Steve Volk, Feb. 26, 2018
Diego Rivera, “Open Air School” (1932), lithograph. Allen Memorial Art Museum, Oberlin College
I fell in love with Diego Rivera’s lithograph, “Open-Air School” when I first saw it many years ago. An indigenous teacher, surrounded by her multi-generational students, sits at the edge of a field, open book in hand. In the distance, we see campesinos working the fields with their horses. A lone, armed horseman watches over the class, locating the lithograph in its historical setting, the aftermath of the Mexican Revolution. Those who fought the Revolution promised to bring literacy to the masses, a goal that was not necessarily welcomed by conservatives (nor always observed by government officials). In a process that would foreshadow literacy campaigns in Cuba in the 1960s and Nicaragua in the 1980s, young literacy workers fanned out across the countryside, teaching reading and writing to those too poor to go to have attended school previously.
Many times, as in Rivera’s lithograph, which I was delighted to find in the collection of the Allen Memorial Art Museum, they taught their classes out of doors, in open air schools. And while, because of recent events, my attention immediately shifted to the man on horseback, the vigilant guard who was needed to secure the students their right to learn and the teacher her right to teach, I have always been struck by the openness embodied in the image, the way in which teaching and learning unfold in an enveloping environment rather than closeted away behind closed doors. Continue reading
Steve Volk, February 19, 2018
Always start with the names:
Utagawa Hiroshige, Bird and Mallow Flowers (ca. 1842), Allen Memorial Art Museum, Oberlin College
Martin Duque Anguiano
Victims of the Douglas High School massacre in Parkland, Florida, on Valentine’s Day. Since Adam Lanza killed 26 at Sandy Hook Elementary School in 2012, there have been more than 140 school shootings in the United States. And, of course, those were preceded by Columbine, and Virginia Tech, and too many others.
How do we respond?
The appalling toll of gun violence in this country should need no reminding. But when we, as teachers, read of school massacres, it is a kick to the gut. Again. As individuals, we feel anger and sadness, rage and compassion all at the same time. Our empathy with the victims is strong. But as teachers, our response is direct and visceral; we feel a need to hold our students, a deep desire to protect them even as we know we can’t.
How do we respond?
Do we talk to them about Parkland? Do we talk to them about Albert E. Morton, a 31 year old Black man who was shot and killed by police while driving in his car in Harrisburg, PA, one of 123 people shot and killed by police in 2018? Do we talk to them about 20-year old Alexis G. who was deported to Mexico, a country he doesn’t know, in June 2017 after having lived almost his whole life United States? “If I were to sing an anthem right now, it would be the Star-Spangled Banner,” he said before being deported. Continue reading
Steve Volk, February 12, 2018
Contact at: firstname.lastname@example.org
In my current day job, leading Oberlin’s teaching and learning center, I am frequently asked to observe colleagues’ classes to offer some “formative” feedback, remarks that go to them alone, not to department chairs or deans. (Let me know if you would like me to sit in on one of your classes, by the way.) Many of these classes are relatively large, and I park myself in the back of the class where I have a clear view of the class, including the students’ laptops and phones. Oh, the things I have seen! Chats and texts, Amazon purchases, sporting events and Netflix movies, emails and emoticons.
Of course, I’m not the only one who has noticed the disruption and distraction that digital devices introduce into the classroom, adding to the potential for a wandering attention that was already present in a pre-internet age. Reporting on the dangers of digital distraction is no longer confined to academic journals or the education press. Articles in Forbes (“Students spend nearly 21% of class time using a digital device for an unrelated activity like email or social media…They also check a digital device 10.5 times per class day on average”), the New York Times (“A growing body of evidence shows that over all, college students learn less when they use computers or tablets during lectures”), Fortune (“Score one for the Luddites. Taking notes with pen and paper may be more effective than with a laptop or tablet, studies show”), and myriad other sources have reported on the research findings (usually citing the same research study).
While I’ll go over some of these research findings in this article, let me summarize them here for those who are just about to stop reading so they can look at that text that just came in… Continue reading
Steve Volk, February 5, 2018
Here I am sitting in a tin can
Far above the world
Planet Earth is blue
And there’s nothing I can do
David Bowie, “Ground Control to Major Tom” (1969)
Could you use David Bowie’s songs to teach a cultural studies class? Certainly. How about English, History, Environmental Studies, Physics or Math? The question was answered at the “Music +” workshop which unfolded Friday in StudiOC. Kathryn Metz, an Assistant Professor of Ethnomusicology, crafted the session designed to help us think about the whys, hows, and with-whats of using music across the curriculum. If the lessons learned can apply in literally any liberal arts setting, it wasn’t hard to understand why the appeal of using music across the curriculum seemed particularly opportune for Oberlin, which has a unique (in the true sense of the word) set of resources that faculty and instructional staff can tap into. These include, of course, everything that a world-class Conservatory brings to the table: faculty, staff, a superb library that features a massive collection of books, scores, and music, streaming options, instruments, photographs, art works, and an impressive archive. Further, there is the opportunity to attend over 500 live performances a year including an Artist Recital Series that brings some of the most revered musicians as well as many rising young performers to campus each year (Sleep? Pfff, that’s for the weak!). Finally, we have an often overlooked but unparalleled resource: our students. Whether in the Conservatory or the College, a substantial number of students not only have come to Oberlin because of the music, but are at home with music from Bach to Beyoncé.
But, as much as I love bragging about how Oberlin’s musical button is bigger than yours, the central message of the workshop was that any teacher in any school can leverage music to increase student learning with access to a simple sound system and the internet. Continue reading