Aaaand…we’re back.

Inspired by others who are more disciplined than I, I’ve decided to give this blogging deal another shot. Woot.

Anti-heroes and Pessimism in the Classroom

I have come to realize that I have a certain leaning towards literature, music, and film that is tinged with an air of pessimism. I enjoy seeing the bad guys win; I like it when the heroes are flawed. My thoughts are a bit troubled, then, as a teacher: the material that I use, for the most part, features altruistic heroes, fighting for what’s right, and villains who receive their dues. I think that what I teach is good. The material is interesting and thematically deep, yet I find that it ultimately does not challenge my students’ world view; it just doesn’t shake them up enough.

I’m in a rather difficult position – I teach at a Christian highschool and I myself have a strong faith. However, how can I test my students’ faith, challenge them, if I am confined to the admittedly stringent (though unwritten) guidelines which dictate what shalt and shalt not be used in the classroom?

The point is this: I want to explore more negative themes. I want to expose my kids to works where bad things happen to good people, and the bad guys don’t get what they deserve. I want to explore literature that doesn’t provide a satisfactory ending. I want my kids to be confused because they don’t know why the story they just read can’t be summed up with, “Always try your best. Be yourself”. What to do? There are fantastic works out there that I know would challenge them, but how can I walk that line? Do I even have the skills to present the material appropriately?

Hello, I’m a Mac…

The school I work at has an exclusive contract with Dell. Anything besides a Dell cannot and will not be supported. If we don’t hook it up to the network, then anything goes – but then, what would be the point?

I have been a PC user my entire life, so bear that in mind for the following: I wish our schools used Macs. Why? Because PC’s are so full of security holes (or, more accurately, Windows XP is full of security holes). The tech crew has to work so hard sewing up all the weak spots, blocking leaks and propping up the shoddy design of the operating system, that by the time they’ve got the computers “secure” they are no longer capable of much more than running Office – and even then it’s iffy.

As I understand it, Macs do not have nearly as many issues. Certainly, in my experience, Macs are much more reliable and even though the hardware is more expensive, I think there would be significant cost savings simply due to the reduced amount of upkeep that would be required.

I remember when I was in elementary school that all the computers were Macs – Apple was, at the time, synonymous with educational computing. Somewhere along the line, they dropped the ball and PC’s became the more attractive option. Well, it seems to me that the tide is shifting once again back to Apple. My only hope is that educational administration will follow.

Cliche is the enemy of thought

Last week, I went to see Surf’s Up. Surprisingly, of the last three films I’ve watched in theatres, this was the best (the two films previous to that were Ocean’s 13 – well intentioned, but overall lame – and Pirates 3 – an absolute mess, but very loud). The films I watched are not the issue. However, the trailers before were. In particular, a trailer for the new film, Bratz. As I watched that loud, vapid, hackneyed vomitous filth unfold on the screen I was struck with a realization: this is why my students aren’t creative. This is why they have so much trouble writing. At last, I have found my scapegoat.

Alright, so I’m not so foolish as to think that there is any one source which explains why so many of my students struggle with writing. However, I’d be completely fooling myself if I didn’t think that this kind of entertainment doesn’t impact their creative performance in some way. Of course, in a very objective way, I don’t take issue with this film because it’s going to suck – I’m sure that many people will find it entertaining, and that’s fine. My worry is that this sort of entertainment is indicative of the quality of storytelling that my students habitually experience. This is the baseline for their creativity. How bothersome.

Essay after essay that I get is rife with cliches, with pre-packaged thought. I wish there was somewhere profound I could take this; I wish I had some grand solution for this problem. But I only have questions: how can I expose my students to new and varied forms of literature and media and (here’s the kicker) get them to acknowledge it as superior and get them to enjoy it? Their brains need saving from the shallow, thoughtless entertainment which forms the bread of their intellectual diet. Yes there is room for it, as there is room for chocolate and ice-cream in even the healthiest of diets. But it needs to be reduced and “healthy” films need to take their place.

How can I get my students to recognize and forsake the cliches that make their writing – no not their writing, their thoughts! – so stale?

I wish I knew. All I can say is that if I have to read another essay espousing the view that “this novel is about always trying your best and being yourself,” I’m going to barf.

Mitsu Lancers

Over the last few years I have become increasingly annoyed with anyone who drives a Mitsubishi Lancer. It’s not the car itself that’s the problem: in fact, the problem lies in another car which Mitsubishi makes – the Evo. The Evo is a much more powerful, sporty, and capable version of the Lancer. The problem lies in the fact that people who drive Lancers, think they’re driving an Evo. This is simply not true. The resultant attitude creates a driving style amongst Lancer drivers that is nothing less than obnoxious, rude, and annoying.

Just this evening, driving home from Jasper, I had a Lancer come up behind my (oh-so-sensible) Corolla and proceed to ride my bumper creating an experience somewhat akin to the meeting of two dogs. After having a good sniff of my tailpipe, the Lancer moved around in front of me and proceeded to slam on their brakes. Not quite sure what that was about.

If this were an isolated incident, I wouldn’t bother taking note of it. However, I feel that I must conclude that there is a statistically significant link between rude drivers and the Mitsubishi Lancer.

Getting there…

So I’ve finished the first draft of my rewrite. This makes this my sixth draft so far. I’ve never had to work so hard at writing before, but seeing as it’s my first script, I guess I can give myself a bit of grace. My only concern is that between my first version and the rewrite, I’ve made so many changes that it’s barely the same film anymore. I think it’s more compelling in this new version, but thematically, I think it’s suffered…no, not suffered. Just changed. I just wonder if that’s a negative reflection of my integrity as a novice writer…

Still, I’ll keep massaging it and see what comes out. I’m actually intrigued by these new ideas.