Author: lou sight

Change of Address

Complete. Progress. Calibrate.

Like any rite de passage, a graduation ceremony is a cultural construct that briefly freezes time –acknowledging an individual’s completion of the requirements for being a student and transitioning the student to a new status. The movement from one status to another is conferred in a diploma, but the process is addressed in the ritual commencement speech. The commencement address, whose banality is kept in check by the celebrity addressing the graduating class, is usually an appeal to the truths that we tend to discard until the next graduation. Still, they are usually the truths that are most necessary,and most necessary to bear in mind during the more mundane moments of life, not merely at  ritual celebrations.

Graduation/commencement…endings/beginnings….all in the same moment. Most students are thrilled to complete their grueling academic work and to be rightfully acknowledged for it. Commencing the often overwhelming march into adulthood without the supportive peer world of the college or university (or high school) can sometimes feel like a step backward. After mastering one environment and work, students must start over. (Hence, the commencement addresses that remind students of the excitement of beginnings and possibilities.)

While the noun (the) graduate has long been associated with Dustin Hoffman in 1967,

http://www.youtube.com/watch?v=-3lKbMBab18

the verb (to) graduate really can inspire us as much as the possibilities implied by commencing. To graduate means to complete something. Completion is accomplishment, realization, fulfillment. We need not graduate from college to experience completion. When we complete we are whole. We may be constantly completing, but that is movement toward wholeness, which may be an ever expanding experience. Regularly completing in small and great ways, adds to our sense of fulfillment. We continue to graduate/complete throughout our lives.

To graduate means to progress. As we complete something we progress to the next something. It is optimistic and expansive, broadening and possibly deepening our opportunities and our lives. Sometimes the lousy jobs and difficult living experiences may also allow us to graduate to create a circumstance we may never have previously considered. All experiences may not be positive, but graduating is progressing. It is a forward motion and growth.

To graduate also means to calibrate. As we move toward completion, we measure, correct, adjust, and reset. We are always moving toward the next completion and always recalibrating. When we stop graduating and feel like we have already graduated, we get stuck in status-thinking. It is more like static thinking.  So, during this graduation season, whether you are finishing school or not, consider the verb to graduate–to complete, to progress, and to calibrate. Congrats, grads! Keep graduating!

 

Mother Culture/Mother Nature

Are you a mother-to-be? A new mom? An older mom? A working mom? A SAHM (Stay-at-home-mom)? A single mom? A teen mom? A soccer mom? A dance mom? A stage mother? A yoga mom? A mommy blogger? An activist mom? Do you wear Mom jeans? Are you the Mom In Chief? (Unless you are Michelle Obama, the answer is no.)

At home, are you Nurse Mom? Dr. Mom? Chauffeur Mom? Coach Mom? Cheerleader Mom? Teacher Mom? Event planner Mom? Administrative Assistant Mom? Human Resources Mom? Chef Mom? Housekeeper Mom? Librarian Mom? Accountant Mom? Shopper Mom? Nutritionist Mom? Stylist Mom? Police Mom? Detective Mom? Artist Mom? Singing Mom? President Mom? Dictator Mom? Queen Mom?

Are you joyful? Adoring? Content? Anxious? Cautious? Zealous? Spirited? Exhausted? Loving? Open? Comforting? Proud? Curious? Concerned? Careful? Bold? Kind? Protective? Discerning? Demonstrative? Caring? Nurturing? Guiding? Pedantic? Receptive? Clumsy? Consumed? Graceful? Grateful? Tender? Connected? Learning? Strong? Weak? Adapting? Evolving? Lifting? Creative? Delighted?

This Mothers’ Day, as we embrace our mothers and their nature, let’s use this cultural ritual to transform the culture of mothers (and others). Mothers, especially in the last generation, have been defined as a something-mom. The mom part is a bit self-deprecating. Is it because mothers feel like mothers first and then something else? Or do mothers still feel like they are not quite something else? Traditionally, mothers have not only played the role of domestic goddess and liaison to schools, but have been involved in civic and community projects (usually without recognition of being the ones who do the volunteer work, beyond donating and sitting on boards). Good schools and workplaces, as well as healthcare and nutritional, clean food must be more available and accessible for all.  Schools and workplaces must transform (not merely evolve to accommodate those with the most choices) to support the entirety of our lives. We must move beyond the 19th century industrialization model to a more fluid model of work and school, so that our mother culture supports and enhances mothers’ nature (and mother nature).

So Happy Mothers’ Day! Give your mother the love she needs! And check out Moms Rising.org. I’m going to make a gift right now! Join me in making a happy mothers’ day today and tomorrow.

http://www.momsrising.org/

Appreciation

It’s almost 7:00 pm; almost the end of the day. Soon Teacher Appreciation Day will be over. It’s not that the shout outs and appreciations are not appreciated. Teachers welcome appreciation. Who wouldn’t? Unfortunately, the appreciation seems limited. If we truly appreciated teachers, we wouldn’t set aside a day to appreciate us.

Perhaps teacher appreciation starts with appreciating learning; appreciating knowledge; appreciating studying; appreciating organizing; appreciating nurturing; appreciating culture; appreciating performance; appreciating patience; appreciating guidance; appreciating caring; appreciating growth; appreciating limits; appreciating work; appreciating differences; appreciating individuality; appreciating creativity; appreciating roles; appreciating responsibility….

Acknowledging qualities that we all need to appreciate will certainly be appreciated. Every day.

 

 

Script

Cursive!… Foiled again!

Among the seemingly perennial issues in education, there is a resurgence in the concern over no longer teaching handwriting (i.e.cursive English). Given that education is one of those paradoxical institutions that on the one hand has as its aim to prepare for the future, it is also, more often than not, conserving the past. The present state of education is one that generally feels like it is behind the present moment in the rest of our culture. K-12 education tends to play catch-up, rather than lead the culture. As schools across the country are debating and implementing the new Common Core Standards, many teachers have suggested that something’s got to go, and that something will be handwriting, as keyboarding has more  cultural relevance.

Many lament the notion that students may no longer learn cursive. For some, it is a cultural  loss for the next generation(s). In some scientific and educational communities, some point to studies suggesting an academic advantage for elementary students who learn cursive over those who don’t. Is learning cursive a necessity today?

With limited time and money,and mandated testing, many teachers have suggested dropping handwriting lessons from the curriculum. Certainly keyboarding is a necessity in everyday life in ways that handwriting is no longer requisite. Of course there are people who never mastered penmanship and were/are quite intelligent and high achieving. Physicians are not the only ones who can’t write a legible script in script. For those  who are dysgraphic, or perhaps less severely, just not good at handwriting, keyboarding is a gift, and can transform their written communication and ability to achieve. However, one of the more interesting arguments for teaching cursive, is that in practicing the smooth movements connecting letters, mental connections are also made, that are not replicated in keyboarding. The argument continues that even learning to read cursive writing advances certain mental capacities for making connections, as we see and interpret connected symbols.

What may have begun as picking up a twig or a rock and etching symbols in dirt or on caves, progressed into handwriting. With the quill and ink, cursive became more developed as the writing method was employed to limit spills and breakage. Of course, in our age, the keyboard is the most expedient form of non-vocal communication. The most obvious sacrifice in abandoning learning cursive is the individuality–the signature.Even learning the uniformity of the cursive alphabet, handwriting is a uniquely individual enterprise. It can be honed, but handwriting is still not quite anonymous. It’s personalized.

Many cling to teaching handwriting as part of a cultural heritage. Some regard penmanship as an art form. Others tout the importance of fine motor skill development as well as it’s connection to brain development. The detractors focus on the imperative of teaching the most necessary skills for the moment, and handwriting seems like a cultural remnant–irrelevant to the tasks of the future.

It seems to me that the arguments for and against teaching cursive are essentially from a tired script. Many debates in education seem to be either/or in nature. Teaching cursive is slow, and there are so many other things to test. But if teaching cursive can help develop both left and right hemispheres of the brain and their connectivity, then maybe we need to look at other ways to teach and practice writing script. We don’t need to teach cursive just because it was our script. Handwriting may never be used the way it was prior to this moment in history. However, like science, math, history, language, physical education and art, it is a way of seeing and doing that creates connections, and making connections is essential to creativity. Perhaps rethinking our script about teaching script as a remnant of the past, to a practice of creativity, makes handwriting the future.

Let’s Dance!

If our kids don’t replicate our suggestions, have they learned? Have we taught? As parents and educators, we attempt to nourish, protect, guide, acculturate, civilize, enrich and encourage. As Andrew Solomon writes in his masterful work Far From The Tree: Parents, Children, and the Search For Identity, “ There is no such thing as reproduction.” Parents produce offspring. The idea is that the product of the parents is a new organism. Even when the children resemble the adults, they always grow away from us. Andrew Solomon’s book is devoted to children who don’t resemble their parents, but the lessons are true for all. Teaching and parenting is not a matter of replication.

In many ways education (whether parent or teacher) is dance. We choreograph, composing a sequence of steps and moves. We design a form and motions. Educators/choreographers direct movement. Our kids are dancers. As learners, they (and we) employ codified movements in various contexts. Dance is a form of social interaction, emotional expression, and performance. Most importantly it is movement. If we consider  educating as guiding our kids’ (and our) movement  in the domains of social interaction, emotional expression and performance, rather than as a sculpture (or worse, a reproduction of a sculpture), then we can experience individual human rhythms and energies, and appreciate their distinctions and likenesses through their gestures.  We can move along with them.

Education is movement!  Let’s Dance!

Drawing Lessons

Sighs of relief. Jubilance. Gratitude and admiration for the excellence of first responders, medical personnel, citizens, neighbors, law enforcement at every level. It was an incredibly tumultuous and horrifying week that commenced with the Boston Marathon bombings, and culminated with the lockdown of Boston and the dramatic shootout and apprehension of the suspects,one dead, one wounded. Bostonians are able to resume their everyday lives, while all of us exhale and begin to consider what comes next.

Like any crisis, initial reactions can be visceral and harsh. When witnessing two young men, seemingly indifferent to human life, commit such horrifying acts, it is easy to want to exact revenge. Personally, I was thrilled that the younger brother was captured alive, and I hope that he will be able to provide actionable information. When many people reacted that they hoped he would die and/or suffer terribly, I thought about how incredibly difficult and rare it is to capture a terrorist or other violent criminal and not harm the perpetrator.

It reminds me of a truly remarkable historical event: the Israeli capture of Adolf Eichmann in Buenos Aires in 1960. That the Israelis were able to capture Eichmann and bring him to Jerusalem to stand trial for crimes against humanity as one of the organizers of The Holocaust, while many were recent survivors, is one of the most stunning examples of the capacity for human restraint and moral fortitude in the pursuit of justice. This is a lesson for humanity for the ages.

As we begin to seek answers to how the two Tsarnaev brothers became terrorists and what connections they may have had, much less how to deal with the surviving brother, I think it is also useful to consider lessons on drawing. We have been focusing thus far on “connecting the dots”, which of course gives us lines (or connecting line segments). We have photographic images, and other data that will help authorities connect the dots. When we draw, we sharpen our attention, and look for structure and proportion as well as various perspectives. Perhaps there is shading. Drawing is a process of refinement.

Drawing is not the same as form; it is a way of seeing form. (Edgar Degas)

The very act of drawing an object, however badly, swiftly takes the drawer from a woolly sense of what the object looks like to a precise awareness of its component parts and particularities. (Alain de Botton)

It is often said that Leonardo drew so well because he knew about things; it is truer to say that he knew about things because he drew so well. (Sir Kenneth Clark)

The mindset of drawing is one that is often cast aside, in favor of immediate images and instantaneous reaction. Drawing lessons may be as valuable as crowdsourced images though, if we are to enhance our understanding and possibilities for learning and improving.

Super Duper

Yesterday was a Super Duper Wednesday.  It was not a good day; certainly not in the news world. It was a day full of news and un-news and more bad news, and then punctuated news. By now we are all too familiar with the news media too eager to report, despite serious mistakes (and possibly serious ramifications from those mistakes). It does seem, however, that there is forensic evidence of a pressure cooker used for the bomb(s) that killed and maimed brothers and sisters, sons and daughters, husbands and wives, mothers and fathers, at the Boston Marathon on Monday. A pressure cooker. It’s almost too obvious. The literal and figurative remains of a pressure cooker were what we were left with yesterday. By the time I went to bed, though, I felt duped.

On a day when media outlets rushed to report that a suspect in the Boston Marathon bombing was arrested, and then that report was retracted, the “pressure cooker” that is the news media revealed its limits. Then there was the discovery of a  potentially poisonous letter sent to President Obama, just after one was discovered sent to a senator (maybe more than one senator). At least those letters were initialed by the sender, so as to avoid any confusion. By the end of the day, when most of the news revolved around the aftermath of the horror in Boston, and attempts to get attention for poisoning senators and the President, a bi-partisan bill that would expand background checks to purchase a gun was defeated. President Obama responded,” The American people are trying to figure out, how can something have 90 percent support and yet not happen?”  I think many of us felt Super Duped.

We live in Super times. Supermodels and Supermajorities; Super Bowls and Super Bugs; Super Moms and Superheroes; (Superman); Superhighways and Superconductors; Super Glue and Super Funds; Supersonic and Supernova; Superstars and Superpowers; Superego and Superficial and Supernatural…….

So much seems to be heightened–super heightened– and we often find ourselves in our own pressure cookers. Then we have Super Duper days.

Horrorism

As of 6:00 pm on this Tax Day (and Patriot’s Day in Massachusetts), Monday,April 15, 2013, two explosions occurred near the finish line at The Boston Marathon, killing two and injuring scores. These are the early reports. Certainly there are more questions than answers at this moment, but already we are hunkering down, and fearful of more danger in the coming hours, days, and weeks.  News commentators have proclaimed that the terrorists have scored a win, as authorities have already admonished citizens to stay home. Pennsylvania Avenue in front of The White House has been closed to pedestrians this evening.

The Boston Marathon, one of the great annual events, is usually a joyful experience for spectators and runners alike. While the individuals compete against each other, there is also a sense of community–of spectators cheering on the runners and offering water to all. It’s about personal best and fellowship. It’s one of the least divisive sporting events. Until a bomb goes off.

The Boston Marathon is both a local event and a global one. It is viewed around the world as those competing hail from all over. Today’s blast is not only an act of terror, instilling fear through violence, but it is horrifying. Bostonians and those visiting this great city have been terrorized. The rest of us watching from afar may also feel fear (terror) that there are more imminent attacks, and that they may not be limited to Boston. But what we all should feel is horror.

Violence may be endemic to the human condition, but we have transformed many of humanity’s ills and diminished the prevalence of violence from time to time. As we consider laws to reduce gun violence, there are simultaneous calls to arm teachers in schools to protect students. Many see the answer to violence as being better armed. This was the proposition behind the Cold War. More nuclear arms would prevent war. So how do we reconcile the need for safety with the need to go about our lives, and to prevent horrifying accidents?

Of course, this was no accident. This was terror–whether it was homegrown or international. Chaos and fear ensued, and disrupted a magnificent day. And there were many horrific injuries as well as a couple of deaths. We need to not only be safe from harm, but teach our children that violence is not a solution. We now have a generation who have grown up since 9/11 who are more exposed to violence from our two wars, multimedia, popular culture, and more demands for guns as an expression of freedom, rather than freedom from guns and violence.

We won’t be able to control or eliminate all acts of violence, random or planned, but we can teach our children that violence is horror, not freedom.

Future Tense

It used to be that the future was exciting.  Of course, that was in the past. Now, in the present, yesterday’s future, we fear the future. Whether it’s: terrorism, nuclear obliteration, the next super-bug, or super-storm; climate change, crushing debt, or no more jobs; politicians who don’t stand for us, corporations who speak over us, horse meat and hormones, or unriching education, we are growing increasingly more tense about the future.

We have ample evidence today that we have many issues to tackle.  Even more disconcerting, is the rationale against tackling issues. We see how seemingly intractable so many problems have become. People across the political spectrum have dug in their heels, and have been most concerned with ideological purity and political power. Instead of climbing mountains, or even seeing that shining city on a hill, we’re staring down fiscal cliffs. Cynics have divided us into makers and takers (although I’m not sure everyone would agree who’s who). Hope and change became nope and same. Everyone is disgusted and fearful.

Despite the reality upon which our fears are based, we are becoming blinded by the fear. When teaching History to high school students, I remind them of other periods when the world seemed like it was about to end, or at least had turned very dark. When they can imagine their grandparents’ world, and that life continued, and the future included their lives, they can begin to shift their perspectives.

History is a great teacher. So too are the arts. The combination is most effective in conveying ways in which humans have confronted issues and experienced difficulties and forged new ways to shape lives and communities. I encourage teachers to include paintings and music, as well as dance and theatre in their History classes. I also encourage a fusion of History with Math and Science, and of course integrating the arts in those classes as well. Perspective is important in each subject (and in life), and is easily exemplified in the arts. Students in Language Arts classes learn perspective (person) in grammar and literature (through character and voice). Education is not merely the accumulation of facts. It is in fact to enrich (not unrich) our lives; to broaden our perspectives.

As a nation, we have been struggling with accountability in education. Students are assessed; teachers are assessed; and schools are assessed. I’m not sure that our assessments are  actually geared toward improving education, despite the good intentions. Moreover, the focus on those assessments as the determiners of future status for students, teachers, and schools, has created greater tension and a more limited education.

Given the many challenges that we must meet in our schools, our communities, our politics, and in all aspects of our lives, it is easy to be cynical and fearful. When we are fearful, we shut down possibilities. When we nurture our creative instincts, we begin to think in the future tense, creating possibilities and improving  what was started.

That Tone of Voice

Those eyes…..That voice……

If I asked you who told us to fasten our seat belts; It’s going to be a bumpy night, would you hear that line in a gravelly woman’s voice? Would you see those great big piercing Bette Davis eyes? You can practically hear a biting comment from looking at her eyes.

Gregory Peck’s rich, soothing baritone voice, one of the most easily identifiable, is also inextricably linked to his performance as Atticus Finch in the movie “To Kill a Mockingbird”.  His voice became associated with warmth and justice, as he portrayed several characters  who represented our best angels and defended democracy. As an actor, he performed in an array of roles. Some, including Josef Mengele in “ The Boys From Brazil”, were the antithesis of his heroes, but Gregory Peck and his voice were primarily associated with benevolence, moral conscience, strength and intelligence on screen and off.

Riddle me this: What post-war actor-comedian appeared on The Ed Sullivan Show doing his impersonations and political sketch comedy the same episode The Beatles first appeared on the show? Frank Gorshin, aka The Riddler on the campy Batman television show, developed a  comedy career as an impersonator of fellow actors and of politicians. His voice was other voices. Impersonation was a popular staple of stand-up comedy in the 1960s and 1970s, and while it is still part of many a comedian’s repertoire, the emphases of comedy have changed. Still, Tina Fey’s Sarah Palin remains one of the great impersonations. It was a brilliant replica of the sound of Sarah Palin’s voice, as well as her vocal tics and mannerisms. Like Gorhsin’s and other comedic political impersonations, political voices as well as vocal qualities are showcased and accentuated.

So many people have paid tribute to the great movie critic Roger Ebert, who succumbed to a lengthy and incredibly difficult battle against cancer the other day. I am among those who listened to him from the 1970s on, and was enriched by his voice as an intellectual, as a movie lover, and as a human being of incomparable fortitude. Ebert lost the ability to use his anatomical vocal chords, but his voice was never silenced.

Yesterday, Hillary Clinton spoke at the  Newsweek/The Daily Beast’s Women in the World conference. Her speech was a call to action: “Let’s keep fighting for opportunity and dignity.”  Let’s keep fighting for freedom and equality. Let’s keep fighting for full participation and let’s keep telling the world over and over again that, yes, women rights are human rights, and human rights are women’s rights once and for all.”

Hillary Clinton, who “found her voice” in New Hampshire in 2008, has always been a voice for human rights, and specifically women’s rights. Whatever your political opinions, she has made audible the voices of those we can not hear.

Artists do the same. Consider Picasso’s Guernica. One of his most famous paintings, Picasso’s Guernica shows the horrors of war and the untold suffering inflicted upon civilians as well as soldiers. The painting helped to bring the Spanish Civil War to the world’s attention, and has since become an anti-war fixture, as a reminder of the tragedies of war anywhere, any time. Picasso’s voice was clear.

 Guernica, 1937 by Pablo Picasso

http://www.pablopicasso.org/guernica.jsp

One of the most powerful voices to encapsulate African-American Southern Baptist culture (and history) is told through the entire body. Alvin Ailey’s iconic Revelations is not only still enjoyed as magnificent dance, but as an expression of profound grief and absolute joy. The work was autobiographically inspired (as finding and using our voices always is), but it speaks to universals from a historically and culturally specific time and place using African-American spirituals, gospel songs and  blues. Because Revelations is a dance piece, it’s physicality makes the piece immediate and eternal, as bodies in motion give voice to powerful emotions.

AAADT-in-Alvin-Ailey’s-Revelations.–Photo-by-Nan-Melville.jpg

In honor of those old actors whose birthdate was yesterday, Bette Davis, Gregory Peck, and Frank Gorshin, we salute them and their voices. We grieve the loss of Roger Ebert who lost his ability to use his vocal chords, but never lost his voice.

We’ve become frustrated with the noise of politics, but there are still voices of reason and justice–even in politics. But the arts are often the most articulate and inspiring of voices. Listen (and watch) for those inspiring voices, and use your voice not for shouting or vilifying, but for educating and creating peaceful possibilities.