Adult fails student test… adults somehow surprised by this

According to this blog / article:

A longtime friend on the school board of one of the largest school systems in America … took versions of his state’s high-stakes standardized math and reading tests for 10th graders, and said he’d make his scores public.

After taking the tests, the guy said (quote abridged):

The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62%.

I have a wide circle of friends in various professions. … Not a single one of them said that the math I described was necessary in their profession.

It might be argued that I’ve been out of school too long, that if I’d actually been in the 10th grade prior to taking the test, the material would have been fresh. But doesn’t that miss the point? A test that can determine a student’s future life chances should surely relate in some practical way to the requirements of life. I can’t see how that could possibly be true of the test I took.

It makes no sense to me that a test with the potential for shaping a student’s entire future has so little apparent relevance to adult, real-world functioning. Who decided the kind of questions and their level of difficulty? Using what criteria? To whom did they have to defend their decisions? As subject-matter specialists, how qualified were they to make general judgments about the needs of this state’s children in a future they can’t possibly predict? Who set the pass-fail “cut score”? How?

I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.

Yeah! That’s what I’ve been saying! As I wrote in this previous post:

… it is a waste of time for a student to be forced to study material that is unusable and uninteresting to him. This is a completely foreign concept to most people working in education, because they tend to just take the actual content for granted.

Part of me is a bit angry that this adult had to take the test in the first place to prove to himself what every sensible student already realizes and has been complaining about for years and years. (“When am I ever going to use this?” Teachers, c’mon, how can you be so comfortable teaching for a living when you can’t even answer this question well enough?) But another part of me is happy that someone out there finally gets it.

The article then goes off an a tangent about teacher accountability, which, I think, is an entirely different issue. Nobody’s really forcing teachers to do what they do, the way parents and teachers can force students to do the dumb tests and assignments they have to do. That is, the article seems to victimize teachers, when the real victims are the students, and teachers are part of the problem.

This related article makes it clearer to me why the first article diverged into the accountability issue. The test in question is the FCAT:

The FCAT, begun in 1998, has been given annually to students in grades 3 to 11 in mathematics, reading, science and writing. It is the bedrock of what is regarded as one of the nation’s most extensive and widely studied school accountability systems.

I can’t really comment too much on the FCAT or the accountability issue; I don’t know all the details. These articles sure make it sound like a really stupid and harmful system. But if it’s an issue of accountability that encourages teachers and others to question their curricula, then I’d argue we need more teacher and administrator accountability. A lot of it. Ideally, we shouldn’t — I believe a good education should be in a students’ hands more than anyone else’s — but if teacher accountability forces teachers into action (or deliberate inaction), then I’m all for it.

The real issue to me is the dumb curricula, forcing students to learn and be tested on skills and information they are not interested in and are never going to use in the real world. (I definitely have other problems with the education system, of course, but this is probably the biggest one.) Although these articles talk about the FCAT specifically, which I’ve never had any experience with, I think curricula problems exist nation-wide. If students are the only ones who have to suffer the effects of bad grades, even while they’re in the least powerful position to do anything about the material they’re tested on, nothing can change until those students themselves get out of school and do something about it, and most of them are more likely to just forget about it. Making teachers suffer for their students’ bad grades should perhaps get them to care a bit more about what specific material students are being forced to deal with, making them realize that, duh, this material is useless and is a waste of time.

Instead of connecting what we learn in school with being successful in the real world, we are doing it in reverse. We are testing first and then kids go into the real world. Whether the information they have learned is important or not becomes secondary. If you really did a study on what math most kids need, I guarantee you could probably dump about 80 percent of math scores and leave high-level math for the kids who want it and will need it.

I think this applies to many more tests than just the FCAT.

Science… and that other thing

(I actually typed this up a few years ago and never posted it for some reason.  I’m not sure I remember my original frame of mind, but I think I still agree with everything I wrote.  I edited it a bit and am posting it now, even though I guess it may seem a bit random.  I found it today while backing up files in safe mode, fearing a hard-drive failure.  But that’s another story.)

This is a huge philosophical topic that there are probably mountains of books about, probably with much more to say and better writing than I provide below, but here are some of my brief thoughts on the matter.

I write about this because I recently heard someone who is semi-religious express doubt in their future church-going habits due to the wonders of science.  It’s probably a laughable thought to most people, theist or not, but even an atheism’s “faith in science” sometimes confuses me, as if he thinks science naturally trumps religion, or that science is as logical as 2+2=4 (as if math=science).

That is, sometimes it seems like people talk about “science” without really considering what it is.  Science really only explains phenomena as much as we can infer cause-and-effect relationships from repeated experiments.  It is still very easy to infer the wrong thing with an incompletely or poorly designed experiment.  Scientific knowledge still depends on one making a choice as to whether or not to take certain experimental results as evidence of a certain inferred relationship.  Simply put, all cause-and-effect relationships are inferred.  That is, all scientific explanations are based on inductive reasoning.  That is, we plan to do something, and we guess what will happen.  Then we do it, and observe what happens.  Then we change variables, and see what happens.  Etc.  We keep doing this over and over.  We predict, experiment, observe, and attempt to explain these observations based on what we’ve learned to make another prediction.  That’s all.

In schools, I think it can be easy to get the wrong notion of science because students spend more time studying the conclusions rather than how those conclusions were decided upon.  Science is not just about pulling conclusions out of the air based only on observations, but nor is it as infallible as a math equation; it still depends on human choices and decisions, and, when there are conflicts, faith.  Of course, it would be impractical to study the history and processes of all experiments, and many things we can intuitively understand anyway, like the effects of gravity and friction.  That is, doing labs every week to learn simple physics equations is a huge waste of time, which is probably why my high school AP Physics teacher, who thought differently, isn’t teaching anymore.  (On another side note, to include creationism in a lesson on evolution is illogical; I’m surprised that certain humans are so dumb as to consider it necessary even to appease certain others.  That said, I’m also annoyed that so many humans don’t even seem to understand what theories of evolution actually state, as if “God didn’t create humans” is one of their principles.)

There are many things we can’t conduct experiments on.  For example, our planet’s temperature.  We can’t make observations about whether or not it’s mostly humans that are causing global warming (if that warming is even considered significant) because we only have one globe and very little data about how temperature fluctuated on the planet before we could measure it.  Or even the question of what will determine whether or not a photon will pass through or be reflected by a beam splitter, or all the other things quantum physicists end up having to use probability for.  We don’t know of (perhaps because we can’t detect or measure) any physical variables that predictably change the outcomes of these quantum experiments.

There are moral statements like: “murder is wrong.”  How do you do an experiment to determine whether or not murder is wrong?  And, just because you can’t do an experiment to answer the question, does that mean you can’t know?  Or what about: “an experiment we don’t know how to do will work.”  The only way to know is to do that experiment.  Or even: “science is right.”  You can’t do an experiment for that.  Science itself can’t even be right or wrong in the first place; science provides the system for which we can draw conclusions that can be right or wrong.  Science, in and of itself, doesn’t do anything.

So, in a way, science and religion are certainly two different things; one is about explaining what will happen when we do certain things, which we use to learn how to do things we want to do (like make a TV); the other is about explaining how and why we are alive and conscious in the first place, and what we should mentally and physically do or not do (like not murdering each other).  If anything, religion, when regarded as a search for and consideration of truth in general, incorporates everything else, including science.  That’s not to say that they can’t be at odds with each other.  They can’t be in general (they need a specific context), but they can be when a human is wrong about one or the other (and it’s much easier to be noticeably wrong about religion, which is why science has the better reputation).  To reject religion in general because certain scientific experiments have allowed us to accurately predict how certain physical phenomena will happen when we do certain things (like make a TV) is illogical.

You can say that religion and science are compatible, but I think that makes the relationship seem too divided, as if they’re mutually exclusive entities, as if they’re friends holding hands.  Rather, I think they’re compatible like a car (religion) is compatible with an air conditioning system.  You don’t really need an air conditioning system, but it certainly feels better to have one, and it will be in your human nature to want one.  But without the rest of the car, you’re not really going anywhere.  (Well, maybe Hell.)

Hugo 3D

hugo3

I saw Hugo in 3D tonight.  I am now going to praise it a bit:

The film’s use of 3D was the best I’ve ever seen.  Yes, it is the best 3D film yet made.  All those people who complain: “eh, it doesn’t really add anything.”  In this case, it does.  But even with one eye, the cinematography, use of color, composition, etc. is just beautiful.  The movie posters and trailers don’t at all capture the spirit of the film itself.  The adaptation from the book is wonderful.  It’s not the same as the book—there are additions, deletions, and changes—but that should be expected from any adaptation.  And in this case, I think they all worked superbly.  The movie’s use of history’s earliest films makes the story seem like it is much better suited as a movie in the first place.  I really loved the story’s celebration of the human imagination, from books to magic tricks to mechanics to movies.  And the theme about how the world is like a clock.

So, if you get the chance to see it, I highly recommend it.  And in 3D.

Ender’s Game film to start shooting in 2012… ?

endersgame

After years, nay, decades of being stuck in development hell heck, it seems a film version of one of my favorite books of all time, Ender’s Game, is finally getting the big screen treatment. According to this article:

Summit Entertainment, the production company behind "The Twilight Saga" films, has acquired the rights to the youth-oriented "Ender’s Game" franchise. … The shoot is scheduled to run from February 24, 2012 through June 8, 2012.

To be honest, I’m not holding my breath for the film to be amazing. It certainly has potential, but I think it will be a very tough adaptation. Although it’s sci-fi, and there’s certainly some sci-fi battle action involved, it is not an action adventure story. It is, I think, a drama more than anything else. And if they overdo the action and underplay the social issues, I don’t think it’ll work story-wise. But if they overdo the social issues and underplay the action, it will be a marketing nightmare. The story deals with a "battle school" filled with children, yet it is certainly not a happy Disney-ish or Nickelodeon-ish kids’ adventure, and I hope they don’t try turning it into one, even though that would make it much more marketable.

All that said, I’m excited that it’s finally gotten to this point of development, and I look forward to watching what happens.

Five types of conflict

I was reading Save the Cat! Strikes Back by Blake Snyder.  It’s geared toward screenwriters, but it holds a lot of great advice for any story creator out there.  Along with his original Save The Cat! book, I’d call it essential reading for any story writer.

On page 36, Snyder writes:

Conflict offers more challenge, especially when you’re having a hard time finding it in your scenes.  How many scenes have conflict in a 110-page screenplay?  That’s right.  Every.  Single.  One.  And yet finding that conflict in all scenes isn’t easy.  During an early class, the wonderful writer/actress Dorie Barton was working out cards for her L.A. thriller, Migraine, and we had a scene wherein the protag, a waitress hampered by severe headaches, explains to her boss what a “migraine” is.  It’s pure exposition, and the scene just lay there.  Why?  No conflict!  Well, to fix that, we shoved some conflict in.  We created a customer who, while the hero goes on explaining her condition, keeps banging on the counter.  “Miss!  More coffee over here!  Miss!  MISS!”  The forced conflict of that scene makes it play better – and reinforces the pained look on the hero’s face as her migraine builds.

stcsb I’m currently working on a fantasy novel, and I can now easily see why some of my scenes are boring.  No conflict!  Or at least not enough conflict.  I’m an outline-the-story-first writer, and as I look over my notes for my current fantasy novel, I see lack of conflict in many of my scene outlines as well.  For example, the point of one scene is: “The queen shows the old man that the telescope has been destroyed.”  The point of another scene is: “A man tells the queen that his village has been destroyed.”  Another scene: “The wizard arrives at the castle.”  I think these are fine descriptions for an outline; these things need to happen for the plot to move forward, and to give readers the necessary information to understand the plot.  But the purposes of these scenes are completely expository.  They only exist so that certain characters and/or readers will get certain information.  If I go to write these scenes with just these purposes in mind, I will be a bit bored as a writer, I will write a boring scene, and readers will also be bored.

The solution, of course, is to add conflict.

I could of course just do this naturally without thinking much about it, as I’m sure many writers do.  But I wanted to see if I could identify exactly what types of conflict a scene might have.  In school, I learned to identify types of story conflicts like “man vs. man” and “man vs. himself” and “man vs. nature.”  I think these are more thematic conflicts.  I’m thinking about conflict as something that manifests itself in a specific scene through specific character thoughts or actions.  That way, when I get to one of those conflict-free scene descriptions, I can look over my list and think about how to spice up the scene with conflict.  Here are the five I came up with.  If you can think of anymore, let me know, and I’ll add it to the list.

1 – Decision conflict

This is an internal conflict, when a character must decide what to do.  In a way, this could describe any conflict, because it’s usually a character’s decided actions that resolve a conflict.  But I think of this conflict as describing when the internal decision conflict is the main conflict, presented when the character has opposing desires, wants two or more things, but can only have one.  For example, perhaps a character wants to get his sick friend to a hospital, but he also wants to avoid being seen because he’s a criminal.  Or a character wants to tell her boyfriend that she loves him, but she doesn’t want to be rejected.  Or a character wants to kill the evil overlord, but he doesn’t want to get hurt or die.  This conflict happens entirely in the character’s head.  There are multiple roads to take, none of them are all that great, and the character must choose one.

In movies, you hardly ever get this conflict actually told to you in words.  Instead, you see it introduced by the plot itself, and how the characters respond to it.  It’s that look in an actor’s eyes when he sees something he wants but can’t have.  For a writer of literature, there’s always the danger of going overboard in presenting the decision conflict, of allowing the character’s inner dialog to go on and on.  “To be or not to be, that is the question.  Let me ponder it out loud for the next half hour.”  Meanwhile, the audience takes a nap.  Decisions can be vital conflicts, every story has them, but they don’t have to be analyzed to death.

2 – Physical conflict

This is probably the most natural and primal of conflicts, and I have a tough time thinking of many movies that do not include some form of it during the climax.  (Gosford Park maybe?)  This conflict occurs when a character’s body is in physical opposition with another force, usually another character.  The result of losing is often death, and the character must use his physical strength to stay alive.  But this conflict could also present itself less climactically.  Perhaps two characters are just having a small shoving match.  Maybe a character is trying to lift something heavy.  Maybe a character is reaching out for something that’s just beyond grasp.  Though point is, unlike a decision conflict, the physical conflict is completely external, manifested in physical action.

(One a side note, I think this sort of conflict works much better visually than in writing because it’s so movement-based.  Visually, it’s almost instantly interesting, almost mesmerizing to watch.  But a sword fight can’t look nearly as “cool” in a book, because there’s nothing to actually see.)

3 – Puzzle conflict

This sort of conflict is a bit like a decision conflict in that it’s mainly internal, but rather than having to decide something, the character is searching for a specific answer, a solution to some problem.  In essence, any sort of mystery for which the answer is important to the plot is a puzzle conflict.  This is obviously one of the main conflicts of most mystery stories, but it can present itself in smaller forms as well, such as Gandalf wondering how to open the Mines of Moria in The Lord of the Rings (“Speak friend and enter” – what does that mean?)  J. K. Rowling’s Harry Potter series is full of all sorts of puzzle conflicts, which create wonderful and thrilling suspense throughout the stories.  However, the storyteller must be careful that he has good (or, dare I say, clever) solutions for his puzzle conflicts, otherwise the audience may feel cheated.  If you’re a writer, you maybe to tempted to create puzzle conflicts before knowing the solution so that you too will share in the suspense of the story.  But if you can’t think of a good solution, it’s a waste of time to write much about it.

Many times puzzle conflicts present themselves over multiple scenes; a mystery is introduced in one scene, clues are gathered throughout other scenes (sometimes unknowingly), and the solution is found in another scene.  But a puzzle conflict could be introduced and solved in one scene, such as the aforementioned Mines of Moria entrance conflict.  Or perhaps a character must try to figure out how to get through a locked door, and realizes he can melt the mechanism with potions he has.  Or perhaps a character is looking for a code in a book, and realizes the last letter of every page form a secret message.

The point is: there’s a missing piece of information that is essential to the story’s plot, and the characters must puzzle it out and find the solution.

(You could probably also have a reader-only puzzle conflict.  The characters are going about their business happily unaware of any mysteries, but the readers, who are able to see the whole picture, are realizing that some things just aren’t adding up.  You just have to be careful, because you don’t want the audience to feel like their being cheated out of knowing stuff that a character does.)

4 – Character disagreements

This conflict is perhaps the most fun to write, though it can be challenging to do so believably.  It involves mainly dialog, so the writer must understand the viewpoints of each character well enough to argue effectively from his or her point of view.  As a writer, you must induce a sort of multiple-personality-disorder within yourself.  What makes this a conflict is rather obvious: characters disagree about something, and they let their disagreements known to each other verbally.  “Yes.”  “No.”  “Yes.”  “No.”  If characters are different enough from each other, and their arguments are interesting and unique enough, you’re bound to have an interesting scene.

Of course, it doesn’t have to involve dialog.  It could be a simple matter of a character turning the car radio to rock and roll, and another turning it back to classical, and the other turning it back to rock and roll and turning the volume up.  The point is that they disagree about something and act on it.

5 – Danger is lurking

In this conflict, nothing actually happens, but something bad might happen if the character doesn’t do something.  It’s all about what could happen, and what the character must do to prevent it.  Maybe the character has to run away from a dinosaur, or not move when challenged to a staring contest by a T-rex, all to avoid entering the animal’s digestive system.  Perhaps a character is sneaking into a castle and must hide in the shadows while the guards pace around or tiptoe past them as they sleep at their posts.  Perhaps the clock is ticking and a bomb is about to go off, and a character must either diffuse it or get out of a the building just in time.  The point is the character must do something and  be careful and/or hurry up!  It’s all about the tension of what could possibly happen if the character makes the wrong move at the wrong time.  Like a physical conflict, this sort of conflict often presents itself near the climax, and death is often a possible a result.

In conclusion

It probably goes without saying, but these sorts of conflicts do not have to present themselves exclusively.  That is, a scene could contain any number of possible combinations.  You see this in movies a lot, where characters are sword fighting and exchanging witty (or cheesy) dialog.  Or when characters are running away from danger and trying to puzzle out how to stop the bad guy with their limited resources.  No story (besides perhaps flash fiction) would ever contain just one type of conflict, right?

The interesting thing about adding conflict to an otherwise expository scene is that I think it actually makes the scene more expository, because readers then get to see how characters respond to certain challenges.

And no conflict is OK too, sometimes

In literature, there are some instances in which you just have to do a conflict-free info-dump.  As long as it’s kept as lean as possible, audiences usually won’t complain.

In movies, there can be mood-setting scenes or montages.  Usually music (which is often instantly, though perhaps subconsciously, interesting) accompanies the visuals.  The director can easily get away with showing montages of mountain flyovers to show off grand landscapes, or to show characters traveling through the wilderness, or to show a character’s otherwise long and boring rise to popularity, etc.  Opening credits often present themselves in collections of conflict-free shots that do little else but establish the story’s initial mood and physical setting.  As long as it doesn’t go on for too long, audiences will sit back and enjoy the meditative atmosphere presented to them.  Stanley Kubrick’s long boring shots in 2001: A Space Odyssey really test the durational limits of such montages.  Personally, I think he went too far and I dare to call his decisions idiotic and fast-forward-button inducing, but others praise the shots as an “innovation.”  In musicals, conflict-free song and dance numbers can go on for some length, as the music and the dancing entrance the viewers.

Anyway, the point is that you can get away with little or no conflict when it’s necessary.  But I think it’s extremely advantageous to know when and why you’re doing so, so that you’re not just doing so out of laziness or ignorance.

Hope that was an interesting post.  Writing it out has given me plenty of ideas for my own otherwise boring novel scenes.

New Brave trailer…

Brave

Pixar’s 2012 animated feature Brave has a new trailer.  Looks interesting, though I still can’t really guess what it’s about.

Pirates

Aardman Animations’ 2012 animated feature The Pirates! also has a new trailer.  Not sure if I’ll see this one in theaters or not, but it definitely looks more interesting than their Wallace and Gromit material, in my humblest of opinions.

Trio No 3 score

I finally created a score for my old piece (well, 3 or 4 years old at least) Trio for Harp, Flute, and Oboe No 3, which can be found here.

I often get requests for scores, especially for the chamber music-ish pieces, but I usually don’t have the patience for score-making.  The original scores I produce in Overture 4 are created for the sound they produce and are thus not very pretty.

Also, my use of harp often takes full advantage of a digital harp’s ability to be completely chromatic, not having to take anytime to switch from one key to another.  I suppose one could employ the use of two harps, or get a pedal-changer to sit on the floor by the harpist’s feet, or use a piano instead.  What I think we really need is an instrument that can be played like a piano but sounds like a harp.  Somebody please invent it.  I will write much music for it.  Thank you.

Blah blah blah…

Blah blah blah blah blah…

BLAH!!

Bleh meh blah bleh blah… Bleh meh beh blah? Bah! Blah blah blah:

Blah blah blah blahb blah blah blah. Bleh meh meh meh meh bleh blah blah. Meh blegh blah blah gah blah geh meh gah blah.

Meh bleh bah glah?

BLAH!!!