Picture: Joe Bustillos and Benjamin Zander used by permission of Joe Bustillos

Music: Jazzy Downtempo by GarageBand

Mrs. Nichols’ TeacherWeb Site

I have loved this book since the moment I bought it for my seven-year-old son back in 1988. That’s right—1988. Back then the paperback version cost $4.95; the sticker is still on it. (It is $8.95 now.) I bought the book because Max and my son were one and the same—little wild things. And now my son has a little wild thing of his own. It is time to introduce my grandson Maddox to this book. How appropriate that Maddox’s cousin on his mother’s side calls him “Mad Max” because he cannot say “Maddox.”

After forty-nine years (original copyright date for the book is 1963) Warner Brothers has released a movie version of Maurice Sendak’s  Caldecott Medal winning book. From all that I have read (and much of that via the movie’s Facebook page), the movie is phenomenal. I think a family movie date is in the near future. I want to see the reactions of both of my own wild things. And yes, Mad Max is lapping up water from his DogDog’s dish.

Ah, Stickam—the live community for video chats. That is when all are in the room visible. I admit it: I was the last to have her video up and running. I had sound (through Skype) which was my foremost worry. My headset has a mind of its own. Sometimes it works and sometimes it does not even though I go to preferences and click the settings. The thing especially does not like to change platforms. It will work fine in Wimba but refuse to work in WOW when crossing over. No amount of clicking and changing USB ports will coax it to work.

So, of course, for our Stickam session the headset worked and I had difficulty with the video showing. Technology—you have to love it or it would drive you to distraction or drink or computer destruction. Anyway, the session was great. I am much more comfortable with a small group video session than with an entire class video one. Although we suffered a lag in the video, it was an a fantastic opportunity to see and interact with each other. Will I use Stickam myself? Good question as I do not foresee a necessity to do so; however, I will keep that option open.

As for my headset? I have put off investing in a different one thinking that this is Month 9. With the final media presentation looming on the horizon, I might just have to buy a new one after all. That said, the darn thing will now probably work perfectly. Technology—gotta love it.

The Zander story continues; the man is incredible in his insight, inspiring in his words, and engaging in his presentations. Simply put Ben Zander is an humanitarian. But just reading his book or watching one of his presentations is not enough. Taking his profound insights and putting them into practice is the point of the book and Zander’s challenge to us: “So, the practice of enrollment is about giving yourself as a possibility to others and being ready, in turn, to catch their spark. It is about playing together as partners in a field of light.” (p. 126) Giving myself as a possibility to my students, catching their sparks, being partners in our self-made field of light—how utterly profound and how easy to implement. It requires no media equipment, no lengthy research, no exhaustive planning—just their thoughts and insights and mine.

That is just the starting point though. Ben Zander takes it a step beyond: “The life force of humankind is, perhaps, nothing more or less than the passionate energy to connect, express, and communicate. Enrollment is that life force at work, lighting sparks from person to person, scattering light in all directions.” (p. 139) While the first challenge is to ignite the sparks locally, the second is to scatter them globally. Indeed you are a true humanitarian, Ben Zander.

Zander, B. & Zander, R. (2000). The art of possibility. New York: Penguin Group.

I did not find these chapters as engaging as the previous ones. I agree with the “The Way Things Are,” but I’m more apt to say, “It is what it is.” I’m not really a glass half-full kinda gal, but I do believe that “how we define things sets a framework for life to unfold” (p. 110). So, that’s probably why these chapters didn’t really inspire me, I’m not really one way or another. I don’t think I’m a negative person necessarily, but it is what it is. I’ll fight the battles I have potential to win–no matter the odds. I won’t engage in futility. I used to! I just don’t have the time anymore. I don’t think I’m a cow or a duck, but I’m more duck-like than cow-like! I like to think of myself as jaded, but hopeful. I think the day you lose hope is a sad one indeed. I just don’t want to spend a lot of time trying to move immovable objects (my administration). I’d rather find a way around them. I think this kind of fits in to what the Zanders are saying, at least I’m choosing to believe it does.

I expected to like the chapter on “Giving Way to Passion” as I have been accused of being too passionate on several different occasions; but I didn’t really draw anything from it. Maybe it’s their verbiage that creates a different picture in my mind than what they intend (for example “enrollment” in chapter 9) . I’m not sure, but I am pretty sure I’m a one-buttock player! As for chapter 9, “Lighting a Spark,” I discovered that Tchaikovsky wrote a piece called Romeo and Juliet and that it is lovely. I found it on iTunes and I will have my students listen to it and do some free writing when we read/act Romeo and Juliet next semester. So, that was worth it! I’ve embedded it here.

Posted by Amy White at 11:33 PM

1 comments:

jan707 said…

Amy, how lovely to incorporate classical music with your blog, especially one that Ben Zander mentioned in his book!

Here we are, two English teachers, with different takes on the reading. I preferred the last six chapters to the first six. I viewed the early chapters as the groundwork or platform for the later ones. For me, the beauty of the later chapters could be found in the snippets, the profound little insights, Zander so graciously bestowed upon me. In the end, whether you preferred the first six or I the last six matters little; we both walked away from the book with passion in our hearts. I think Ben Zander would agree.

“How to legally share remix and reuse, and let others do the same!”

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Joe Jarvis said…

Great post Brandi. You offered one of the clearest explanations of Creative Commons and what to do with it that I have ever read. You definitely cleared some thing up for me. I love the fact that you provided links to all of the licenses right in your post. Thanks.

October 17, 2009 9:57 AM

Joyce said…

Brandi, this is one of the best and easiest to understand synopses of exactly “how to legally share, remix, and reuse.” Now, may I have your permission to use this with my students and others?

October 18, 2009 10:19 PM

Yet Rosamund and Benjamin Zander move on from this world of measurement to a world of possibility: “We speak with the awareness that language creates categories of meaning that open up new worlds to explore. Life appears as variety, pattern, and shimmering movement, inviting us in every turn to engage.” (p. 20) This is where education needs to be; this is where I want to be with my students.To be engaged in their own learning is where I want my students to be.

So, the challenge is this: who am I being that my students’ eyes are shining.

Zander, B. & Zander, R. (2000). The art of possibility. New York: Penguin Group.

I have to take some ownership in this. I ignored the “omens” not to keep WOW–there were several. I didn’t have to stay up until 4:48 this morning–I wanted to reach level 15. Blast you, J and J! If we weren’t such good friends, I would challenge you to a duel! No I wouldn’t; you would definitely beat me. And that’s what friends are for!

Since I have hooked your attention (I am an English teacher after all), I will be brief. It occurred to me recently that I have become impatient–impatient with websites and programs and downloads and all things computer-related. Not that my computer itself or my internet access is slow, they are not. I want everything faster. Now I know how my students–the digital natives–feel.