Monday, July 8, 2013

The Great Gatsby and CGI


After my article on The Lone Ranger, I thought I would add this post that also relates to movie-making.  A few months ago, I went to see The Great Gatsby movie after re-reading the book (which I have always loved) with my book club.  I thought it was a visually-entrancing and interesting interpretation that did justice to the book.  I loved Toby Maguire, found Leonardo DiCaprio's Gatsby to be a credible version, and found my doubts upon hearing that Carey Mulligan was playing Daisy to be confirmed (however, that may be the hardest role in the book--certainly, the previous attempts I've seen to capture Daisy have been similarly unsuccessful).

Of course, viewing all the Baz Luhrmann excesses of the roaring Twenties would not have been possible without CGI.   But I didn't realize how much that was true until I saw this video by Chris Godfrey, who was the Visual Effects Supervisor for the film.  This video displays some of the scenes as  before and after shots--before CGI, that is.  It is really amazing!  I knew some, even lots, of this stuff was computer generated, but there were other elements that I never imagined weren't there in real life.

Watch it for yourself below:


The Great Gatsby VFX from Chris Godfrey on Vimeo.

Friday, July 5, 2013

A Postmodern Lone Ranger and Johnny Depp's Empowered Tonto


We kicked off our 4th of July weekend by seeing the latest Johnny Depp movie, The Lone Ranger.  While the reviews haven't been stellar, I found the move to be both enjoyable and thought-provoking.  But I guess the problem is that I've ended up thinking more about why the movie makers included some of the things that they did, so that I'm focused on the process or message of the move rather than the movie itself.

In some ways, while the movie reunited some of the main players who produced The Pirates of the Caribbean (which I really loved, despite my initial skepticism about what sounded like the most ridiculous premise for a movie ever--an amusement park ride?), this is almost kind of an anti-Pirates movie.  Why I mean is that Bruckheimer and company just went whole hog with that movie, making it an outrageous and  rollicking tale that reinterprets pirates as not thieves and murderers, but as incarnations of the American spirit of freedom and non-conformity against the British formal restrictions  against individuality and independence.  What's not to love?

I think that the issue with The Lone Ranger is that the point, at least the one expressed by Johnny Depp in the interviews I've read, was to reinterpret Tonto not just as a faithful sidekick, but an equal partner who incorporates Native American perspectives with our typical Caucasian hero fare.  But to do justice to the Native American experience, the movie can't simply be a fantasy Wild West story that whitewashes the mass slaughter of people who inconveniently were already occupying land that we wanted to claim for our own purpose.

Hence, the dilemma.  Buddy tale, or political statement?  Summer action blockbuster with a conscience?  Not an easy thing to pull off, and we'll have to see how it all fares.  But I think it was a more interesting attempt to use a star vehicle for something more than just making boatloads of money.  And so I would recommend it.

I found an interesting review of the movie by Richard Brody in The New Yorkers, and I've reproduced it below.  It contains spoilers, so go see the movie first, then read his views about how this movie is more of a reflection of our times than of our Western history.



July 3, 2013

“The Lone Ranger” Rides Again

Lone-Ranger.jpg
Gore Verbinski’s “The Lone Ranger” is the Western for this age of meta-cinema, a time when viewers see beyond movies to their making and their marketing. In effect, “The Lone Ranger,” like other recent tentpole movies, is a work of conceptual art. The high concept, delivered at the imagined pitch meeting, becomes part of the story, and, as a result, the script dominates the experience as surely as if it were pasted onto the screen, page by page. (The budget is also displayed, in the form of the images and the so-called production values that they convey.) “The Lone Ranger” says little about the American West but a great deal about the virtues and failings of our time and of contemporary big-scale Hollywood filmmaking.

The first shot of the movie, depicting the Golden Gate Bridge in a state of ruin, is a shocker. It seems to be taken from a postapocalyptic political disaster movie, but a superimposed title setting the action in San Francisco in 1933 reveals that, instead, the bridge is under construction. The association is clear enough, though—it puts the modern West under the sign of the Wild West. The shot continues, in a sinuous crane, to a boy (Mason Elston Cook) who gazes into a life-size diorama featuring a statue-like rendering of “The Noble Savage,” a Native American who turns out to be not a mannequin but, rather, a living man standing stock-still on display—none other than Tonto. Well past eighty, he tells the boy a story, set in a Texas outpost in 1869, that turns out to be the bulk of the film, in flashback.

The action of the story that Tonto tells gets under way with a prisoner’s escape from the train that’s bringing John Reid (Armie Hammer), ultimately the Lone Ranger, home to a Texas town to serve as prosecutor after his stint out East in law school. Tonto’s tale has the authority of the first-person account as well as the exaggerations of an avuncular performer and the distortions of time. This accounts for its overtly political elements and its occasional forays into goofball comedy, as well as for its wildly impossible set pieces, which are designed to amuse rather than inform his young audience of one.

The plot (spoiler alert) involves a railroad executive (Tom Wilkinson) who hires a bloodthirsty criminal (William Fichtner) to stir up trouble with the peaceful Comanches in order to get the U.S. Army to dispose of them and free up land for the rail line’s westward passage. This story replaces the triumphalist legend of the westward expansion with a troubled and guilt-ridden tale that reflects its guilt forward, into the present day. But the politics of that plot are subordinated to its main purpose: to set up the two backstories of how Reid became the Masked Man and how Tonto became his partner (not his sidekick).

Backstory is an essentially democratic mode of storytelling; it defines people by their personal particulars rather than by their social station or other outward identifiers, and it explains action not in terms of situations but in terms of individuals’ needs, conflicts, desires, dreams, and troubles. Popular Hollywood movies are the avant-garde of this liberal idea (“Man of Steel,” for example, is nothing but backstory), which converts the present into destiny and the future into a vision of redemption, whether making good on a past error or sin (that’s Tonto’s story) or seeking some sort of vengeance.

With Westerns, backstory makes sense: history is to society as backstory is to character, and the country is as tethered to its past as are its citizens to their personal stories. The simple didacticism of “The Lone Ranger” is to grant Native Americans their rightful place in the national narrative, and to find a way to make good on the injustices on which the nation developed. The Western is an inherently political genre because it renders as physical action the functions of government that, in modernity, are often bureaucratic and abstract. But that’s exactly where the highly constructed conceptualism of “The Lone Ranger” disappoints: it renders the physical abstract. Despite the elaborate and often clever gag-like action stunts (or C.G.I. contrivances) and the occasionally grotesque violence, the movie seems not to be there at all, replaced throughout by the idea of the movie.

In fact, “The Lone Ranger”—which features many of the elements of classic Westerns, including an all too brief view of the majestic landscape—is not a Western but a collection of signifiers of Westerns that are assembled in such a way as to attract audiences that would never be attracted to a Western. It’s almost beside the point whether its elements are “good.” Johnny Depp brings a sonorous voice and a dry humor to the role of Tonto, and Armie Hammer, who specializes in the soul of the Wasp (and should have played Tom Buchanan in “The Great Gatsby”), offers just the right genteel naïveté to suffer the disillusionment that counteracts the popular Western myths of 1933 and their vestiges today. Verbinski takes pains to meticulously recreate crusty details and directs the action sequences with a graphic academicism, a bland eye-catching cleverness that communicates action without embodying it—which is exactly the point. For those who love Westerns (and I do), “The Lone Ranger” winks at them consistently enough to elicit warm reminiscence of the moods, the gestures, the styles, and the themes, even as it averts the sense of time and place to convey a sturdy and generic substructure of modern storytelling akin to that of other superhero blockbusters.


Read more: http://www.newyorker.com/online/blogs/movies/2013/07/gore-verbinski-the-lone-ranger-reviewed.html?printable=true&currentPage=all#ixzz2YAdiRT9X

Tuesday, July 2, 2013

Holst's Planets Suite Beneath the Stars

I believe I'm mentioned before that one of our favorite summer traditions is the Summerfest concert series.  Summerfest is an annual concert series by the North Carolina Symphony held at Koko Booth Amphitheater, which is a mostly outdoors/uncovered performance space.  We go with another family that we've been friends with since our boys were in a playgroup together over 10 years ago.  We bring lawn chairs and a picnic (including wine, which is allowed for this series), and usually hang out for a couple of hours before the concert starts at 7:30.  It is a perfect place for children to begin their classical music education, because it is affordable (kids under 12 are free!) and they can eat and run around and such in addition to listening to the music.  Plus, the concert themes are often geared to family interests--for example, a couple of years ago they did a whole concert on pirates music!

This past Saturday, the keystone of the concert was The Planets Suite by Gustav Holst.  However, in addition to hearing the entire suite played live by the Symphony (with some unusual additions, like the celestra, the instrument most famous for the opening tones of the Harry Potter theme song, but which means "heavenly" in French and thus is perfect for this music), they were projecting high-resolution images from NASA of the planets in the music.  And, of course, we were under the open heavens ourselves, on a beautiful warm North Carolina night (that part of the concert didn't start until 9:00 PM).

I have to say, it was one of the most powerful concerts I have ever attended.  The transporting music, the compelling images, and the wonderful atmosphere all came together to make it really a magical experience.

So while I can't reproduce the sensations for you, below I have included some videos of the London Symphony, who apparently recorded the Planets Suite using the same images we saw.  Even without being in the night sky, they are still pretty powerful.  Enjoy!





























Tuesday, May 21, 2013

Thoughts on Creativity and Educational Reform from Sir Ken Robinson

When I wrote last week's post on Sir Ken Robinson's latest TED talk on why current US educational policy is doomed to failure, I was shocked to discover I hadn't included some of his earlier videos in my blog.  So, better late than never....here are two of my favorites.

If I wanted to encapsulate this thinking into one presentation, I would choose the RSA Animate video entitled Changing Educational Paradigms:



But if you would like more detail on his theories about education and creativity, which is his particular expertise, I think the best source is his first TED talk, which has been seen by over 20 million people and has been translated into 58 languages:



They are insightful, funny, but most important, important videos to watch if you are concerned about the state of education....and, really, who isn't these days?

Monday, May 20, 2013

8th Grade Science Quiz

In North Carolina, homeschoolers have to take nationally-normed standardized tests once a year.  We usually do ours in May, so we are brushing up on some of the topics right now.  In looking for some resources, I found a quiz of science topics commonly covered in 8th grade (which my son is completing).  I like these kinds of things just to help me make sure I haven't TOTALLY missed some topic that is appropriate for his age.

So here is the link, in case you and/or your children would also like to see how they fare on a "typical" 8th grade science quiz.

Wednesday, May 15, 2013

In Latest TED Talk, Sir Ken Robinson Urges Returning School Control to Local Educators

Sir Ken Robinson, the educational reformer whose talks are on the top of the TED most popular video list, has just come out with another wonderful presentation entitled "How to Escape Education's Death Valley."  In it, he explains why current educational "reforms," such as No Child Left Behind, run counter to fundamental human nature and thus are doomed to fail.  He contrasts the current American system, which is increasingly narrow, centralized, and standardized, with systems that rank at the top of international achievement, such as Finland, which are broad in scope, controlled by local educators, and individualized to particular students.  He is pithy and persuasive, and delivers his talk with his typical dry humor.  (My favorite humorous line from this talk was when, in discussing the growing diagnosis of American students with ADHD, he said "Children are not, for the most point, suffering from a psychological condition...they are suffering from childhood.")

Watch the video below to learn more about why our current educational policy ends up with the US spending immense sums of money but achieving unacceptable results in terms of drop-outs and other human factors:

Tuesday, April 23, 2013

Shakespeare and Hip-Hop


April is such a great month for us bibliophiles.  First, we're celebrating the entire month as National Poetry Month, and then April 23 is generally accepted as the birthday of the most-acknowledged writer of the English language--William Shakespeare.

So in honor of Mr. Shakespeare birth on or around this date in 1564, here is a wonderful resource I found recently.  It seems that in England there is an organization that is exploring the connections between Shakespeare's works and....hip-hop.  Not necessarily the first connection that would leap to my mind, at least, but The Hip-Hop Shakespeare Company founder Akala makes a good case for it.

For example, check out this video of his presentation before one of the TED gatherings.  First, he challenges the audience to guess which lines are quotes from Shakespeare, and which are quotes from rapper songs (and believe me, it's not as easy to tell as you might think).  Then, he gives two renditions of one of Shakespeare's most famous poems, Sonnet #18 ("Shall I compare thee to a summer's day?").  Both fall into hip-hop rhythms perfectly, showing that Shakespeare's "outdated" iambic pentameter is actually current in today's music.

Anyway, don't take my word for it....check it out yourself in this TED video:




It is, after all, the sign of a masterpiece that it can be re-interpreted and re-imagined over the ages.  The Hip-Hop Shakespeare Company seems to be doing a great job of reaching at-risk youth and having them tap into the genius and wonder of the works of William Shakespeare.

Thursday, April 18, 2013

Happy Poem in Your Pocket Day 2013 ! (And A Great Poetry Resource too!)


Today is Poem in Your Pocket Day, one of the events for National Poetry Month, a month-long celebration of poetry held in April each year by the Academy of American Poets.  On April 18--Poem in Your Pocket Day--people are urged to carry a piece of poetry in their pockets and to share it with other people during the day.  It is a fun activity to get poetry out of the hallowed halls of academia and into everyday life.

My selection for this year's pocket poem is Mark Doty's "A Display of Mackerel":

A Display of Mackerel 
They lie in parallel rows, 
on ice, head to tail, 
each a foot of luminosity 

barred with black bands, 
which divide the scales' 
radiant sections 

like seams of lead 
in a Tiffany window. 
Iridescent, watery 

prismatics: think abalone, 
the wildly rainbowed 
mirror of a soapbubble sphere, 

think sun on gasoline. 
Splendor, and splendor, 
and not a one in any way 

distinguished from the other 
--nothing about them 
of individuality. Instead 

they're all exact expressions 
of one soul, 
each a perfect fulfillment 

of heaven's template, 
mackerel essence. As if, 
after a lifetime arriving 

at this enameling, the jeweler's 
made uncountable examples, 
each as intricate 

in its oily fabulation 
as the one before. 
Suppose we could iridesce, 

like these, and lose ourselves 
entirely in the universe 
of shimmer--would you want 

to be yourself only, 
unduplicatable, doomed 
to be lost? They'd prefer, 
plainly, to be flashing participants, 
multitudinous. Even now 
they seem to be bolting 

forward, heedless of stasis. 
They don't care they're dead 
and nearly frozen, 

just as, presumably, 
they didn't care that they were living: 
all, all for all, 

the rainbowed school 
and its acres of brilliant classrooms, 
in which no verb is singular, 

or every one is. How happy they seem, 
even on ice, to be together, selfless, 
which is the price of gleaming. 

Copied from poets.org, the website of the Academy of American Poets

I chose this poem for several reasons.  First, last year we were involved in a year-long Oceans Coop that culminated in an unforgettable trip to study the coral reefs in the Virgin Islands.  So the nominal subject matter-fish--is close to my heart.  Secondly, several lines in there really reminded me of a wonderful art exhibit called "Carbon Load" that my son's very talented art teacher, Jenny Eggleston of Egg in Nest Art Studio, had at ArtSpace in 2011.

Mostly, however, I think I picked this poem because I read a wonderful essay by Doty on his thought process as he was composing this poem.  It is a wonderful explanation of how poetry can proceed from a simple, everyday image--like a row of fish on ice--to a grander statement on the nature of life, death, and everything in between.  Entitled "Souls on Ice," it is a great resource for students and teachers trying to better comprehend the magic and magnificence that is poetry.  I recommend you read it on the poets.org website.

And don't forget to share your favorite poem with other people today!

Wednesday, April 17, 2013

Middle Schoolers Entering Essay Contest on Historical Items Can Win Up to $10,000 Scholarship

The HISTORY® Channel is running a contest for students ages 7-13 called the Kid Pickers Pick and Tell National Student Contest, based on their program, American Pickers, in which Mike Wolfe and Frank Fritz search for interesting historical items at flea markets, estate sales, old barns, and other such places.

Elementary and middle school students are invited to go on their own quest to find t unique historical items, collectibles, or other memorabilia in their community. Students then write short essays of 500 words or less describing their historical item they have picked and its significance. The Grand Prize, First Place, and Second Place winners will receive $10,000, $5,000, and $3,000 scholarships respectively, and will travel to Mike Wolfe's Antique Archaeology story in Nashville, TN.

Download the rules and entry forms at www.history.com/shows/american-pickers/pages/pick-and-tell. The essays must be submitted by May 17, 2013.

It sounds like a fun way to make local history personal and to practice those essay-writing skills. Good luck to all

Tuesday, April 16, 2013

Discover the History of Words with Mysteries of Venacular

Expanding your vocabulary is a great goal in itself, but it tends to take up more importance as students prepare to face such tests at End of Grade (EOG) exams and SAT/ACT, etc.  But here is a resource that can make your vocabulary-building more fun.

The website, Mysteries of Venacular, is developing a series of fun videos on the twists and turns that English words have taken from their Greek, Latin, Old English, or other roots to their modern meanings and spellings.  Mysteries of Venacular tend to focus on simple words, like clue or hearse, but which came from unique or memorable origins (Greek mythology for the former and a word for "wolf" for the latter).  Once you've seen one of these videos, you'll never forget where the word came from.

For example, watch this video on the derivation of the word "noise":

Plus, some of the words have some additional content on the TED-Ed Lesson Plan site. The lesson plan for the word "noise" has some additional questions to make you think about the etymology, a place to discuss your thoughts about this word with other people, and other resources, such as the top five sounds scientists have discovered are the worst for the human ear.  And just imagine--nails on a blackboard is only #5!  To listen to the sound of the single worst assault on human hearing, check out the lesson plan.

Right now, there are only a few words, but new videos are being added periodically.  So while it isn't a mainstay for vocabulary building, it is an intriguing resource for families like ours who are continually amazed at some of the way that English came to be as it is today.

Monday, April 1, 2013

Middle School Summer Camp Opportunity: Young Writers' Workshop at NCSU

If your middle schoolers gets really inspired after participating in the Teen Poetry Contest in my earlier post, then NC State University has a summer camp that might be right up their alley.  The Young Writers' Workshop, sponsored by the NC State College of Humanities and Social Sciences and the Department of English, is a two-week, nonresidential summer camp with daily afternoon activities to help students in late elementary and middle school to develop their creative writing abilities. 

The students spend two and a half hours on campus each afternoon with lessons on four different tracks:  fiction, creative nonfiction, poetry, and drama (each students lists their preferences, and are placed in two different areas).  Established professional writers, most of whom also teach at area colleges or high schools, give lectures, assign writing activities, put students into small groups to discuss or create something together, or work with students one-on-one on their writing. 

The students-to-teacher is kept low (a maximum of 12 students per instructor) to assure that all writers get individual attention.  The teen writers get instruction in such creative writing components as plot, character development, conflict, action, and more.  On the final day, students invite friends and families to celebrate the creativity of the group through a public reading of the work they have produced; they also get to take home a journal of work created by themselves and their peers.

The Teen Writers' Workshop costs $250, and is open to rising 4th through 8th graders.  They are now accepting applications, which require students to express what they hope to achieve through their participation as well as to submit up to two pages of their current creative writing.  The deadline for applying is Monday, June 3.

For more information, check out their website or contact the program director, Laura Giovanelli, at lbgiovan@ncsu.edu.

Friday, March 22, 2013

Wake County Public Library Teen Poetry Contest Now Open


It's time for the annual Teen Poetry Contest that is organized each year by the Wake County Public Library (NC) system.  Teens living in Wake County, NC and in grades 6-12 can submit up to three original poems to the contest.  Winners are chosen for 6th, 7th-8th, 9th-10th, and 11th-12th grades and are honored with a trophy, reading their work at a reception, and having their work published on the WCPL website.

Submit your poems online before the deadline of April 30 on the Poetry Contest website:http://www.wakegov.com/libraries/events/Pages/aboutteenpoetry.aspx

Good luck to all your teen poets!

Monday, July 9, 2012

Curriculum Resource: Online Lessons for Middle School Literacy

When it as hot as it has been in the Southeast lately, reading is a great activity.  If you want to add some educational lessons to your middle schooler's summer reading, the Boston public television station, WGBH, has some useful online lessons to teach literacy schools.  Entitled Inspiring Middle School Literacy, and funded by Walmart, these self-paced digital lessons combine video, interactive exercises, and writing to hone such skills as constructing summaries, distinguishing fact from opinion, categorization, comparing and contrasting items, etc.   They are designed for students in grades 5-8, and  are also arranged by content areas:  English Language Arts, Science and Health Topics, and Social Studies Topics.

Check them out on the WGBH website.

Friday, July 6, 2012

Curriculum Resource: Educational Video on Higgs Boson Particle

One of my favorite science educators, Science Jim, has just posted a new video explaining the Higgs Boson particle.  Watch his 7 minute summary of this new scientific discovery below:



For more humorous but enlightening videos on other science concepts, be sure to check out the Science Jim Show page on his website for other free resources.  He also has a series of very reasonably priced web classes that you can get on his website or through CurrClick, as well as live, hands-on science classes in the Triangle NC area.

Monday, June 25, 2012

Raising a Writer

For many families, including ours, summer is a more laid-back time where students have fewer classes and ongoing assignments, and thus more time to devote to activities that might be squeezed out during the traditional academic year.  For many families, this is a good time to explore creative writing, since creative writing, particularly for young and emerging writers, often blossoms better in an environment with fewer deadlines and distractions.

But raising a writer is not an obvious thing.  What can we do as parents to help encourage our children to write?

This blog post has some fantastic suggestions by M. Molly Backes, who works in a writers center in Chicago and has just published her first YA novel, The Princesses of Iowa.  It is all about giving our children space, freedom, permission, and love--which, really, is probably the way to raise children period.  But it is a lovely and beautifully written post, so I won't ruin it by summarizing it for you--you'll just have to go check it out yourself.

One thing I can add to Ms. Backes' advice, however.  She advocates giving children journals and a really nice pen, and letting them go to it.  And while that will undoubtedly work for many children, it (like any educational technique) will not work for all.

I may be wrong about this, but it seems to me that journal writing is something that is more attractive to girls than to boys.  Certainly, the idea did not go over well with my son when I suggested it several years ago.  However, we found something that worked better for him--blogging.  Writing a blog was more attractive to him because:

  • it was physically easier for him to type than to hand write
  • it has the "computer cool" factor
  • it has the ability to incorporate graphics and videos and other media files
  • it allows other people to read your content and post comments about it (which my son LOVES)
So, obviously, blog writing is very different than journal writing.  It is usually not going to encourage the heart-felt dream-making, the honest self analysis, the often painful search for one's identity and one's own truths that is often the task of journaling.  But again, not that I want to be sexist, but in observing my own son and his peers and talking to other moms, I don't find a lot of boys who are doing that kind of writing, although it seems a number of my friends have daughters who do.

Ideally, students would do both, especially if they really have a dream to be a writer.  But if the quest for more writing is coming from you at this point rather than them, give them a choice.  If you've been trying to get them to journal and they refuse try, see if writing a blog is better received--and vice versa.

It has certainly worked for us.  When my son started middle school, I asked him to start blogging.  And, as I've stated before, since I don't believe in giving my son assignments that I wouldn't or haven't done myself, I started this blog at the same time.  We have both really enjoyed it and grown and developed tremendously.  It has been almost two years now and my son has written hundreds of posts--varied in length and quality, of course, but written consistently and usually fairly well.  It has improved his writing, his spelling, and his grammar.  And it has turned out to be a way for him to connect with his grandfathers and aunts and uncles who live far away and don't get to see him on a regular basis.

Of course, there are those who don't approve of encouraging middle school blogging.  I thought this blog post and resulting comments on Why Should Middle School Student Blog? was an interesting exchange about the pros and cons of blogging.  But for us, the experience has DEFINITELY been a great area of growth and learning.

Finally, I would say that my son was not a reluctant writer.  But if your children are not self-starters when it comes to writing, you may need to give them writing prompts, regardless if they are journaling or blogging.  There are many, many sources for writing prompts, but I'm liking the ideas being posted daily (during the week) on Pinterest by Atlanta-based writer Anjali Enjeti.  I find them varied and interesting, and the whole Pinterest thing is novel for digitally-aware students like my son.  Plus, by being on Pinterest, they are more visual, which I think make them more attractive to visual learners like my son.

If anyone has any other great resources for getting young adolescents and teens to grow as writers, please post them in the comments below.

Wednesday, June 20, 2012

Doing the Right Thing at University of Virginia

I have been following the recent tumult over the secretive ouster of University of Virginia's first female president,  Teresa Sullivan.  We don't know exactly why the Board acted as it did--since they won't tell us.  But based on what we do know so far, it seems like a bad move, and as an educator, I'm delighted to see the UVA community rising up in protest.

I'm sure that the main plotters behind this academic coup d'etat, Board leaders Rector Helen E. Dargas and Vice Rector Mark Kington, sincerely believed that they doing the best thing for Virginia's prestigious public university, which was founded in the early 19th century by Thomas Jefferson.  However, from what I've seen from the limited information available, I think they were mistaken.

Here are my concerns in regards to their actions:

1.  Lack of knowledge of and respect for the academic procedure and community
Dargas and Kington are politically-appointed business people, with limited experience in education (as far as I have seen).  The way they went about this decision is completely out of line with the general academic commitment to dialogue and deliberation.  Quietly turning individual board members against the popular president through secret, one-on-one meetings that subvert the open meeting laws that govern public institutions like UVA is, at the very least, skirting the spirit of the legislation.  But it is a direct affront to the academic values of openness and discussion and developing consensus that are still strong in higher education.  Frankly, for them to think they would get away with this without raising a major stink among the UVA community just shows how little they understand about the core values of what, in the end, is what makes UVA a school that was ranked as the #2 public university by the 2012 US News & World Report -- namely, the people, particularly the faculty and academic leadership.

2.  Lack of understanding of the double-edged sword that is online learning
The rumor is that Dargas and Kington wanted to replace Sullivan because she was not willing to make deeper cuts into the existing academics and to leap more rapidly into the world of online learning.  Certainly, the emails that the UVA student newspaper, The Cavalier Daily, received in response to their Freedom of Information Act request that does still legally cover public universities, show Dargas and Kington emailing each other pieces hyping the move towards online learning in higher education.  They cited the examples of Stanford and Harvard as the direction in which they felt Sullivan should be embracing more eagerly.

However, there is no indication that there is any deep understanding among these people about how or what or even why UVA would be doing in the online education field.  There seems to be an assumption that online learning would reduce costs while maintaining the university's reputation.  But, uh, how?  The classes profiled in the articles they eagerly shared with each other are available to anyone for free.  They are not bringing in any new revenue for their respective institutions.  They are also not eliminating any of the costs of the on-campus classes.  These online offerings are not related to the finances of Stanford or Harvard.  Rather, they are simply methods of sharing information and expertise to a larger audience.  While helpful, do they come anywhere close to replicating the experience of a Stanford or Harvard education?  I think not.  (For more information, see the excellent article by Stanford professor Larry Cuban, "Three Ways of Integrating Technology in Schools," which talks about how we tend to confuse mere access to information with education itself.)

It is not easy to do online education well, nor is it always a money maker.  It takes discussion and consideration about how it can be used appropriately and effectively, which is not always obvious for a large and selective university like UVA.   Again, the Board is showing its ignorance if it wants to jump into this field willy-nilly without a well-thought-out plan.  (For more information on this issue, see George Washington University professor David Karpf's article "UVA Board's Lazy Business Sense" on the Huffington Post.)

3.  Lack of commitment to low-income and minority students
So this has not been discussed in the papers, and I may be making it up.  However, another item that these two board members emailed each other about was about another university cutting back on expensive financial aid packages.  This concerns me because in 2004, UVA became the first public university to guarantee full financial aid to low-income applicants.  It has a strong commitment to enabling low- and moderate-income students the opportunity to attend without acquiring massive amounts of debt.  It has also had the highest black graduation rate among the so-called Public Ivies.

Perhaps scaling back on these aid packages is not part of the Dargas and Kington agenda; but, then again, since they have only given vague reasons for the differences in opinion that required Sullivan's resignation, perhaps they are.  It would be a shame for UVA to give up the great strides it has made in this area.  Also, statistics generally show that low-income and minority students tend not to do as well in online education as do wealthier students--one of those pesky details about online education that needs to be examined if it is to be done right.

So we will see how things shake out.  But let me end with something I wish Dargas and Kington had seen before they headed down this contentious path.  It is another commencement speech by Salman Khan, this time at his own alma mater, MIT.  While continuing the positivity prescription of his Rice graduation speech, at MIT Khan talks about MIT's free online classes, and how proud it made him as a graduate that his university was sharing its knowledge for free because it was the right thing to do, and how it influenced his own decision when it came to Khan Academy. 

Because, after all, isn't that really what we want our universities to do?  To encourage its graduates to do the right thing, not just the cheapest or most expedient or most profitable thing?  And how will a school teach its students those things if it doesn't do it itself?


Tuesday, June 19, 2012

Graduates Should Increase Positivity in the World

I apologize for the lack of activity on my blog lately.  Between getting to the end of our school year, and going out of town for a family graduation, I've just been too busy to post.  But I hope to be getting back into the swing of things now.

But speaking of graduation, here is something that I've been meaning to post for a while now.  It is the video of Salman Khan of Khan Academy speaking at the 2012 Commencement Ceremony at Rice University.  Regular readers of my blog know that I have my doubts (see this post and this post) about Khan Academy being the shiny new vision for all of education, although I believe it is a fabulous resource, and do use it on occasion myself.  However, I have nothing but respect and admiration for Salman Khan himself, who seems like a fabulous person.  And this talk at Rice University has only increased my opinion of his fabulousity!

I've not done it myself, but I imagine it must be terribly difficult to come up with a graduation speech that is not trite or overblown or that doesn't leave out some portion of audience listening.  But Khan's talk is personal, uplifting, and believable.  I like it not because he shares his own story (which is inspirational), but not in a way that assumes everyone will be following in such transformational footsteps as his.  Instead, he encourages everyone to do the small but achievable feat of increasing the net happiness in the world.  And yet, if everyone would do that, our world would be transformed.

Anyway, watch it for yourself below:

Saturday, June 9, 2012

World Oceans Day Pledge

Yesterday was World Oceans Day, an effort by conservationists to focus global attention on improving our oceans.  Since one of our major focuses this year has been my son's environmental group, Healing Oceans Together, this is a cause that is close to our hearts.

The group is currently concentrating on two projects:  continuing to grow the community-based Craft Coral Reef, and developing a card game to teach people about the coral reefs and to encourage to take actions in their lives that will benefit the coral.

So a couple of H2O members got together to post a photography of their pledge on behalf of World Oceans Day:

























So while we are still in fundraising mode, the students remain positive and committed enough to the project to make a public pledge.  We know we will figure out a way to get the money we need to make this project happen!

For more information about the Cards, Coral & Kids campaign, visit our campaign website.

Tuesday, May 29, 2012

Book Review: Railsea by China Mieville

Railsea by China Mieville

I picked this up upon the advice of one of my favorite local children's librarians, and boy, was she right!  This is another fabulous book!  I can't believe I've had two home run books in a row (the other being The Lions of Little Rock).

So while I had to write this review, I need to start off with a warning that this is not really a middle schoolers book.  It is classified as a YA novel, but I don't think adults picking it up would think it was "youth" literature rather than adult literature.  Apparently it is more accessible than some of the other books that he is written, but I've never read any of his works before, so I can't comment on that.

It is very hard to describe Railsea, but if I had to sum it up, to me it was kind of a steampunk fairy tale, with some religious and political overtones.  Mieville himself likes to call his work "weird fiction," and is part of a group of contemporary writers known as the New Weird who explain their literature as "a type of urban, secondary-world fiction that subverts the romanticized ideas about place found in traditional fantasy, largely by choosing realistic, complex real-world models as the jumping off point for creation of settings that may combine elements of both science fiction and fantasy."

So, basically, his stuff is fantasy, but much more Blade Runner than Lord of the Rings (in fact, Mieville has said that his goal is to move fantasy away from the influence of Tolkien).  And yet....this book was largely inspired by the great 19th century novel of American Romanticism, Moby Dick, with secondary influences contributed by adventure tales such as Treasure Island and Robinson Crusoe.

In short, this is not your typical YA teenage angst/dystopian future/love triangle/vampire-werewolf-alien-monster fest.

In this book, Mieville has transported the obsessive quest for a beastly foe from the seas to the rails.  Instead of large ships sailing across vast oceans in which unknown dangers lurk, in Mieville's world the denuded plains are traversed with dozens or hundreds of looping, intersecting, and extensive tracks of unknown origin upon which the inhabitants make a living on a variety of different trains--electric, diesel, clockwork, or even wind-powered.  No one steps foot outside the trains, however, because the land is filled with massive subterranean killers--burrowing monsters such as the carniverous antlion, the vicious blood rabbit, or the largest predator of them all, the moldywarpe.  The landscape is cluttered with the wrecks and detritus of those who came to ruin on the ever-aging rails.

Thus, in Railsea, Mieville has created an incredibly interesting and unique world (complete with drawing that he did himself of the various underground hunters of the people above).  Then he borrows plot devices from some of the greatest novels of the past, weaving a tale filled with action and unexpected twists and turns.  However, as in Melville's original, the action is interspersed with literary reflections, both on the characters and stories themselves, but also on the moral or political questions that the story is raising.

It is this, in particular, that makes this a story for older teens.  Mieville uses various literary devices, such as asides and reflections by an unknown narrator, invented words and uses of language, and extensive usage of the ampersand, which is also a symbol for the rails themselves, which makes the book not a straight-forward read.  It takes a bit to get into his style, his words, his world.  It is well worth it, but I think the reader needs to be at a minimum of a high school reading level not to get frustrated or lost among Mieville's literary inclusions.

So it may be a few years before your middle schooler will be ready for this book.  But it is a book I can highly recommend for you!  I could see this book being a great book to read in class after the traditional Moby Dick version; the two taken together would probably enhance understanding of each work.

Saturday, May 26, 2012

Book Review: The Lions of Little Rock by Kristin Levine

The Lions of Little Rock by Kristin Levine

As most of our organized academic activities wind down for the school year, other things start up for the summer.  One of our favorite and most important projects for the summer is the beginning of my son's Mock Newbery Book Club for the current year.

The point of the Mock Newbery Book Club is to read as many of this year's eligible young adolescent books (geared for ages 9-14) as possible in order for the group to pick the book they believe should be awarded the Newbery medal for outstanding writing in January 2013.  It is a great activity for voracious readers like my son, because it encourages them not only to read more widely than their own interests might lead them, but also to practice assessing, analyzing, and discussing this year's books with their friends.

While parents are not involved in club, other than chauffeuring the students to the library, which hosts the book club, I try to read as many of the more promising books as I can, although I probably only get to about 20% of all the books my son reads for the club.  Still, I've really enjoyed reading the current books for this age group.

The group had its first organizing meeting a week ago, and my son brought home his first batch of books to read, including The Lions of Little Rock by Kristin Levine.  I picked it up and started to read it, and found I couldn't put it down.  I just finished it last night, and I couldn't believe what a good book it was!  The experience reminded me of last year, where the first books I read for the 2012 Newbery award was Okay for Now by Gary Schmidt, which ended up being my favorite book of the year  (read my review here).

So I loved this book, which is set in Little Rock, Arkansas in 1958, the year after the famous Little Rock Nine integrated the schools under the protection of the National Guard.  The protagonist is a girl named Marlee, whose shyness and social anxieties have rendered her virtually speechless outside of her family.  But things for Marlee when a new girl, Liz, comes to school.  Liz befriends Marlee and works with her to overcome her fears about speaking in front of others.  But just as Marlee is prepared to take a breakthrough step, Liz drops out of school amidst rumors that she was actually a "colored" girl passing as white.  Marlee is confused, angry, and perplexed.  But she refuses to take this sudden disappearance of her first true friend lying down.  And Marlee's investigation of this situation leads her to a whole new level of understanding of herself, her family, her peers in school, her community, and the entire political situation in which she is living.

I found this to be a wonderful and nuanced presentation of the conflicts and concerns of that era that can be understood by the intended age range, but also appreciated by an adult like me.  One reason I think it really works is because Marlee's journey is personal, not political, so the story never gets polemic or strident, and the characters aren't all-good versus all-bad.  It is a well done, highly layered story, so as Marlee digs deeper and deeper not only into understanding the racial issues, but also becoming more aware of the complexities that drive the people in her life, she leads us to a better feel for how good people could allow something as wrong as racial prejudice to rule their lives for so long.  And yet, Marlee and the other young people in the book feel real, not merely mouthpieces for the author's opinions.

In the afterword, author Kristin Levine said she traveled to Little Rock for research on her intended project to write a historical fiction book about the Little Rock Nine.  Once there, however, she found that people wanted to talk about the year after that--the year that the first the government shut down the public high school system, rather than allow integration to continue, and that the community started, for the first time, to fight back.

As Albert Einstein said, "The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing."  Levine chose not to retread the important, but oft-told story of the nine courageous students who integrated the school, but instead to focus on what made the community stop looking on and doing nothing.  Which makes this book a valuable lesson to our children not just about how these moral dilemmas were worked out in the past, but about what they will undoubtedly be called upon to deal with at some point in their future.

So, all in all, what a doozy of a first book to read for this year's Newbery list!  Obviously, I highly recommend it, and it is at the number one spot for my personal list of Newbery 2013 contenders.