Posts Tagged ‘pedagogy’
July 11, 2016 | by Lee Lockwood
Late in 1959, the photojournalist Lee Lockwood flew to Cuba to witness the end of Batista’s regime. After a long search, he found Fidel Castro, who had only just seized power. The two had an immediate rapport, and in successive trips over the next decade, Lockwood found that Castro granted him unprecedented access to the island; in 1965, he sat for a marathon seven-day interview. First published in 1967, Lockwood’s portrait of Castro stands as arguably the most penetrating document that exists of the man. Lockwood died in 2010; this month, in light of the new course in U.S. relations with Cuba and the paucity of historical context, Taschen is reissuing his interviews in Castro’s Cuba: An American Journalist’s Inside Look at Cuba 1959–1969, including hundreds of photographs, many of them previously unpublished. The excerpt below covers Castro’s opinions on literature, arts, and culture in Cuba.
Is there any attempt to exert control over the production of art in Cuba? For example, in literature?
All manifestations of art have different characteristics. For example, movies are different from painting. Movies are a modern industry requiring a lot of resources. It is not the same thing to make a film as it is to paint a picture or write a book. But if you ask whether there is control—no. Read More »
April 8, 2015 | by David Griffith
Remembering a momentous semester as Twin Peaks turns twenty-five and Sweet Briar closes its doors.
In 2012, I taught a freshman comp class called Myths About Women. The primary texts were Antigone and Twin Peaks. This was at Sweet Briar College, and as it happens, the students from that class will be among the last to graduate from the 114-year-old women’s college this May. Last month, the school’s board of directors voted to close it at the end of this academic year because of “insurmountable financial challenges.”
I’d been trying for a few semesters to arrive at a reading list that would help the students think critically about gender—this was a women’s college, after all. But Sweet Briar, in Virginia, is not like its northern counterparts Bryn Mawr and Mount Holyoke. Sweet Briar’s official mascot is the vixen; its official colors are pink and green, a color scheme long synonymous with preppy fashion. And everywhere there are the trappings of wealthy, white Southern culture: among the student body, pearls are imbued with an almost totemic power. The campus bookstore sells Lilly Pulitzer handbags. Read More »
February 4, 2015 | by Anna Heyward
Remy Charlip and the problems of dance notation.
O body swayed to music, O brightening glance,
How can we know the dancer from the dance?
—W. B. Yeats
How do you tell a person in another place or time what a dance looks like, and how it should be performed? You could use words, describing, second by second, the movements made by every dancer on stage—but inaccuracies would creep in. Take an instruction as simple as “lower your arm”: How would the precise angle, attitude, and displacement of the arm be explained? As an algebraic vector? And what about the hand, the fingers, the knuckles, the rest of the dancer’s body—what are they doing? Such a method would come to resemble programming code, in which reams of language and symbols come to stand for something that’s supposed to look simple and elegant. The problem is that a dance is read by a human, not a machine.
What about images, then? You could reduce the dance to two dimensions, represented frame by frame, using diagrams and drawings. Yet even for a short sequence, you’d need so many! It would come to resemble a flip-book or an animated GIF, preempting the most efficient and simple method we’ve ever had to record dance: moving images, or film.
Before we had image-capturing technology, the need to preserve dance, as a record, gave way to attempts to write dance down. Dance notation, the symbolic representation of human movement, has developed into systems for making graphics recognizable as living movement. Traditional dance notation marks a path through space and a relationship to music. As Edward Tufte writes in Envisioning Information (1990), “Systems of dance notation translate human movements into signs transcribed onto flatland, permanently preserving the visual instant.” It’s a question of “how to reduce the magnificent four-dimensional reality of time and three-space into little marks on paper flatlands.” Dance never looks the same twice, unless it’s on film. Read More »
June 5, 2014 | by Ted Scheinman
Mourning Pierre Capretz.
I carry vivid memories of a boy named Robert, who insisted on wearing his horrible Yale T-shirt everywhere—to Chartres, to La Closerie des Lilas, to that seedy little rental-car hub on the Boulevard Périphérique, even (sacré bleu!) under a white blazer. What tone-deaf Ivy League foolishness, I remember thinking. The corollary bummer was that Robert wasn’t a caricature of the average American exchange student; he was more or less the ideal version thereof. He bopped through France, always encountering the lovely Mireille, who seemed to appear—without explanation or apology, and often without a bra—around the country’s every corner. And most important, he took every conceivable opportunity to improve his French. Robert was in Paris not to chase tail but to learn the language, to become a citoyen du monde. And yet he insisted on wearing that horrible Yale T-shirt everywhere …
Such were my first high school impressions, in 1999 and 2000, of the video pedagogy of French in Action, the language course cum TV series that taught me (and millions of other Americans) the rudiments of the Francophone lifestyle.
French’s wild-haired emcee, Pierre Capretz, died earlier this year, in Aix-en-Provence, at eighty-nine. Capretz’s eyes always brimmed with mischievous possibility. He struck me as Henry Kissinger’s magnanimous French cousin, a man whom the world had weathered in the best possible way, imbuing him with wisdom and a philosophical cheer without which no one who teaches French in America can stay sane.
As I learned more about Capretz, I started to get the jokes, which, of course, included the Yale T-shirt that Robert seemed never to wash. My teacher-guru, Madame Demaray—a sanitization of de marais, “from the swamp”—had helped Capretz beta-test the program at Hotchkiss, a very swish prep school that had taken me in; it wasn’t terribly far from Yale, for which Hotchkiss’s founders hoped to groom their young men and eventually (thank God) their young women. Relations between the two schools were still cozy in the sixties, seventies, and eighties, and Mme. Demaray worked closely with Capretz as he developed his legendary regimen for the oral and aural teaching of French, imparting knowledge through a long-form video narrative that moved with the rhythms of a mystery novel. My teacher, with whom I was in half in love as one is with a glamorous great-aunt, told me in private about the million-plus dollars Capretz had gambled in making French in Action: about securing funding from the CPB and from WGBH in 1985, about the multiple heart attacks he suffered during the scripting, filming, and editing of part two. I saw my hispanoparlantes classmates toting Destinos and realized that the workbook/video/language-lab triad owed its current pedagogical vogue to Capretz, who believed, correctly, that the musical tools of language might succeed where 501 French Verbs had failed. Read More »