As an English teacher, the "brevity of expression" replacing "depth of knowledge" creates a huge problem for students. Already I have seen "text talk" used in formal essays. And, the worse part is that it does not seem conscious on the side of the student. In fact, when students are questioned about the use of "U" for "you" they simply say that they did not even realize they were doing it. This "brevity of language" has become unconscious.

Also, the multitasking and muliprocessing that is commonplace these days leads students further away from accessing that "depth of knowledge." One may argue that today it is better to be exposed to a great deal of information and have a little knowledge about a lot of things. But, if this is the case, how will society create new Einsteins or Galileos? Who will push students to follow their passions when they have a difficult enough time just wading through the variety of information out there? Mobile computing devices are great for information access and sharing, but they are not so great for helping people focus their energies (and we wonder why so many kids are diagnosed with ADHD).

Wagner, E. (2005). Enabling mobile learning. EDUCAUSE Review, 40(3), Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/EnablingMobileLearning/157976

You are almost there...

We have reached the halfway point in the semester. I always feel it is important to take a second and reflect upon any learning opportunity with which one engages. In our case, let's take a second to reflect upon the first half of English III.

We have accomplished so much already. We read one play, two novels, numerous short stories, blogs, essays, articles, and even one sermon (Edwards' "Sinners in the Hands of an Angry God"). You have engaged in the writing process almost every day for the past nine weeks. You have learned tips for the SAT, ACT, and college admissions. Hopefully, your vocabulary has expanded, and you are now impressing all the right people with big words :). You have created a wiki, and shared stories, ideas, values, and theories with your classmates. And, perhaps the most important thing you have learned during the past nine weeks is to never, ever, place a burning branch in your zipper.

This week I would like to get some feedback from all of you about your experiences in the class so far. What did you enjoy? What could you live without? What would you like to learn during the second half of the class?

I am curious to see these responses...

Oscar Mania

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.