“Rock journalism is people who can’t write interviewing people who can’t talk for people who can’t read.”
Quoted in Chicago Tribune, 18 Jan. 1978
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
“Rock journalism is people who can’t write interviewing people who can’t talk for people who can’t read.”
Quoted in Chicago Tribune, 18 Jan. 1978
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Here’s something I just cannot let pass.
Last year about this time, I published this blog post on the pedagogical fad of the “flipped classroom.” I criticized the method on a number of grounds, which made me no friends among my colleagues pushing this bad idea.
So, I am not at all surprised to find in Google headlines this morning this report on the homework gap and its relation to students’ struggle in school. The culprit? Why it is none other than the absence of a reliable internet connection. My reaction? Roll “Theme from ‘The Vindicators'” by The Fleshtones.
Posted in Quotes, Reference, Social Sciences
Tagged cognition/learning/understanding, music, professional development
Here we are at Blog Post 2000. I have a number of documents to post, all from the first third of my career, when I was just figuring out how to assess students’ abilities and design instruction that challenged them, but didn’t frustrate them.
So, for starters, here is a learning support on the kinds of questions that drive research projects.
Next, here is a learning support on writing notecards for research papers. I don’t know if teachers still require students to keep analog note-cards in the real world, but the social studies teacher with whom I taught sophomore global studies in Manhattan at the beginning of this (2018-2019) school year still–to his credit–required them. Whatever you do in your classroom, perhaps this structured note-card blank will help students learn and master this task essential to the craft of research.
This sample outline learning support and this style sheet on using structured outlining blanks, you will notice, are basically the same material. The style sheet accompanies these structured outlining blanks.
Finally, here is a document I call the research paper in miniature. I use this document to show students, in essence, what a research paper is, why the authors of these kinds of papers must cite sources, and even ask them to infer the argument (i.e. the origins of rock and roll are in the blues and other African musical forms) from the paragraph they read. As I write this, I realize that I have a lesson plan to rationalize the research paper in miniature, so I’ll post that as a Weekly Text sometime over the summer when I have a chance to revise it.
That’s it. I emptied out the folder for Blog Post 2000. Now to start working on my next thousand posts.
Here’s some high interest material that has motivated, in my experience, even the most resistant students to read: this reading on the rock band Nirvana and its accompanying vocabulary-building and comprehension worksheet might have the same effect in your classroom.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
[N.B. that this quote contains an apparent error, to wit that number 488 in the Kochel Catalogue is not a sonata for two pianos, but rather the composer’s 23rd piano concerto.]
“Mozart effect: A finding, first reported in the journal Nature in 1993, that listening to compositions by Mozart increases scores on tests of spatial ability for a short while. In the original experiment, college students were given various tests after experiencing each of the following for ten minutes: listening to Mozart’s sonata for two pianos in D major K488, listening to a relaxation tape, or silence. Performance on the paper-folding subtest of the Stanford-Binet intelligence scale was significantly better after listening to Mozart than after the other two treatments, but the effect dissipated after about 15 minutes, and other (non-spatial) tasks were unaffected. The finding has been contested by other researchers and has been widely misinterpreted to imply that listening to Mozart (or listening to classical music) increases one’s intelligence. Several independent research studies have shown that children who receive extensive training in musical performance achieve significant higher average scores on tests of spatial ability, but that long-term consequence is not the Mozart effect.
[Named after the Austrian composer Wolfgang Amadeus Mozart (1756-9100]”
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
A little over a decade ago, I worked for a couple of years in a middle school in the North Bronx. While there, I developed a short unit on writing reviews. Somewhere in along the way, across that ten-year span, I lost the unit (it took me a while, as a slow learner on these things, to master data storage), but somehow hung onto its templates. Those are in a folder awaiting redevelopment; I do think teaching students to write reviews is a good way to guide them to a broader understanding of culture in general, and the elements of culture in particular.
While rummaging around in some old folders, I found this learning support on aesthetic criteria for writing reviews. I remember distinctly that these lists were student generated. I acted only as a Socratic foil by asking questions to clarify terms.
At some point, I’ll get back to writing the unit this document was meant to support, and post its lessons in these pages.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
A couple of hundred years ago, when I was in my late teens and early twenties, The Clash liked to call themselves “the only band that matters“: indeed, it was emblazoned across the front of their towering record “London Calling.” Last week while on spring break, I listened to a podcast series on The Clash, hosted by Chuck D of pioneering Hip-Hop group Public Enemy (an inspired choice, by the way) on the streaming music service to which I subscribe. It brought back great memories of a very different time in this world of ours.
Here is a reading on The Clash and the vocabulary-building and comprehension worksheet that accompanies it. When I’ve given this to alienated students to read, it has aroused, almost to a one, their interest. Whatever you think of punk rock and The Clash, there is no doubt that their music carries a message of rebellion and its concomitant, hope and action to create a better, more just world.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“(b. 1945) U.S. soprano. Born in Augusta, Ga., she won the Munich International Music Competition in 1968, and debuted in in Berlin as Elisabeth in Tannhauser (1969), She appeared at La Scala in 1972 and made recital debuts in London and New York the next year. Having garnered extraordinary praise for year, she made her Metropolitan Opera debut in Le Troyens in 1983, confirming her reputation as perhaps the greatest soprano of her generation. An imposing stage presence, her operatic and concert repertoire ranges with equal conviction and musicality across an exceptionally wide range.”
Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.
Posted in English Language Arts, Quotes, Reference
Tagged black history, music, readings/research, united states history, women's history
It’s finally starting to feel like spring in New England, for which I am grateful. In celebration of spring, and of Women’s History Month 2019, here is a reading on Bessie Smith, the justly named “Empress of the Blues,” with an accompanying vocabulary-building and comprehension worksheet.
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
It’s Monday again, the first of Women’s History Month 2019, which Mark’s Text Terminal will observe with Women’s History-related posts for the entire month. Here is a Cultural Literacy worksheet on Marian Anderson. I am happy to report that the authors, even in the squib that serves as a reading for this worksheet, mentioned the ugly racist indignity Ms. Anderson suffered in 1941.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
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