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Golden, John (2001)
Reading in the Dark: Using Film as a Tool in the English
Classroom.
Urbana, IL: National
Council of Teachers of English.
Understanding point of view, interpreting characters’
actions, identifying themes—each of these skills is
recognized as part of appreciating literature in most
secondary classrooms. But often, students do not understand
the subtleties of a writer’s techniques to providing keys
to meaning. John Golden, in his book Reading in the
Dark: Using Film as a Tool in the English Classroom,
suggests that studying film can improve students’ skills
in both reading and analysis. Golden’s book provides the
reader with basic terminology, film to literature links,
and recommendations for movie segments. The appendixes
include a glossary of terms, blank activity charts, an
annotated list of resources and an index of the films
discussed.
Although Golden includes a chapter on teaching complete
films, his purpose is not to transform a language arts
class into a film class. Instead, he provides sound advice
for teaching such elements as point of view by moving from
the techniques used in film to the techniques used in
print. In addition, Golden recommends using only sections
of a film, generally less than ten minutes, to highlight a
particular point. The model Golden has developed begins by
studying a film technique and then viewing a film example.
Once skills of application and analysis are developed here,
Golden moves to analyzing literature and literary
techniques.
In the first chapter Golden introduces film terms
directly relevant to literary techniques. The terms
included are editing, framing shots, focus, angles, camera
moves, lighting and sound. Incorporated into the discussion
are a number of movie shots that exemplify the terms.
These shots are effectively chosen so that the reader can
immediately link the term to an example. By the end of the
chapter on terms, the reader can understand how a
director’s message can be effectively transmitted to the
viewer by use of available techniques. For example,
lighting variations (low-key, high-key, bottom/side,
front, or neutral) help a director make decisions regarding
shadows, thus establishing suspicion or ambiguity or
innocence. Then he suggests shots from films (in this
case, a scene from Spike Lee’s Do the Right Thing).
Finally, discussion following the film viewing would
include naming the angles and interpreting the message.
Following one of Golden’s suggestions, I read the text
with a film (muted) playing in my VCR. That allowed me to
note my own examples of what he was discussing. And as
Golden points out, the sound is not essential to understand
angles, shots and camera movement. Later, I replayed
segments to listen for the effects of sound.
As he discusses the film terms, Golden provides
suggestions for having students experience the camera by
designing a "camera" with a rolled up paper. Camera
movements are also simulated through student action. To
help students experience these decisions, Golden suggests
using a flashlight in the classroom to demonstrate how
lighting from different angles affects characterization.
These practical suggestions could be implemented in any
language arts classroom.
Building upon the terminology experience of chapter 1,
Golden moves to "Film and Reading Strategies" in the next
chapter. He begins with predicting, and then turns to
responding to and questioning the text. The procedure he
recommends starts with viewing a film segment. Once the
students have understood how a director uses focus, shots,
lighting, sound, and so on to communicate, they move to
print text to use the same strategies. So, for example,
Golden includes a chart showing how students predicted
character, theme and setting in Orson Welles’ Citizen
Kane, and then moved to Their Eyes Were Watching
God by Zora Neale Hurston. In each instance, the
students must support their interpretations by linking them
to the director/author’s techniques. Because his purpose
is to understand strategies, Golden does not suggest that
a text be linked to its movie counterpart.
Storyboarding is another technique suggested in the
"Reading Strategies" chapter. To create a storyboard,
students select a segment of a story and transfer it to a
storyboard. They link the story with techniques such as
framing, angles and sound. To complete the storyboard,
Golden next asks students to develop a soundtrack for a
short story segment. This task requires in-depth critical
thinking to justify music choices for particular print
passages.
It is in the third chapter, "Film and Literary
Analysis," that Golden outlines the connection between
film techniques and literary techniques in character,
setting, point of view, symbol and irony. As in the
previous chapters, Golden’s approach is clear and
practical. He provides the reader with specific film
recommendations. For example, he recommends using The
Remains of the Day 1:27:17-1:30:20 (James Ivory,
1993) to discuss character. Golden also provides sample
charts of actual class responses and practical suggestions
for discussing literary elements in film. Thus, he begins
the transition from film to print.
The final chapter provides suggestions for teaching a
complete film. The challenge in using a complete film is
in balancing the students’ need to "have a somewhat
genuine cinematic experience" and the teacher’s need "to
be able to point out and discuss significant details"(p.
97). Golden’s approach considers this balance. The films
chosen each come with a recommendation for appropriate
grade level. Then, for each film, Golden provides a
rationale for the film’s choice, suggestions for
previewing through questions, and a viewing schedule. Each
film is segmented, so that generally each viewing day
includes about 25 minutes of viewing. For each segment,
Golden suggests things to notice, identifies the segment,
and lists discussion questions.
This text is insightful and invigorating. The approach
is fundamentally sound. The emphasis is clearly on
analysis of techniques and how understanding the meaning of
the techniques improves reading and analytical skills. It
is well written for the novice in the field of film. Using
Golden’s recommendations, charts, and directions, a
teacher could begin implementing these techniques
immediately. Given the media-rich environment so many
students thrive on, linking film to literature may be one
of the best fresh ideas for opening print media. Not only
for the improvement in reading and analysis that Golden
promotes, but also for the improved skills related to film
appreciation, this text is worth considering for the
language arts teacher. Golden’s "Introduction" describes
the stereotype of movie day: "Lights go off, heads go down,
and teachers finally get some grading done" (p. xiii). But
that is not the point of this text. Here, Golden finds a
workable approach "to help students improve their reading
and analytical skills" (p. xiii). Although Golden’s
students "complained" that they could never "just watch a
movie anymore" without analyzing it (p. xiv), Golden found
that by using the film unit, he saw marked improvements in
reading and analysis.
Pages: 175
Price: $26.95
ISBN: 0-81413-872-1
Reviewed by Marian Salwierak, St. Gregory’s University
Ivory, Gary editor (2001)
What Works in Computing for School Administrators .
Lanham, MD: Scarecrow
Press.
There is the tendency to think that school
administrators, as educational leaders, are very
knowledgeable about computing and all things to do with
technology. After all, they are the ones making decisions
on these things, right? Alas, such is not the case. School
administrators are recruited from the ranks of teachers,
and many have little understanding of technology as it
applies to school administration. Where does the school
administrator turn to enhance his or her computer skills in
ways that are succinct, relevant, and doable? Gary Ivory’s
book "What Works in Computing for School Administrators?"
fills this gap and comes as a welcome addition to the
school administrator’s library. With 15 years of experience
as a school administrator, Ivory absolves the reader from
the need to be "good at" technology. His philosophy is one
of "what [can] computers do to help you get through your
day?" This text is the nearest thing to a CliffsNotes on
computers for School Administrators, and Ivory’s book could
be summed up in the acronym KISS ("keep it simple and
straightforward" p. 13).
The book is divided into 13 very readable chapters that
deal with computers as useful tools to improve the school
administrator’s tasks.
Chapter one on presentation software by Irma Trujillo and
Steve Leaske sets the tone with the statement, "As you
learn to use presentation software, stick with the basics."
They unashamedly acknowledge that in the past, their own
prowess in computer wizardry actually obfuscated their
content. "We began to suspect that all the glitz was
distracting them from our message" (p. 12). Trujillo and
Leaske proceed to outline the basic steps necessary to
create a "bare bones" PowerPoint presentation. However,
packed within this rich chapter are sound guidelines for
effective communication. The 7 x 7 rule, not reading your
slides to the audience, and using the content wizard are
some of the nuggets of wisdom from this digital duo.
Anne Moore has two very useful chapters on how to
conduct library and Internet searches. Moore, a library
expert, simplifies the search process by breaking it down
into steps that help eliminate the mountains of irrelevant
material generated by even the simplest Internet search.
She gives sound advice on the different logic used by
different search engines (Goggle and AltaVista for
example), and demystifies the cryptology of Boolean logic.
Moore wisely advises the reader to view the Internet "in
terms of its strengths and weaknesses" rather than deify or
demonize it.
Mario Martinez’s chapter on "The Consultant Decision"
grapples with the question of when and why an administrator
should decide to call in a consultant. He outlines what a
consultant can and cannot do, and stresses the importance
of developing a relationship of trust. Martinez also
provides a useful list of areas where a consultant may be
able to help. Finally, he reminds the reader that, even in
a technological world, word-of-mouth is still one of the
best ways to find help. Other useful chapters deal with
database management, time management, decision-making
tools, and the administrator as a technology leader.
This book provides a no nonsense approach to computers
that simplifies the task of computer competence. It should
be of help to school administrators who wish to utilize
technology while remaining focused on their primary task
of, in Ivory’s words, "making schools be good places for
children, supporting teachers’ efforts, and having a
meaningful career for yourself" (p. viii). The black and
white illustrations are adequate, although color would have
provided more authentic computer screen images. This book
is a very readable introduction to computers for the busy
and perhaps technology-challenged administrator who needs a
quick guide to computers.
Pages: 252
Price: $24.95
ISBN: 0810841746
Reviewed by: Dr. Dominic Scott, Assistant Professor,
Department of Educational Foundations, Millersville
University
Mahoney, Jim (2002)
Power and Portfolios: Best Practices for High School
Classrooms.
Portsmouth, NH: Heinemann.
Power and Portfolios: Best Practices for High
School Classrooms, by Jim Mahoney is a wonderfully
engaging and hopeful exploration of the power structures in
a typical classroom. The author shares his insights with
educators on ways that they, too, can create classes where
students feel motivated and empowered. Mahoney masterfully
frames his discussion around three variables that Nancie
Atwell (1987) claims affect power: time, ownership and
response. In essence, Mahoney has used what Donald Graves
(1992) and Nancie Atwell "wrote for elementary and middle
school students and adapted it for senior high students"
(p. v).
Mahoney begins the book by explaining how power plays
an integral role in our lives, especially in school. He
claims, "Choose any aspect of school and see if it doesn't
have something to do with compliance or taking away power;
somebody exerting power by wanting somebody else do to or
be something" (p. 1). He recounts an engaging personal
anecdote describing when he shared power one summer with a
group of "so-called loser kids" who had failed their last
English class and were forced to repeat the course.
Throughout the summer the students and the teacher "were
reading multiple books and were writing many papers that
told of their lives, their struggles, their great moments"
(p. 4). As the chapter closes, Mahoney analyzes his
success and reiterates Atwell's three areas of control:
time, ownership and response. He argues that time is a
power issue because "decisions must be made about how much
time will be given to things that need to be taught
and learned" (p. 6). The second part of control is
choice. Do teachers really give students choice in
what and how they are going to learn and demonstrate their
learning? And finally, Mahoney describes the third power
area of response. He argues that teachers need to
move away from the Skinnerian attitude of rewards and
punishments and offer students thoughtful comments and
feedback in order to promote greater learning.
A story about excited students who are anxious to
create their portfolios in Mr. Mahoney’s class serves as a
springboard to the chapter, entitled "The Portfolio -
Starting Off." Following these amazing examples are even
more stories about students working past the last class day
of the school year to finish their final portfolio
assignments. Mahoney believes that his students took
ownership for their work and devoted much time to their
portfolios, because it was an opportunity for them to
"compose a life" or use their writing portfolios as a way
to make "sense of the big and small issues in their lives"
(p. 14). During the school year, students completed
several different types of writing assignments, which were
placed along with reflections in the portfolio. In the
reflections, Mahoney pushed his students to think deeply
about their writing and share the human story behind each
piece of writing. Students also selected metaphors that
captured themselves as they matured as writers. The
chapter closes with another touching story about a girl,
named Sheila, whose portfolio was stolen on the last class
day. Sheila posted signs around the school and even
offered a monetary reward for her lost portfolio. Mahoney,
citing Sheila as an example, states that portfolios are
powerful, because they help students to view their work as
important and meaningful.
In Chapter 3, Mahoney describes "how my students and I
work together to create their portfolios" (p. 22). The
chapter is filled with a nice balance of background
information about portfolios, specific guidelines for
teachers interested in using portfolios in their own
classrooms, and personal stories taken from Mahoney's own
classroom where he implemented portfolios. The chapter
focuses on the mechanical aspects of creating a portfolio.
For example, Mahoney talks about the ways that his students
make their portfolio binders using different types of
cardboard. He also recounts a humorous story about his
discovery of pizza boxes, which served as storage
containers for his students' portfolios. A sample list of
items that are included in the portfolios is also provided.
For example, students include an acknowledgement thanking
those people who helped to create the portfolio, a table of
contents, a letter to the portfolio reader, literary
artifacts, reflections, records of books read, biographical
pieces, a front cover and reader response sections.
Mahoney states, "When given the time and opportunity to
choose, students will spend uncountable hours without any
thought other than the fascination of the work" (p. 29).
In chapter 4, Mahoney shifts his emphasis to the
writing that is included in the portfolio. Critics of the
book may claim that Mahoney really begins to deviate from
the intended purpose of the book, namely to discuss the
role of power and the portfolio in a secondary classroom.
The information in chapters 4 to 7 could fit nicely into
any language arts methodology textbook. Mahoney discusses
various ways that teachers can promote literacy in their
secondary classes. He uses the portfolio as a framework
for developing students' reading and writing skills. One
suggestion for this section would be to place more emphasis
on the connection between portfolios and power.
In any event, Mahoney begins chapter 4 by stating that
the portfolio owner should possess a writer's mind, meaning
that "ideas for writing may be on the front burner, ready
to be put down on paper" (p. 52). Students can keep a
journal to capture samples of their work. Introducing this
idea to the class is accomplished easily by asking them to
complete a series of quick writes. Mahoney provides lots
of possible topics for the quick writes, which simply get
the students’ ideas onto the page. Many of the writings
are not evaluated. Instead, they may just collected in a
"compost heap" where "we just let the stuff pile up, one
layer on top of another" (p. 61). The author periodically
encourages students to revisit their former writing and
"gives air to the material." Mahoney continues with more
practical suggestions for conducting a writing workshop,
mentioning writing conferences, praise, grades and
strategies for strengthening one's writing through
sophisticated sentence structures.
"Magic Words," the title of chapter 5, describes
specific ways that teachers can help their students become
more proficient writers in the different genres. Mahoney
again provides wonderful details and directions for
developing the students' repertoire of writing. He states,
"it takes a community to help create a literate environment
in a classroom and in a school" (p. 84). When students
personalize their writing by selecting topics deemed
important, then the students’ learning experience becomes
more profound. Teachers might ask their students to write
poetry or prose to share their memories of death, recall
their early memories as a child, express gratitude and
thanks for gifts, or connect information between different
subject areas.
Once again, Mahoney reiterates his themes of power in
chapter 6, which focuses on another aspect of literacy,
reading. He suggests that teachers give students time to
read and the luxury of selecting when and what they want to
read. Mahoney suggests specific ways that teachers can
help their students to improve their reading speed and
comprehension. He hopes that teachers will support their
students to take reading risks and "broaden their horizons"
(p. 109). Teachers should build a classroom library,
filled with books that will get the students "in a reading
mode" (p. 110). Classroom discussions, literature circles,
and dialogue journals build and sustain students' interest
in reading. In addition, Mahoney proposes that teachers,
who are often more proficient readers, model reading and
writing strategies for their students to show them how "the
teacher actively makes meaning of the text" (p. 119).
Continuing with the theme of reading, Mahoney
discusses literature and the importance of reading in
Chapter 7. He extols the benefits of Young Adult
Literature, particularly its widespread appeal to teenage
readers. Mahoney encourages teachers to make literature
easily available to students. He also offers techniques
for responding to literature by writing literary letters
and supporting ideas with selected quotes from the text.
In chapter 8, Mahoney discusses the prickly task of
evaluation. The ultimate goal is to get students to self
evaluate and critique their own work and progress. When
students self evaluate, the learning becomes more powerful
and permanent. In this chapter, Mahoney situates
evaluation by looking backward and forward. He asks his
students to review their work, select items that best
represent them and reflect on their improvement. He also
asks them to look to the future and set goals that
correspond to selected standards or criteria. Mahoney
returns once again to the issue of grading and final exams.
He proudly claims, "in the last ten years of teaching, I
have neither given a test nor put a grade on any single
paper."
At this point, some readers may begin to question
their ability to implement some of Mahoney’s ideas. In
this book he offers excellent examples of effective
instruction, a level of teaching that all teachers aspire
to reach. However, Mahoney could strengthen his message by
elaborating on some of the challenges and problems that he
encountered to implement such an instructional approach.
At times, his message seems to be "too good to be true."
Did he meet resistance from his colleagues or students?
How did he overcome these obstacles? Does this approach
work with diverse student populations?
The chapter entitled, "Making Sense of High-Stakes
Testing," Mahoney shares with teachers his approach for
preparing students to take high-stakes tests. During the
school year in his class, Mahoney underscores the value of
reading and writing in his curriculum. He remains true to
his beliefs and does not deviate from them, even in regards
to testing. "Three weeks before the test administration,"
Mahoney pauses and helps his students analyze previous
tests. As they usually do, his students read, write and
share their impressions and ideas for succeeding on the
tests.
And towards the end of the book in chapter 10,
Mahoney expounds on the benefits of attending professional
conferences and participating in professional
organizations. In an age when many administrators have
limited budgets, they prohibit their teachers from
attending such events. Mahoney offers a solution to this
problem by paying for many of his conferences out-of-
pocket. In his opinion, the conferences are "gifts to
myself" (p. 164).
Mahoney concludes the book by sharing the dilemma he
constantly faces: balancing student control and teacher
control. He grapples with giving his students structure
and the necessary knowledge and skills that will enable
them to be successful in the future and with allowing them
the freedom to be independent readers, writers and
thinkers. On the last page, he states, "I marvel at how
lucky I have been to have made the gigantic paradigm shift
from a teacher-directed classroom to a student-centered
one" (p. 170).
Overall, Jim Mahoney conveys a powerful message to
the education community. To motivate students and push
them to greater intellectual heights, educators must begin
sharing the power in the classroom. The portfolio offers a
framework; it serves as a teaching and assessment tool that
allows teachers to restructure their classrooms. Teachers
can experience once again "the joys of helping adolescents
come to terms with their world by showing them to use the
power of reading and writing" (p. 170).
References
Atwell, Nancie (1987). In the
Middle: Writing, Reading and Learning with Adolescents.
Portsmouth, NH: Boynton/Cook.
Graves, D., & Sunstein, B. (Eds.). (1992). Portfolio
Portraits. Portsmouth, NH: Heinemann.
Pages: 180
Price: $21.00
ISBN: 0867095296
Reviewed by Nathan Bond, Southwest Texas State University
Shore, Rebecca (2002)
Baby Teacher: Nurturing Neural Networks from Birth to
Age Five.
Lanham, Maryland: Scarecrow
Education.
Baby Teacher: Nurturing Neural Networks from Birth
to Age Five, by Rebecca Shore is an outstanding book.
Shore manages to put pertinent research and personal
experience into a compact collection of significant
findings about development in the young child. Shore had a
twenty-year career in public education, has a music
background, a doctorate in administration and policy, and
now teaches at a university. Her combination of interests,
parenthood, scholarship, and career make her a good choice
for writing a book such as this.
Shore specifically sets out to address faulty
assumptions that stifle the development of babies and young
children. She makes the reader aware that infants and young
children come hardwired to receive complex data, and they
can take in and process far more than has been previously
thought. In fact, babies have more brain cells at birth
than they do any other time in their lives. One of our
mistakes in designing the environment of the infant and
young child is that we tend to select things based on adult
perception rather than on what research says is actually
best. Children seek out complexities in their environment.
We know they are attracted to the human face but as Shore
tells us, this seemingly simple yet interesting oval shape
actually transmits over seven thousand expressions.
Communication is important to the young child;
language should be fostered. An interesting bit of research
reflects that the more educated a mother is, the more
likely she is to speak to her child. This is brought to
light when we are told that by the age of three, children
of educated. Professional parents had heard approximately
thirty million words; children with low socioeconomic moms
had heard around ten million. Facts like this have
tremendous implication for educating parents about the
importance of talking with their babies. Shore suggests
hospitals should provide parenting classes before you can
take your baby home. She also stresses the point that young
children need relationships with people, not with the
television. Fifty-five thousand pediatricians have taken a
stand recommending that children should not watch
television or videos before their second birthday.
Shore explains clearly how in the early years of
development, children are better able to acquire multiple
languages. At the root of learning other languages and
other cognitive skills is the fact that children are talked
to and engaged. Engaging children in conversational
activities and showing and telling them what things are,
how they work, and why they are important helps to set the
stage for learning.
Of particular interest are Shore's comments on the
importance of music. She places emphasis on playing Bach's
music for young children. Fascinating information is given
to support her claim that music helps to prepare the child
for future learning. Even if each child exposed to music in
his youth does not become a musical genius, there is
evidence to show this exposure can be beneficial, and no
proof that it hinders development.
Shore discusses the findings of many researchers and
theorists. Her comments about the works of Renate Caine,
Marian Diamond, Montessori, Vygotsky, and Piaget will be of
special interest to educators. Her explanations of their
beliefs are presented well and reflect her clarity of
understanding. At the end of the book, Shore moves us from
her research and personal experiences to practical, hands-
on suggestions for preparing the environment and working
with young children.
Early childhood educators will be drawn to this book
because it does a great job of bringing together so much of
the research and theories about which we study. Parents and
others interested in caring for children will find the book
offers practical information for use in enhancing the
child's development.
Pages: 206
Price: $24.95
ISBN: 0 - 8108-4284-X
Reviewed by Dr. Kathleen E. Fite, Southwest Texas State
University
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