Category Archives: Spring Green

Gentlemen in the Rain, Women in the Sun

How fitting that a play highlighting Proteus
would play on a day with various weathers,
rainy and warm then steamy and warm then pouring and warm
then breezy and cool then cool and calm then warm and calm
with the sun changing clouds into haze and then,
when Sylvia crossed the threshold from backstage,
that moment, I would swear it, did the sun
come out, full on,  and turn her blonde hair into blazing
waves of light. I still can’t see, can’t comprehend
why Valentine forgives his awful friend,
why Sylvia forgives her Valentine
for giving her to an inconstant man.
The woman seeming pitiful I get.
The man offending everyone I get.
I choose to see the Bard as having gaps,
not my heart not my brain with this big lapse.

_____

 

Every Thursday this semester I’m trying to do at least one big thing that reminds me I’m teaching only two courses, and have been allowed the grace and space to spend 20 hours a week on my creativity research.

 

Waiting for Two Gentlemen of Verona to start this morning, I was able to touch base with one of the many wonderful folks at APT who do their work offstage—at some point this fall, I’ll be doing some interviews about creativity (and especially, ironically, when they try NOT to be creative).

 

But it was the play itself I was most focused on today.

 

After all—why research creativity without enjoying the fruits of creativity that my fine little town has to offer?

 

Nice job, everyone—very nice to see Marcus Truschinski in another leading role, and Travis Knight right there with him (and very fun watching the high school girls at the matinee get all swoony).  I think no one does fragility mixed with strength the way Susan Shunk does—it’s like glass and steel all curving around each other. Nice job, Steve Haggard as Launce, and Will Mobley as Speed, using their terrific comic timing to sharpen the focus of the students who were, for the MOST part, dealing admirably with the distractions of rain and wind and then bright sun and heat.

 

And I swear, the sun really did come out right at the moment Abbey Siegworth stepped onstage in her tower.

 

This isn’t my favorite Shakespeare play by any stretch, but I’ve seen APT do it well two times now, and seeing it today gave me fond and bittersweet memories of the last time.  Then, it seemed to me and my friend Lee (may she rest in peace), the director emphasized every possible bit of homo-eroticism in the play (which made Valentine’s actions a little more understandable, if he’s as in love with Proteus as Julia is)

“That was hot,” Lee said to me when we chatted in the aisle right after a performance one night. As I remember it, I could only nod yes.

*

 

APT’s Hamlet is Awesome. Go See It.

Q: How’s Hamlet?

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The short answer, for American Players Theatre’s 2013 production is that it’s terrific and I’m still processing how terrific it is.

It took me to my APT happy place numerous times on Sunday night (a very muggy-buggy night), by which I mean I forgot I was watching a play, forgot I knew the actor playing the part, forgot I was anywhere but in the moment on the stage.

Part of me wants to stop there–to say, simply, it was great. Everyone who can get here should get here and see it.

Except this Hamlet was so freakingly brilliant–I thought about it for hours after I got home, and I’ve thought about it all day.

So at the risk of revealing my theatrical and Shakespearean ignorance (the vastness of which undiscovered country has not been mapped), here are some of those thoughts.
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I really think John Langs, the director, is brilliant. I know a theater production is a collaborative process, so my appreciation of the unnerving, stark, gorgeous, imposing, spare set goes to Takeshi Kata and Andrew Boyce. And the way the lighting shows two Hamlets–his posture saying one thing, his face saying another?  Credit for that goes to Michael A. Peterson.

The shadow seems much surer of itself here.

The shadow seems much surer of itself here.

But over and over, each component worked with every other component. The costumes worked with the set. And the set worked with the lighting. And the lighting emphasized the performances. And the performances were awesome. That’s to the director’s credit.

And having James Pickering–a really well-known Milwaukee actor who’s never appeared on the APT stage before–play the ghost and the player who plays the king parts and the gravedigger–that’s not just a casting idea. That’s an interpretive idea.

It made it seem like the ghost was showing up ALL THE TIME.

The child longing for the nuclear family that no longer exists.

The child longing for the nuclear family that no longer exists.

I know directors pluck from other performances (and there are a lot of Shakespeare casting traditions that would be utterly lost on me–I mean, I know about Cordelia/the fool, but that’s about it), and I know Langs directed Darragh Kennan in Hamlet in Seattle pretty recently, so I don’t know if this is the FIRST Hamlet to do that with the ghost/player/gravedigger, and I don’t know if the ghost has shown up other times when he doesn’t have lines, as he does in this performance (I won’t say where-all, because at least one of them seemed like a big risk with a big payoff), but it all went beyond “interpretive idea,” actually. It felt like vision. Genuine artistic vision.

What a counterpoint to Bassanio and Antonio from Merchant of Venice.

What a counterpoint to Bassanio and Antonio from Merchant of Venice.

Casting at APT is a complicated thing–eight plays done in repertory, core company and guest artist needs and contributions considered (who had a huge part last year, who had only supporting roles, who has one huge role this year and needs other supporting roles, who has reliable chemistry with who else)–so I can’t attribute the genius casting of this production of Hamlet to John Langs alone. Whoever had a hand in it, though–bravo.

If I’d been asked, prior to seeing this performance, to list Shakespeare’s really nasty kings, I’d have said Richard and Richard and then changed the subject, since I don’t know the histories as well as I ought. I might not have thought of Claudius at all. It’s not what I would typically think of as a meaty part.

But in Jim DeVita’s hands? Well, I hear Jim’s a fine cook, so I could say it’s like carving a chicken and understanding there’s good meat to be found places other than the drumstick and breast. Anyway, he found the meat. And chewed it up.

I mean, wow. When he says, of Fortinbras, “Holding a weak supposal of our worth,/ Or thinking by our late dear brother’s death / Our state to be disjoint and out of frame,” the delivery was so powerful I found myself wondering if Langs had somehow let Claudius deliver one of Hamlet’s speeches. (He didn’t. At least that one’s not Hamlet’s.)

“I like him not,” he says of Hamlet. And you think, “uh oh.”

I don’t mean Jim was upstaging or scene-stealing or anything bad. He just made it so clear how powerful Claudius was. How mean.

And unlike some productions, which maybe emphasize the Oedipal-incestuous-icky embraces between Hamlet and his Mom because no one can possibly imagine her really being turned on by whatever Claudius they’ve cast (the pompous guy in the Slings and Arrows production comes to mind, Season Two, Episode One, not the first season’s Claudius), De Vita and Staples have awesome onstage chemistry. One review found it “puzzling” why they were “hanging all over each other.” It didn’t puzzle me at all. Wouldn’t you, on him, were you she? And wouldn’t you, her, were you he? I, me, we would, methinks.

Gert and Claud

Gert and Claud

And then of course there’s Hamlet his own self.

Bravo, Matt Schwader. Bravo.

Mike Fischer’s review gets it right, that Matt’s “intensity adds bite and even menace to Hamlet’s encounters.” He calls him “white-hot,” and says he “handles Shakespeare’s verse as well as anyone at APT.” Yes, and yes, and yes.

I am enjoying reading and re-reading about Matt’s Hamlet process in his blog, “Bounded in a Nutshell.”

(He’s not just pretty. He’s also thinky.)

Matt’s explanation of his process helps explain one of the things that amazed me last night: the BIG ASS SPEECHES melded into the play so smoothly. They weren’t under-played, and not muted, but at no point did the production feel like this:

Druuuuuuuuummmmmmmroll: SOLILOQUY. (more stuff, more stuff, more stuff) and then
Druuuuuuummmmmroll: SOLILOQUY.

For example, leading up to the most famous of the BIG ASS SPEECHES, the “to be or not to be” one, because David Daniel’s Polonius is so strong, and Jim De Vita’s Claudius is so strong, and Christina Panfilio’s Ophelia is so strong, I found myself focused on what THEY were doing. Especially Ophelia. (I’ve never felt so pissed at Shakespeare for killing someone off as this Ophelia. She had spunk, damn it.)

Lou Grant to Mary Richards: "You've got spunk. I hate spunk."

Lou Grant to Mary Richards: “You’ve got spunk. I hate spunk.”

So when Matt came onstage and began speaking, to the audience, it took me a beat or two to realize that what he was saying was one of those speeches, even though I’d known what was coming.

In terms of speaking to the audience, as he was, part of the time, in this speech, Matt has this to say, “I’ve found that it is simply much more dramatic and engaging to watch an actor speak with another person (or group of persons, as is the case with direct address), than to be muttering to his or herself. Tremendous drama lives in the unexpected. What unexpected thing can happen to a person talking to his or her self? Not much. On the other hand, talking with an audience opens a flood of possibilities as to what might happen.”

The unexpected here is that Ophelia is listening, and she startles Hamlet, which was startling. In a good way. Because then the “get thee to a nunnery” lines seem startling, even though I knew they were coming.

Hamlet and Ophelia.

Hamlet and Ophelia.

_____

Matt did a fantastic job, which wasn’t startling. Anyone who’s watched him the last few years knew this was coming, that he’d earned it & that he could do it.

But what was startling overall was how his performance seemed utterly in service of the play.

I don’t mean I expected Matt to be selfish or show boaty. I’m just used to thinking of Hamlet as a vehicle for Hamlet (the character and the actor who plays him). This didn’t feel vehicular at all.

What a great play.

Another fantastic shot from Carissa Dixon

Another fantastic shot from Carissa Dixon

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(All these awesome images of the production are used with permission from the awesome Carissa Dixon.)

Driving in a David Cates Novel

“O beautiful, for spacious skies
But now those skies are threatening”
“The End of the Innocence”

Taking the secret detour, the one the natives use,
I fly down Highway T to Z,
past the Cates family farm but really,
it’s the dips and swales and curves
and hills and valleys and long slopes up
and ridge roads that feel impossibly high
for Wisconsin that let me know I’m in a zone
where fiction could happen and also perhaps
some magic but for me, partly panic–

I get agoraphobic on some of these rises
where all you can see past the crest
is the sky. It reminds me of Eastern Montana
a little (except for more trees on both sides),
where I once drove up a long brown hill for so long,
for an hour, forever, I stopped believing in Canada.
I couldn’t imagine anything north of where I was.
Nothing but a sheer drop-off to Hell, maybe,
over the top, nothingness, a crevasse, the crimp-
edge of the known world, no ditch, just–

The trip up, the torture, doesn’t last that long here.
Just when I’m wanting to pull over,
figure out how to turn around or back up,
which is impossible–the road’s too narrow,
the curve’s too sharp, the hill’s too steep–
well, there we are, around the bend
finally, a stretch of open road, another red barn.

Another falling-down house tucked in behind
a mess of blooming lilacs, under which,
if this really is a David Cates novel, someone’s having sex
RIGHT THIS MOMENT, and probably with someone they shouldn’t.

And later the woman, or maybe she’s a girl,
would take a dandelion and say “make a wish”
as she blew the white seeds everywhere at which point
the man, or maybe he’s still a boy,
would think “tampopo” but not say it, not wanting
the girl to feel bad for not knowing Japanese,
and he might also think, but not say,
some racy, clever thing using the word “blow.”
What he probably would say would be “Great.
Now there are more weeds everywhere,”
but then regret having said anything at all.

Because you have to remember, the moment you think
“Anything can happen,” that something bad could.

Just because it’s almost June and everything’s green,
every shade of green, just because the blue sky
is paint-chip sky-blue right overhead, even when
you’ve got Don Henley cranked on the radio,
you can glance in your rear view mirror and see
how the bright blue turns to pale blue and then haze
and then gray along the horizon.

You can see farms you can’t get to on Highway Z.
The people who live there are happy or sad.
But you’ll never get there. You’ll never know.

Coming home, you’ll stop at the T of Highway T and 23
and you’ll see Frank Lloyd Wright’s wind mill
and it won’t impress you this time. Not at all.
_____

I left Southern Illinois to go to graduate school in Missoula, Montana, and there met David Cates, who’d come from Spring Green, Wisconsin, where I live now.

Freaky.

His latest book is odd and beautiful and haunting and two trips to Dodgeville recently I really have felt as though I entered some sort of parallel universe. If you read the book now, there’s probably a silver station wagon taking a curve a little too fast. I’ll be waving.

The latest novel by David Cates (wonderful to read, odd to drive in)

The latest novel by David Cates (wonderful to read, odd to drive in)

Hamlet’s Back at Devil’s Lake

The actor playing him this summer’s there,
I mean to say. He likes to memorize
while hiking, where the purple quartzite shines
and the T-Rex headed vultures soar.
The rock he’s on is so much older than
the play he’s in. They’re metamorphic mirrors–
hard things from Shakespeare and tectonic shifting–
still shiny, still showing us us after years
and years, hundreds, and millions, a billion years.
It is time and timelessness. And time is time,
not out of joint, not yet, still gracious here.

He is morphing, but the actor is still Matt,
and this Prince of Denmark loves his dog.

(If only poor Ophelia’d had a cat.)

_____
Oh! I can’t wait to see Hamlet this summer–great fun to be had and heartache to be felt and always, always interesting to see a new actor take on the old speeches and give them to us new.

Which reminds me–I need to get all my tickets figured out! To the box office with me, anon!

If you haven’t already made your own plans, you really oughta go to American Players Theatre.

_____

(Apologies for the sprung rhyme scheme above. Once I’d thought of “If only poor Ophelia’d had a cat,” I couldn’t let it go. Fortunately “cat” rhymes with “Matt.” But “dog” is just hanging out there, not rhyming with anything. Yet. I might revise. In any case, I know Matt will take care of his dog. And dogs mostly don’t care about rhymes. Thanks, Matt, for letting me share the pics–especially the puppy one. How could anyone look at that picture and not smile?)

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Matt Schwader, appearing this summer in Hamlet.

Matt Schwader, appearing this summer in Hamlet.

Pedagogy Stew #2

The following can be found in the February 2013 Voice of the River Valley.  The March edition is available online in the archives (I will post it when the April edition comes out).

I appreciate everyone’s feedback on the column when I’m out and about–glad to know it’s hitting the spot (at least for some folks!)

Any requests? I’m about done with the April column, but what should I write about next?

[And here’s a curious thing–I’ve just now realized I mentioned my bad handwriting in February’s column AND March’s. Both in the context of teaching–this time in terms of writing on the board, in March in context of commenting on student papers. So, two things:  I should perhaps re-read previous columns right before I send off the brand new ones, and 2)perhaps I need to write a whole blog post on the handwriting thing. Apparently it’s heavy on my mind.]

_____

Even though most college faculty no longer see themselves as “the sage on the stage,”

Look! A sage on the stage!

Look! A sage on the stage!

lecturing for full class periods, filling up the empty vessels of our students’ minds, the lecture-style classrooms we teach in are typically set up for someone to come in, and, sage-like, to stand at the front of the room and begin talking to students who sit with their desks facing forward. Now that a lot of us rely on PowerPoint slides for lectures (I like them because they keep me on track, and students can read them, unlike my handwriting, which is largely illegible—worst grade I ever got was a C in fourth grade for penmanship), even when we can move the desks around, we don’t, because we want students to keep their eyes on the slides.

I realized how attached I was to what I saw as the “default” setup for the basic humanities/social science college classroom last fall, when a fellow professor regularly had her students sitting in a circle—and often left the chairs in a circle when they left. I was annoyed at having to rearrange chairs, but I tried not to grumble—after all, “fusty don” is not the teaching persona I’m going for. (I do have students work in small groups in the course of most class periods, and 200-level classes more often have discussions in which they sit in a circle.)
I think my time volunteering at my son’s school makes me highly conscious of these matters. In a chapter from a book called Learning Spaces, Nancy Van Note Chism points out that “[s]pace can have a powerful impact on learning; we cannot overlook space in our attempts to accomplish our goals.” The teachers at the River Valley Elementary Studio School make an ongoing effort to support learning by shaping the space.
A couple of Saturdays ago, I went in to help one of the kindergarten teachers begin work on an igloo made of milk jugs. What lucky students! Lessons in physical science, social science, math, environmental conservation, creativity—all right there in their room in a way they can see and touch. My son’s teacher, that same Saturday, was rearranging furniture she’d brought in so that their classroom now has a living room. On a recent morning she met with students individually on the sofa, to go over their most recent reading test scores (while I worked with the rest of the class as they did individualized literacy work). In the afternoons, students read to themselves in the living room if they want.
Van Note Chism finishes her piece with this quote: “No longer can we assume that any old furniture and any old room arrangement will do—we know better. Like all academicians, we should ensure that current knowledge informs practice.” For a variety of reasons, professors tend to tolerate “any old,” but we could learn a lot from the emphasis K-12 teachers place on space.
—–
(Picture from flickr, Creative Commons. Tulane Public Relations, “student in class.”)

Longing for the Sh*tty Barn

All those blizzard letters snaking across
the yard spelling “shiver,” spelling “cold,”
and one whole sentence, “spring will never come,”
they piss me off. An icicle of frozen piss
hangs down from a neighbor’s house, gold
in direct sunlight, briefly. Nope. Now it’s gone.

How I long for a warm night in May at the Barn,
Chastity Brown singing “oh la oh la” and then drums,
those drums…when I listen in the car, I pound
the steering wheel, I thump it, I hit it hard,
I sing along. Winter’s stalled. The doldrums
(“a belt of calms and light baffling winds”)
sound utterly lovely compared to this.
This snow. This mood. This lack of beer. This ice.

_____

Fortunately, the lack of beer can be remedied. Were I at the Sh*tty Barn, it would be a Fatty Boombalatty I’d be drinking. So I will hoist one, this evening perhaps, and trust that someday soon, I’ll be at the barn.

And if you haven’t listened to Chastity Brown, you oughta. The song where she’s singing “oh la oh la” (and I’m not at all sure how to spell that) is called “After You.”

Getting the Pay Raise You Deserve, Part IV

Part of healing from burnout is learning to set boundaries. Making time for what’s important (yourself. family. friends. fun. community. yourself again) other than your work.

Easier said than done. Really easily said. “Set boundaries.” Unless you have a cute little hint of a lisp the way John F. Kennedy, Jr. had. Then it’s a little harder to say.

Pretty hard to do.

But those of us who’ve emerged from the Pretty Good Depression still employed find ourselves picking up the slack left behind when people were laid off, or  not replaced, or carrying a heavier load in terms of student enrollment, juggling new initiatives, etc. etc.

It is just so easy to do too much for too long and end up having your soul scrape up against your to do list like bone-on-bone-bad arthritis.

In the long run, as I mentioned to my boss’s boss’s boss last Valentine’s Day (ahem), a system that is structured to rely on people burning themselves out LIKE OURS is not sustainable. (It also doesn’t get the best work out of people, even in the relative short-run–but that’s the subject of yet another blog yet to be written. Stay tuned.)

For me, the urge  to work too much (and the actuality of working too much and the guilt of perhaps not working enough) mixes with my long-term tendencies toward depression and anxiety into a toxic burnout brew that makes me less of everything I want to be (loving, enthusiastic, effective) and more of everything I’d rather not be (chronically irritated, cynical, spastically ineffective).

I’m still learning, but I’m making progress.

If you click on “burnout” in my blog categories, you’ll see it’s something I write about a lot. (cf: fixate upon.)

In Getting the Pay Raise You Deserve, Parts I, II, and III,

I acknowledge:

It is all too easy to come across as whining, and something like “I had to spend an hour on the phone getting my insurance coverage worked out today” can come across as ingratitude, a classic First World Problem….it is a luxury to consider what changes we could make to improve our lot. But you know what? A lot of us in academia do have that luxury, especially those of us with tenure.

I assert:

You can raise your hourly wage by working fewer hours.

I celebrate myself, I sing myself:

I don’t work too hard. I work hard enough.

Here’s how good I am at setting boundaries.  I got folks pounding on one of the walls I built hollering at me  like they’re possessed by the spirit of Chico Marx: “You no work enough.”

Here’s the contested boundary of the month:

In response to Scott Walker’s 2011 budget bombs (which resulted in less take home pay for my family), I looked around to find ways to save money. We love Culver’s just as much as we always did, but we don’t go as much as we used to. INSERT LOTS AND LOTS OF OTHER EXAMPLES OF BUDGET TRIMMING HERE. And then, to save money on gas, I started working from Spring Green some Tuesdays (my teaching schedule is MWF). That enabled me to volunteer in my son’s classroom now and then. That turned into a regular gig. That turned into a commitment. Which turned into a column in the Voice of the River Valley.

I do a lot of work on Tuesdays, and I check email a lot during the day. I’m considering setting up virtual office hours to make sure students and advisees remember that I am available on Tuesdays, just not in person in my office on my campus. And as I mentioned in one of the three prior posts in this series, I average more than 40 hours a week during the 9-month contract. Since I try to take a week off between semesters, and two days off at Thanksgiving, and two or three days off during spring break, and maybe Labor Day if I’ve got my course syllabi ready, that means I typically average 45 hours during an actual teaching week.  (I don’t count how many hours I work in the summer, but it probably averages to about 20. )

I don’t see why it’s anyone’s beeswax, if I’m accessible to students, if I’m doing my job well (I have official recognition of that), and if I’m doing my share for service (and I do), WHY it matters how many of those hours are in my office or on campus or in my kitchen or at a coffee shop or wherever.

But there are people for whom dedication to campus life is measured in hours worked (more hours = more dedication) and hours on campus (more = more). I don’t agree. I hope the issue goes away. If it doesn’t–well, gracious. You won’t like me when I’m angry.

Take this one boundary skirmish as a warning, all ye who dare to dream of  work life balance. Sometimes when you set a boundary, you have to defend it. But a lot of times, people don’t even notice.

If you’re brave enough, if you’re tired enough, if you’re burned out enough, tune in next time when I share my Top List of Ways to Work Less. (Remember: if you’re on salary, you can raise your hourly wage by working fewer hours.  The hilarious irony is that the quality of your work will actually go up, and in some cases, the quantity too–because you have more energy to focus on the things you’re still doing. Shh. Don’t tell.)

Meanwhile, Joshua blew the trumpet at Jericho and the walls came a-tumblin down.

This is what a system structured on burnout looks like. Eventually.

This is what a system structured on burnout looks like. Eventually.

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(photo from flickr, Creative Commons, by Babak Farrokhi, entitled “Office Under Construction.” So it’s not really about sustainable systems OR Jericho.)

Pedagogy Stew in Voice of the River Valley

In the category of New Year/New Adventure, this is my favorite so far. I’m very happy to have a column in the very cool regional publication, Voice of the River Valley. The tagline on the masthead says it pretty well: “A guide to people and events that inspire, educate, and enrich life in the River Valley area.”

That covers a lot because there IS a lot here–I’ve been here for more than twenty years, and I’m still amazed. There really does seem to be some kind of vortex that draws in interesting stuff, and I’ve never lived in a prettier place. (Sure, Missoula was gorgeous, but in a way that alarmed me the whole time I was there–I’d be driving and see MOUNTAIN in my rearview mirror and my Midwestern brain kept telling me “MASSIVE THUNDERHEAD.”)

The current publisher, Sara, is picking up nicely from the founder, Mary, and I’m happy to be a part. I’ll be posting monthly some “stewing” on pedagogy–what we teach, how we teach it, why, whether it works…. This column will typically be focused on the two ends of a spectrum I’m involved in, teaching at the college level and then volunteering at the River Valley Elementary Studio School where Wendell attends. Also, parenting involves a fair bit of educating….

The February issue is available in more than 100 locations around southwest Wisconsin, and also online. The January issue contained this piece, which I’m happy to reprint here (I’ll always wait to post one until the next issue is out–and I’m making almost no changes here, except to add links or correct minor things I meant to say differently.)

ALSO NOTE: I’m happy to take requests. What should I write about as I’m stewing over pedagogy that applies to both college and our public schools?

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Howard Gardner’s groundbreaking book, Frames of Mind: The Theory of Multiple Intelligences, came out in 1983, the year I graduated from high school. I saw no evidence of its existence in my college or graduate school courses—as an English major, I was supposed to demonstrate what I knew through exams and essays, and I did a pretty good job of it. In creative writing classes, I was supposed to experiment, but on the page, with regular ink. I did occasionally ask professors to assess my learning in ways they hadn’t announced in the syllabus. I once wrote a poem in response to John Betjeman’s “The Conversion of St. Paul” (better than anything I was writing in creative writing) and asked if the professor would grade it instead of the essay he’d assigned, which wasn’t going well. He was a sweet man and said yes, “But try harder to write an essay next time.”

It wasn’t until I’d been teaching full time for several years that I began to hear about multiple intelligences (or their close cousin, learning styles) from two directions: my university colleagues, typically with much derision; and students, some of whom were very aware of what they were good at and how they learned best. In fact, I’ve had several students over the years tell me they were kinesthetic learners and thus not good essay-writers, and could they have an alternate assignment? (For irony, see previous paragraph.)

I’m interested in how students learn, though, so I do not meet multiple intelligences and learning styles (and I know they’re not the same thing) with the same skepticism as many of my colleagues. Asking about this recently, one common response from my colleagues ran along the lines of, “Wasn’t that all debunked?”

In a 2009 article called “Matching Teaching Style to Learning Style May Not Help Students,” author David Glenn reported on research that shows that although students may have a preferred learning style, the crucial thing, in terms of learning, is whether the teacher has designed the class to best teach whatever concept or skill is currently on the docket. To me, this is the best match-up of theory and practice.

I volunteer a couple of hours a week in my son’s second-grade classroom at River Valley Elementary Studio School, usually during literacy time. His teacher, Nicole Steigenberger, has done a terrific job of setting up a variety of activities for students to choose from, and she nudges them, gently, over the course of a week, to read to themselves, to a partner, draw in response to written descriptions, write in response to pictures with prompts, write their own stories, etc. They also take online assessments periodically, and they get a few minutes just before lunch to do literacy apps on the iPad. These students are not only learning to read and write. They’re learning to learn and demonstrate their knowledge in a variety of ways, which, given the amount of learning they have ahead of them, is almost as important as learning to read and write.

Grateful for my Crazy Life

Just this once, right now, and I wouldn’t say
It will happen again, I’m glad I have too much to do.
My crazy job is almost never boring.
I have the kind of brain that makes big plans
Involving levels and layers and long-term fun
With multiple players and organizations, and—well,
I tell you what—it makes me feel alive.
And tending to the people that I love
Takes time, but look at who I love—a full
Roster of family and friends and coworkers, a whole town
Of creative, funny people. And I LOVE Things,
More than a To Do list, more than software.
My house is messy, yes, because we choose
To read and play instead of clean. What a way
To be allowed to live. I’m grateful. At least today.

Guest Blog from my Dad! “Unseen Shadows and Unheard Echoes”

Hello, everyone! One of my big goals as I begin my second year of blogging is to host more guest bloggers. My first guest is my Dad, Everett Bullock.

Born in 1939 in Southern Illinois, he has to his credit full retirement from the U.S. Army, including time in Viet Nam during the Tet Offensive. Also to his credit: the ability to dance the Charleston on roller skates when he was a teenager (I have no video proof, but I do trust him on this).

He and my Mom will celebrate their 54th wedding anniversary on November 29th. That’s to their credit–good job, guys!

Also, he’s a terrific Dad–loving and present. I know I learned a lot of what I know as a writer and thinker from him–you’ll see why, below.

(And, just so you know, if you’re concerned after reading the poem & commentary, he’ll be surrounded by family and love on Thanksgiving AND after–it’s a huge reason I lured my parents up to Spring Green, so I can bother them ALL THE TIME at their house.)

Happy Thanksgiving everyone, and without further ado, here’s my Dad’s post:

_______

Amateur writers of prose or poetry often hesitate to put words on paper or in their computer. At times it is because of a lack of confidence in their ability, and other times we literally cannot think of anything to write. For better or worse, there are also occasions when our emotions, dreams, or nightmares reduce our ability to think clearly and write sensibly. Several years ago, members of my family departed after a Holiday visit, and I experienced a period such as this. I could not think of any cause for my feeling or any means for moving out of it. After suffering for a few hours, I started trying to write, planning to draft a poem or a paragraph or two that might clarify my problem. The attached poem was the result, finished several hours and days later. It was a relief to finish it, and I buried it with my other treasures for some time.

I must have done a poor job of burial, as the poem would come to mind every time a family member or friend would depart after a visit. I finally excavated the poem and tried to improve it. I had no success. I found that every time I read the poem, it caused me to miss those who were gone and caused me to think of how I might let them know how much I cared for them the next time they visited. While I have improved greatly, I am still less open about my caring than I should be, and I still seek out the poem to consider the empty house, empty of life, love, caring, or passion. May those who read this poem reach out to their loved ones before they depart and be sure to let them know of your love before their departure. There is no guarantee you will be able to do this at the next visit.

Everett Bullock
November 18, 2012

Unseen Shadows and Unheard Echoes

Now the house sits quietly, with feeling.
The chairs are in their places, empty.
The floors are bare and clean.
Tables are loaded with empty space.

In the dim corners, latent shadows stir,
stretch, and observe without blinking,
present, but not present,
old dust undisturbed.

The walls push faint noises from
one room to the next, pausing,
while silence catches up and passes,
leaving faint echoes.

Outside, the flowers nod with approval
as the grass straightens.
Trees hold their own conversation
with large, slow gestures.

The wind seeks familiarity,
Examining with gentle fingers,
passing with kind rejection,
continuing its search.

The fence sturdily fences out,
and fences in,
providing a beginning
and an end.

The house is still,
And waits patiently
for decay or use,
secure but empty.