Tuesday, May 10, 2011

The Red Tree By Shaun Tan


The Red Tree by Shaun Tan

The age level for this book is young on up, because its major theme is isolation and how individual perspective and circumstance can change a person’s view of themselves and the world. It takes place in the imagination of a young adult. The language is very simple and mostly intended to support the illustrations. The illustrations are intended to relay the psychological aspects of the themes, which are expressed in the text.
There is a wonderful quote that goes some thing like “talking about music is like trying to dance architecture.”  I feel this applies to illustrations as well. Descriptions do not do justice to the actual sensation of observing these illustrations. For instance the first illustration has simple text “darkness overcomes you” there is an image of girl walking isolated along a city street under the shadow of a ghost like unearthly dieing fish that is over 100 times her size. The colors and detail are astounding and the affect of this image is arresting.
The illustrations are paintings in a style that uses very subtle shading and coloring. This is consistent throughout the book. Shaun Tan’s style is very psychological and emotional. One often feels a blurring in the lines of reality of fantasy.
The size of the book fits the content perfectly. The cover is of  a red haired girl floating in a paper boat on an endless calm sea staring down at a leaf beside the boat. This perfectly fits the story theme. Nothing about the beginning of the book gives a clear indication of the depth of the emotional and psychological journey to come, which is exactly how it feels that it should. Which is to say there is an unfolding of emotional states that lead further and further into an ambiguous sense of self. This helps the illustrate the main themes idea of isolation and perfectly impacts the final idea that perspectives can change sometimes divorced from the individual will.
This book and the author/illustrator have numerous awards and very justifies recognition. I believe that I have never seen this theme done in such a powerful and unique way. I am thankful to have had the privilege to be have been exposed to this artists work and to have passed it on to others whose reaction were similar to mine.  


Sunday, May 8, 2011

Ed weekly via statesman Journal online

Money spent on sports could save 39 teaching jobs

We are seeing the results of the economic recession trickle over to government programs from the areas were the economy was initially hit, such as business. Yet that is how it works. We loose some jobs, we loose some taxes we loose programs. What is happening in S/K is the result of our economic problems, yet it is personal. What interests me, beside the fact that I may loose my job is that, the types of conversations  are so relevant to the lives of the people having them. I do not know what will happen but watching and listening to people research and discuss with passion their interests on how we should handle this situation is very interesting. It makes me hopeful because I see some genuine education taking place.

Monday, May 2, 2011

Proposed Rules Guide States on Managing Student Privacy

It is interesting that in our discussions about student assessments we don't discuss how the information may be used beyond teacher evaluations. As the article points out it could be a great resource for statistics to help better understand effective teaching practices but needs to have some regulations as concerns the privacy of the students. The specifics of the rules was not what interested me in the article but what did catch my eye was the rules surrounding who has the rights to see student data. In some cases it can help kids get grants while in other situations it will hurt their chances at acceptance to universities. This is definitely a case where we need a scalpel and not a meat cutter.

'Funding Cliff' Hits Special Education in N.C. District

The article describes a situation that many, if not all districts in the country are dealing with, and that is funding problems. This is one of those particular instances where a program was developed with assumptions that the funding or structure of that program (IAs and so forth) would still be involved. In this situation when the funding runs out the structure of the whole program is severely compromised.  Perhaps the teacher did not use enough foresight in assuming that IAs could permanently be a part of the class, but I am confused that they are cutting IAs in special education classrooms when that is supposed to be federally funded. However, the point is that in special situations, like the ones described in the article, the present economic problems are unable to adapt in such a way as to be equitable in their distribution of funds.