Hidden Intellectualism Summary free essay sample

In Hidden Intellectualism by Gerald Graff, he begins with the argument of â€Å"street-smarts† versus â€Å"school-smarts†. Graff explains that school-smarts can be hidden within street smarts and can be learnt through not just talking with friends, but also from the media and our surroundings, hence the â€Å"hidden† intellectualism. He goes onto explain that â€Å"schools and colleges overlook the intellectual potential of street-smarts† (198) because these types of intellectualism are actually considered anti-intellectualism. Graff then begins to discuss that intellectualism is often looked down upon within schools, and people that are considered â€Å"school-smart† are seen as nerdy, or boring. We learn that as a child, Graff was afraid of bullying and name-calling so he did not show his intellectual side out of fear. As he wanted to be accepted so badly, he decided to become an â€Å"inarticulate, carefully hiding telltale marks of literacy like correct grammar and pronunciation†. Through this, he discovered that he was still able to show his intellectual side by using arguing and reasoning strategies while talking about subjects such as sports and toughness with his friends. We will write a custom essay sample on Hidden Intellectualism Summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Graff describes how important it is to teach hidden intellectualism to children that don’t realize it’s inside of them. He describes that if children are able to discuss topics such as today’s music, entertainment, and sports then they can hopefully progress more easily into subjects such as literature, and courses of more difficulty throughout their schooling. Also, if students are asked to write papers on articles such as â€Å"Sports Illustrated† or â€Å"Vogue† they would become more comfortable writing and analyzing books or articles of a more difficult nature. Graff explains that he is not insisting that children write about cars, sports, or fashion etc in a â€Å"cop-out† kind of way, but to write about them through â€Å"academic eyes†, and in an analytical and reflective way. Gerald Graff believed that street smarts beat out school smarts in our culture because they seem to satisfy the intellectual thirst more than the boring and unreal school culture. He goes onto explain that by talking about subjects such as sports, one is able to experience the topics of arguments, debates, and even statistics in a way that the subjects in school could not live up to. We see him talk about how everyday culture can be applied to the world much more than the topics and readings we learn about in school, as this culture is able to be talked about more enthusiastically with someone one had just met. Children would also be able to look at the world in a different light, as they would be learning essential life skills and essential knowledge in an interesting, exciting way. Graff faults the schooling systems for not being able to grasp his youthful attention and the attention of so many of today’s children. Graff closes by saying that helping children find their intellectualism within themselves is still a work in progress. Intellectualism is most often described as someone who has a vast amount of knowledge, is well spoken, and most people’s idea of intelligence is someone who is â€Å"book smart†. Book Smart would be described as someone who van write and converse about subjects that are most often taught in school. Another type of â€Å"smart† would be someone who is known as â€Å"street smart†. They are seen as intellectuals who are knowledgeable in the world around them, and today’s culture, and individuals who learn through personal experiences. In the essay Hidden Intellectualism, by Gerald Graff he insists that schools and universities/colleges are missing an opportunity to turn street smarts into book smarts. Most schools believe that only certain topics such as Shakespeare are proper for a learning environment; this is why we see today’s cultures topics are often not brought up at school. When Graff says, â€Å"We assume that it’s possible to wax intellectual about Plato, Shakespeare, the French Revolution, and nuclear fission, but not about cars, dating, fashion, sports, TV or video games. † (199) he is agreeing with this. He is basically saying that just because a student’s knowledge is not coming from the curriculum, it doesn’t mean that it isn’t important. Children should be able to take their hobbies and interests and incorporate them into academic study. The concept of learning is not only gained at school, it is gained everywhere in the outside world. Children often do not realize that by talking about pop culture, latest news, or sports, they are actually building up their hidden intellectualism. Graff states â€Å"It was in reading and arguing about sports and toughness that I experienced what it felt like to propose a generalization, restate and respond to a counterargument, and perform other intellectualizing operations, including composing the kind of sentences I am writing now† (201-202). Graff is saying that even though he was not learning these things in an academic environment, he was still learning the principles that his teacher were trying to teach him at school. References: Graff, Gerald. Comment on Sandra Stotskys Book Review. American Journal of Education 112.1 (2005): 153-156. Guide, M. L. A., et al. A Version Control Problem and its Novel Solution Featured. Henfield, Malik S., James L. Moore III, and Chris Wood. Inside and outside gifted education programming: Hidden challenges for African American students. Exceptional Children 74.4 (2008): 433-450. Thiele, S. J. Anti Intellectualism and the ‘Aboriginal Problem: Colin Tatz and the ‘Self Determination’Approach. The Australian Journal of Anthropology 14.3 (1984): 165-178. Lynch, Kathleen. The hidden curriculum: reproduction in education, a reappraisal. Psychology Press, 1989. Green, Peter. Strepsiades, Socrates and the abuses of intellectualism. Greek, Roman and Byzantine Studies 20.1 (1979): 15.

4 Creative Ways to Analyze Plays

4 Creative Ways to Analyze Plays As students we remember sitting through countless lectures in which the instructor waxed eloquently about dramatic literature, while the class listened patiently, taking notes now and then. Today, as teachers, we certainly love to lecture about Shakespeare, Shaw, and Ibsen; after all, we love to hear ourselves talk! However, we also love student involvement, the more creative, the better. Here are a few ways for students to exercise their imagination while analyzing dramatic literature. Write (and Perform?) Additional Scenes Since plays are meant to be performed, it makes sense to encourage your students to act out some of the scenes in the play. If they are an energetic and outgoing group, this can work splendidly. However, it might be that your English class is filled with rather shy (or at least quiet) students who will be reluctant to read Tennessee Williams or Lillian Hellman out loud. Instead, have students work in groups to write a brand new scene for the play. The scene could take place before, after, or in-between the playwrights storyline. Note: Tom Stoppard did an excellent job of writing scenes that take place in between Hamlet. Its a play called Rosencrantz and Guildenstern are Dead. Another example some students will be more likely to appreciate would be Lion King 1 1/2. Consider some of these possibilities: Write a scene set ten years before Death of a Salesman. What was the main character like before he had children? What was his career like in the early days?Write a scene that shows what happens between Hamlets Act III and IV. Many dont realize that Hamlet hangs out with pirates for a while. Id love to know what happens between the Danish prince and the band of buccaneers.Write a new ending to Henrik Ibsens A Dolls House. Reveal what Nora Helmer does the day after she leaves her family. Does her husband win her back? Does she find a new sense of purpose and identity? During the writing process, the students may remain true to the characters, or they may spoof them or modernized their language. When the new scenes are finished, the class can take turns performing their work. If some groups would rather not stand in front of the class, they can read from their desks. Create a Comic Book Bring some art supplies to class and have students work in groups to illustrate a graphic novel version of the play or a critique of the playwrights ideas. Recently in one of my classes, students were discussing Man and Superman, George Bernard Shaws battle-of-the-sexes comedy that also contemplates Nietzsches ideal of a human, the Superman or ÃÅ"bermensch. While creating a literary response in comic book form, the students took the Clark Kent/Superman character and replaced him with a Nietzschean superhero who selfishly ignores the weak, hates Wagner operas, and can leap existential problems in a single bound. They had fun creating it, and it also displayed their knowledge of the plays themes. Some students might feel insecure about their drawing abilities. Assure them that it is their ideas that matter, not the quality of the illustrations. Also, let them know that stick figures are an acceptable form of creative analysis. Drama Rap Battles This works especially well with the complex works of Shakespeare. This activity can produce something incredibly silly. If there are sincere urban poets in your classroom, they might compose something meaningful, even profound. Take a soliloquy or a two-person scene from any Shakespearean play. Discuss the meaning of the lines, clarifying the metaphors and mythical allusions. Once the class understands the basic meaning, have them work in groups to create a modernized version through the art of rap music. Heres a brief albeit corny example of a rapping version of Hamlet: Guard #1: Whats that sound?Guard #2: All around- I dont know.Guard #1: Dont you hear it?Guard #2: This Denmark place is haunted by an evil spirit!Horatio: Here comes Prince Hamlet, hes a melancholy Dane.Hamlet: My mother and my uncle are driving me insane!Yo Horatio - why did we come out here?Theres nothing in the forest for me to fear.Horatio: Hamlet, dont get upset and dont go mad.And dont look now-Hamlet: ITS THE GHOST OF MY DAD!What is this apparition with eyes that fright?Ghost: I am thy fathers spirit who does forever walk the night.Your uncle killed your daddy, but that aint the bomb-That big jerk went and married your Mom! After each group is finished, they can take turns delivering their lines. And if someone can get a good beat-box going, all the better. Warning: Shakespeare might be spinning in his grave during this assignment. For that matter, Tupac might start spinning as well. But at least the class will have a good time. Standing Debate Set Up: This works best if students have room to stand up and move about freely. However, if that is not the case, divide the classroom into two sides. Each side should turn their desks so that the two large groups face each other- they should be ready to engage in some serious literary debate! On one side of the chalkboard (or whiteboard) the instructor writes: AGREE. On the other side, the instructor writes: DISAGREE. In the middle of the board, the instructor writes an opinion based statement about the characters or ideas within the play. Example:  Abigail Williams  (the antagonist of The Crucible) is a sympathetic character. The students individually decide if they agree or disagree with this statement. They move to either the AGREE SIDE of the  room or the DISAGREE SIDE. Then, the debate begins. Students express their  opinions and state-specific examples from the text to support their argument. Here are some interesting topics for debate: Hamlet truly goes insane. (He’s not just pretending).Arthur Miller’s  Death of a Salesman  accurately criticizes the  American Dream.Anton Chekhov’s plays  are more tragic than comic. In a standing debate, the students should feel free to change their minds. If someone comes up with a good point, the fellow classmates might decide to move to the other side. The instructor’s goal is not to sway the class one way or another.  Instead, the teacher should keep the debate on track, occasionally playing devil’s advocate to keep the students thinking critically. Generate Your Own Creative Analysis Activities   Whether you are an English teacher, a home school parent or you are just looking for an imaginative way to respond to literature; these creative activities are just a few of the endless possibilities.