LIGHT THE WAY

“Light the Way” by Heather Rose Quadrino

When you find yourself in darkness, look for the light.

Courageous students who witnessed last week’s horrific mass shooting in Florida are refusing to let darkness overtake them. They are speaking out and demanding change. They, rightfully, are holding adults accountable for failing systems that leave them vulnerable and afraid.

Lame excuses will not honor the brave students, teachers, coaches, and custodians who have lost their lives in our nation’s schools. It is time to get serious about solving the problems that weigh most heavily on our society. Those same problems nurture the insecurities that lead to violence in our schools and on our streets.

Children are neglected while adults refuse to grow up and act responsibly. We need change and we need to accept personal responsibility for creating that change. We cannot let issues that divide us defeat us. We must find common ground through clear, honest dialogue that does not condemn, but instead seeks to build understanding and cooperation.

Every life must matter. Every voice must be honored. We are wasting time. We are wasting lives.

“… one person’s efforts can be the gateway to helping others in their community find their own way to a better world.”

When news of the most recent school shooting reached my desk, I was making the final selections for the Working Class “Dream & Do” art challenge, sponsored by Pennsylvania College of Technology and WVIA Public Media. The contest invited students, parents and teachers, to create works of art depicting the world as they imagined it.

A drawing titled “Light the Way” by Heather Rose Quadrino was selected as the judges’ favorite among entries from students in grades 7-12. Heather, an 11th grade student at Delaware Valley High School in Milford, PA, said her drawing “depicts how one person’s efforts can be the gateway to helping others in their community find their own way to a better world.”

Thank you Heather Rose, for your inspiring work, which reminds us to look for the light in a time of overwhelming darkness. Heather and the students speaking out against school violence in Florida are using their voices, talents and creative energies to bring light into the world. They need our encouragement and support. They need it now.

Classrooms are meant for creation, not for destruction. We have the power to make change. We need to use that power now.

“We are like children with nuclear fusion in our hands – never fully grasping our potential for good and for destruction,” wrote Erwin Raphael McManus in The Artisan Soul. “It’s easier to control people if we convince them that they are inherently uncreative – everyone simply conforms and cooperates. If we want to create a better world, we had better start to unleash the creative potential inside each person to create all that is good and beautiful and true.”

“We are like children with nuclear fusion in our hands – never fully grasping our potential for good and for destruction.”

It is time that we take accountability for our failures and find creative solutions to problems that, for too long, we have ignored because we are afraid to challenge the status quo.

Please do your part to unleash the power of good in your corner of the world. You can help create change today. You can light the way.

 

 

OLYMPICS: GOLD MEDAL MATH

Image courtesy of Pixabay.com

How much cheering takes place in your classroom – or at your kitchen table – when it is time for the kids to do their math lessons? Not a lot? Maybe they should just watch the Winter Olympics instead!

Believe it or not, behind every Olympic medal there is an opportunity to challenge the misconception that math must be boring. If you know someone who loves games and hates math, you can help them discover something amazing: math matters in athletic competition.

Addition, subtraction, multiplication and division are involved in scoring athletes’ performances. Geometry — measuring lines and angles – is important in mastering the challenges of games. Calculus comes into play when determining rates of speed using distance and time.

Kids that enjoy watching skiers, skaters, and other world-class athletes perform on the Olympic stage just might find a reason to learn their lessons if you can help them see the connections between math and the sports they love.

Image courtesy of Pixabay.com

“Most students who are struggling with math see letters and numbers; they don’t see what they represent,” explains Edwin G. Owens, of the Pennsylvania College of Technology math faculty. Owens, who appears in the public television documentary Working Class: Game On! Why Math Matters, encourages teachers and parents to “get a little creative” and look for unique ways to connect students with real-world math scenarios.

“Start with capturing their attention,” he suggests. “Many times, I think math instructors think that you can’t get to solving the problem until you’ve taught them all the skills. I think you have to capture their attention with the problem first, and then you can go backwards and teach the skills.”

Online resources can help you make those math problem-solving connections during the current winter games. The Olympic Museum provides a variety of teaching resources, including information and activity sheets designed to help students aged 9-15 learn more about measuring time and analyzing motion.

A “Mathletics” video provided by the National Science Foundation and NBC Learn reveals how “math – from simple arithmetic to calculus – is part of every jump, every spin, every move the athletes make on snow or ice.”

During this Winter Olympic season, try trading the usual fight over math homework for something more fun. Watch the games together with your frustrated students and share the math connections. You might convince them that math is more than misery; it is crucial for medal-winning athletes.

Jason Horton, a Penn College computer gaming and simulation student featured in Working Class: Game On! Why Math Matters, says “I want to do something that’s fun for me, something that’s new and intriguing that will keep me engaged in the project.”

One of Jason’s teachers describes him as “one of those students that’s always seeking more information and always learning, and always doing more.” Wouldn’t you love to be able to say that about your students?

Try something new to keep your student engaged in learning mathematics. Try a little “Mathletics” during the 2018 Winter Games.

Image courtesy of Pixabay.com

 

Winter Patience & Pleasure

Winter scene outside the writer’s back door.

By February 2, groundhog’s shadow or no groundhog’s shadow, many Pennsylvanians are ready to call for an end to winter. Oddly, I am not one of them. I think winter still has more to offer.

After a festive holiday season that marks the end of one year and the start of another, I enjoy slowing down the pace. Winter, with its early sunsets, chilling winds, and slippery roadways, gives me that opportunity.

There are school closings and fewer plans for extracurricular activities. Mornings and evenings at home – without the usual rush to get somewhere – offer the rare opportunity to blend a batter of banana walnut waffles or to drink an extra cup of herbal tea while listening to classical music on public radio (WVIA-FM).

Here in 2018, we are busy people most of the time. Winter gives us an opportunity to be something more.

I have come to realize that I only find such simple winter pleasures when I look for them. Following a fast-paced routine most of my days offers some reward. Stillness, however, gives me more, and stillness is a fringe benefit of winter.

When things slow down, I find that I am more than a body responsible for completing an assigned list of tasks every day. Winter reminds me that I am a part of nature and that much of nature is beyond my control. In winter, I can rail against the season’s cold heart or I can find comfort in its beauty.

Summer chairs sulk briefly in winter white.

An overnight snowfall last week reminded me that, so often, beauty is fleeting. Scenes I photographed in the early morning lost their magic long before midday. Nature has its way of revealing our mortal condition. Nothing lasts forever.

Winter will lead us, eventually into spring. Summer heat will slow us down once again. The ebb and flow of activity is part of nature. I remind myself of this when I start to feel guilty for sitting down and doing nothing much at all this winter.

Nothing much can be everything. I prove this when I take a walk and enjoy the breathtaking scenery surrounding my home. I confirm it again, when I pick up a lengthy novel (this month, it is Tolstoy’s Anna Karenina) knowing I have time to sit quietly and read.

Here in 2018, we are busy people most of the time. Winter gives us an opportunity to be something more.

“The colder it gets the more you’ve got to love it.”

Environmentalist and author Rick Bass, who appears in Working Class: Build & Grow Green, gives this advice in his book Winter (Notes from Montana):

“Love the winter. Don’t betray it. Be loyal. When the spring gets here, love it too – and then the summer. But be loyal to the winter all the way through – all the way, and with sincerity – or you’ll find yourself high and dry longing for a spring that’s a long way off, and winter will have abandoned you, and in her place you’ll have cabin fever, the worst. The colder it gets the more you’ve got to love it.”

Forget about the groundhog’s shadow, forget about cabin fever, slow down and love this winter.

Perky sheltie Jacob Solomon Barkley reminds this blog writer how to make the most of winter.

COMPROMISING TRUTH DOES NOT STRENGTHEN A CAUSE

“One obvious way to try to weaken a cause is to discredit the person who champions it.”

You might assume this statement addresses the current wave of personal attacks imbedded in our political discourse. It was, in fact, a declaration made by Rachel Carson to the National Women’s Press Club 55 years ago today (Dec. 5, 1962).

Rachel Carson image from PBS American Experience preview http://www.pbs.org/video/american-experience-rachel-carson-promo/

Carson was a scientist and bestselling author whose book Silent Spring convinced the public and the federal government that overuse of pesticides harmed the environment and affected human health. Heralded today as a champion for the environment, Carson was, in 1962, the target of a massive campaign to discredit her work.

One obvious way to try to weaken a cause is to discredit the person who champions it.

While researching and producing the Working Class: Build & Grow Green documentary, I discovered a biography, Rachel Carson: Witness for Nature, written by Linda Lear, which detailed the life of a courageous woman who spoke ecological truth to power more than half a century ago.

Carson was not an activist. She was not one to demand attention for her cause. She was a quiet woman whose passion for the natural world led her to spend years investigating the dangers of chemicals introduced into the environment without sufficient precautions.

Her meticulous work, published in Silent Spring, held sufficient evidence that, despite assurances to the public, the overuse of pesticides caused damage to the environment and to human beings.

Cover of book Rachel Carson: Witness for Nature by Linda Lear

In Witness for Nature, Lear’s biographer described Carson’s appearance before the National Women’s Press Club in 1962: “With national television cameras rolling, Carson charged that basic scientific truths were being compromised ‘to serve the gods of profit and production.’”

Carson asked her audience, “Is industry becoming a screen through which facts must be filtered, so that the hard, uncomfortable truths are kept back and only the harmless morsels allowed to filter through?”

The filtering of news and information – in order to collect only that which comforts and confirms our own (sometimes-misguided) beliefs – can be dangerous. Before we pronounce judgment on ideas and individuals, it is important that we collect facts and keep our minds open to whatever outcome our investigation reveals.

In her Dec. 5, 1962 speech, Carson quoted a newspaper article (Globe Times, Bethlehem, Oct. 12, 1952) that detailed reaction to Silent Spring from farm bureau officials in two Pennsylvania counties. The article noted, “No one in either county farm office who was talked to today had read the book, but all disapproved of it heartily.”

No one had read the book, but everyone disapproved of it – heartily.

Rachel Carson image from AlterNet https://www.alternet.org/environment/confronting-monsanto-half-century-ago-new-rachel-carson-documentary-honors-author

An old adage warns not to “judge a book by its cover.” Carson’s critics mistakenly chose to judge the author without taking the time to read her book.

Today smug, critical attacks of character often pollute our environment. It is important that we, as mature adults, set an example of calm, capable discourse. By taking time to gather credible information about topics that interest us and respectfully sharing opinions based on facts rather than finger pointing, we encourage curiosity and good character among the young people who are watching.

Today smug, critical attacks of character often pollute our environment.

There is a better way to champion our causes than to belittle and berate other people. We gain strength for our convictions when we listen respectfully to others’ ideas and keep our minds open to investigations that reveal new facts and expand our awareness.

We ask our children not to shout over one another in their attempts to gain our attention. It is time we set a proper example by standing for truth and for civility in a climate poisoned by discourtesy, dishonor and disrespect.

I thank Rachel Carson and her biographer Linda Lear for reminding me that speaking truth – to power and the public – does not require shouting. It simply requires a tenacious commitment to the truth about the things that matter most to us.

 

WHY WE NEED A MATH MINDSET

I never learned to love math. I don’t think I am alone.

As elementary and secondary students, we are required to earn passing grades in math in order to move up the educational ladder. But we don’t have to like it and, too often, we don’t.

Study session at Pennsylvania College of Technology

It might not seem, at first, like a big deal. Some people like learning math and some people do not. However, success in the modern workplace often requires an understanding of how technology works. That understanding begins with mathematics.

Most of us lack even a basic understanding of how things that we depend upon every day really work.

How often do we look at our computers, cellphones or other devices and wonder how in the world they do what they do? It is not only our communication and entertainment devices; it is our appliances, automobiles and other products. Most of us lack even a basic understanding of how things that we depend upon every day really work.

Penn College electronics and computer engineering students

… industry will “fall a startling 2.0 million workers short of its needs” … over the next decade.

This lack of knowledge leaves too many men and women out of the running for jobs in growing industries, which need highly skilled workers. A Forbes article published earlier this year concluded that industry will “fall a startling 2.0 million workers short of its needs” to employ 3.4 skilled manufacturing workers over the next decade.

Two million job openings could go a long way toward improving our nation’s economy. How many lives could improve, how many families could be more secure, if we were capable of motivating students to take on the challenge of really understanding the mathematical foundation of modern technologies?

Learning automated manufacturing at Penn College

“You have to think abstractly and math really helps you to develop that mindset …”

Earlier this year, I interviewed Edward J. Almasy, a member of the faculty at Pennsylvania College of Technology, who described the importance of math in operating the electronic devices that rule modern industry.

“There’s millions of calculations going on every second. You can’t physically see that. You can’t see gears turning … levers being pulled. You have to think abstractly and math really helps you to develop that mindset … Having a mathematical mind will help you to understand how things work.”

 “Working Class: Game On! Why Math Matters” – the latest episode in our award-winning documentary series – explores the link between math, computers and technology. It also encourages teachers and parents to help students understand how studying math will prepare them for the challenges of a modern world.

Penn College mathematics faculty often must find unique ways to turn students on to a subject they feared (and perhaps tried, as I did, to ignore) in high school.

“A teacher can make math more interesting.”

Lauren A. Rhodes

“When students come into my classroom, I would say the majority – at least more than half – are just terrified,” said Lauren A. Rhodes, who tries to calm the students’ fears and convince them, “You can do this!”

Her colleague Edwin G. Owens sees this as a motivational challenge for teachers: “Most students who are struggling with math see letters and numbers, they don’t see what they represent. A teacher can make math more interesting.”

Edwin G. Owens

In tackling the subject of “Why Math Matters,” the Working Class documentary features mountain climbers, a superhero and the legendary video game pioneer who founded Atari, Nolan Bushnell.

In a future blog, I will share more details about my interview with Bushnell, who was named by Newsweek as one of “50 Men Who Changed America.” The entrepreneur who revolutionized the industry in the 1970s, today works with a company that develops adaptive games for learning, Brainrush.

Working Class: Game On! Why Math Matters made its broadcast premiere on public television this fall on WVIA Public Media. WVIA serves as co-producer of the series.

Teachers and homeschooling parents who want to learn more about how to use Working Class and other public media resources in their lesson plans are invited to participate in a free workshop on Nov. 30, 2017, at WVIA Public Media Studio. Contact me via e-mail to get more information or register for the workshop.

The shirt speaks for its owner, Mike Cherry, climbing coach and creator of The Addventures of Plusman comics, featured in Working Class: Game On! Why Math Matters.

BEAUTY & THE MATH

A Construction for the Heptagon (Neusis II) https://www.k-state.edu/english/nelp/purple/art.html

Math was the beast of my high school homework. It loomed large and dangerous. I feared it and, too often, I hid from it. So, imagine my surprise when an enthusiastic math teacher led me to understand what I had missed.

“What I love most about math is its beauty,” explained Lauren Rhodes, assistant professor at Pennsylvania College of Technology. “I think of mathematics as color and light and sound and form … Math is art and art is math and music is art and music is math. They are all related. The underpinnings are mathematical …”

Lauren Rhodes

While interviewing Lauren for the Working Class documentary series, I found myself wishing I had learned math from a teacher like her. If I seen math as more than numbers and symbols and if I’d been willing to explore the connections between math and things I was naturally curious about, I might have tamed the beast that I feared.

I’ve been surprised to realize how many creative artists and innovators actually love math. Not only are they not afraid of math, they love it!

Crockett Johnson, author of Harold and the Purple Crayon (a children’s book classic featured in Working Class: Dream & Do), pursued a later-in-life love affair with mathematics.

Original book cover, Wikipedia

According to Dr. Philip Nel, who created The Crockett Johnson Homepage, math first was a hobby for the artist and then it became the inspiration behind a significant body of work.

He explained: “During what might be called his third career, Johnson painted about 100 large, vivid canvases of geometric shapes, often using a computer to plan the shapes for his abstract, mathematical ideas.”

Crockett Johnson’s math inspired work helps to dispel the myth that math and art do not mix.

Created during the last 10 years of Johnson’s life (1965-1975), 80 of the mathematical works now are part of a National Museum of American History collection.

Crockett Johnson and his painting Squared Circle. https://www.k-state.edu/english/nelp/purple/photographs.html#johnson_and_art/krauss Photo credit: Jackie Curtis.

The Mathematical Association of American calls the collection a “mathematical treasure” created by an artist who had “no formal training in mathematics.” Examples of the work also are included in a Smithsonian “Where Art Meets Math” spotlight.

Crockett Johnson’s math inspired work helps to dispel the myth that math and art do not mix. It is a myth Lauren Rhodes routinely faces.

“I have heard parents, teachers, other students, people talking about themselves, saying, ‘Oh, that’s okay, you’re just not a math person. Some people just aren’t. You’ll probably never be able to do mathematics.’ I want to scream, ‘No! No!’ It may be harder in some ways to learn some pieces of mathematics for some people, but we need to find a way for math literacy.”

“It may be harder in some ways to learn some pieces of mathematics for some people, but we need to find a way for math literacy.”

Lauren believes passionate educators can inspire students through practical learning experiences that pave the way for greater math literacy.

“I think probably the best thing a teacher can do ever is love their subject,” she said. “I know as teachers we all lose that passion occasionally. You’ve got to get it back … You have to sell your subject. You have to love it. Then, I think secondly you have to bring the magic with you.

“You have to be able to show students, even if they don’t understand … show them what different colors look like in mathematics. Show them what different sounds look like with the waves. Show them geometric structures that are unusual and yet structurally sound … Even if mathematically they can’t do it yet, they have to know why … Why are we doing this? Where is this algebra that seems to go on forever, where is it going to take me?”

“Show them geometric structures that are unusual and yet structurally sound.”

Artistic welder Matthew Gordon was influenced by his mother’s (Lauren Rhodes) love of art and math.

Mathematics can take students to incredible places – and serve as a foundation for rewarding careers – if they are willing to put the work into their study of the subject.

The latest episode in our documentary film series, Working Class: Game On! Math Matters explores the challenges and rewards associated with the study of math. It emphasizes the connection between math and technology.

“I think technology has helped mathematics to blossom,” Lauren Rhodes said. “I think the unfortunate side effect of inundation with technology is that we do expect to learn immediately – that if we can’t ‘Google’ it, then it’s not worth knowing. To me that’s very frightening because I know how much work it takes to really learn something for yourself … It takes time and effort and energy … We need resilience and fortitude, not just immediate answers. We need to have a meeting of technology and humanity.”

“We need to have a meeting of technology and humanity.”

A Student Bodies welded art sculpture on the campus of Pennsylvania College of Technology.

The Working Class series attempts to arrange such a meeting, inviting the audience to see the connection between what we learn in school and how we live our lives and  choose our work.

This week, Working Class: Game On! Why Math Matters premieres on WVIA Public Media. Featuring Lauren Rhodes along with other educators and legendary video game pioneer Nolan Bushnell, the film explores a variety of careers — from gaming and simulation to electronics engineering — that are based on the beauty and practicality of math.

Math is not a beast. Students need support and inspiration from teachers and mentors willing to dispel dangerous myths about who can and who cannot excel in math. Each and every math student deserves to find a path that leads to math literacy.

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Frustrated Imagination

“… By senior year, Harold

became distant, his work increasingly angry …”

In a poem published in a recent issue of Poetry magazine, D. Gilson has re-imagined Harold – the creative child who draws his world into existence in Crockett Johnson’s Harold and the Purple Crayon.

Unlike the confident, charming boy (whose tale was featured in Working Class: Dream & Do and mentioned in the most recent producer’s blog), Gilson’s character is a frustrated young man lacking in motivation.

Harold’s world lost its hue. His color-filled imagination – misinterpreted by parent-blaming psychologists and academic dragons – wasted away. One of “kid lit’s” most innovative boys, Harold responded in anger to the dimming of his light, his creative nature.

I find a rock-hard bottom line in Gilson’s poem. Kids start out curious, excited about life and learning. What adults do, or do not do, can kill that curiosity and cause youths to abandon opportunities to become their own best individual selves.

When students see education as drab and lifeless, something is wrong. While we may try to appease our concerns with the idea that “standards” alone assure no student is “left behind,” we know in our hearts it is not true. Rote instruction, which does not inspire curiosity and creativity, leaves behind every child and every teacher that loses a zest for the experiences of teaching and learning.

When students see education as drab and lifeless, something is wrong.

I encourage the reader to spend a few minutes with D. Gilson’s poem and to consider what steps she or he can take to inspire creative schooling. Parents, teachers, and other adults who care can make a difference by nurturing a natural love for learning that exists in young minds.

The founder of Atari and Chuck E. Cheese, Nolan Bushnell, told me recently in an interview featured in Working Class: Game On! Math Matters, “If the student doesn’t want to come to school or is bored in school, it’s our fault. We have to change what we’re doing … We really need to make sure that we are providing a banquet of learning as opposed to ‘You’re going to eat your spinach right now and you’re going to like it.’ I think that maintaining curiosity and passion is more important than academics.”

“If the student doesn’t want to come to school or is bored in school, it’s our fault.”

Nolan Bushnell

I invite teachers and parents who are interested in discussing these ideas to join me on November 30 at 9 a.m. at WVIA Public Media Studios in Pittston for a Working Class: Connecting Classrooms & Careers workshop. WVIA’s director of education Andrea O’Neill and Working Class director/editor Chris Leigh will join me in leading the workshop.

Join our workshop – Nov. 30 – WVIA Studios

If you would like more information or to register, please email me at elambert@pct.edu.

I want to thank poet D. Gilson (who asked, “Where, oh where, do the wild things go?” in another poem recently published by Poetry magazine), for his imaginative look at how beloved children’s book characters might be changed by their life experiences. I also want to thank Nolan Bushnell for committing his time, energy and legendary entrepreneurial expertise to the cause of making education more relevant for students in the 21st century.

We must do all we can to prevent young people from becoming disengaged and resentful of educational systems that  leave them behind, without the tools and imagination they need to create lives that are worth living.

CREATIVITY OPENS DOORS

“Every person is creative. Creativity is the natural order of life …. You are creative. Your child is creative. Encouraging that in both of you opens doors to happiness, connection, and yes, increased performance and ability in other areas.”

My bookshelf holds a number of works by author Julia Cameron, who paved The Artist’s Way for many over the last quarter century.

For several decades, inspired by Julia Cameron’s The Artist Way, I have started my days by taking a notebook and pen in hand and writing three “morning pages.” I recount a dream, set the day’s agenda, consider a challenge, start a shopping list. Maybe, if I am wide wake, I imagine a few lines of poetry.

Nothing on these pages is worth sharing; yet, I believe capturing my thoughts on paper as soon as I rise invites more creativity into my daily routine.

Author Julia Cameron encourages the raising of creative children.

When I started thinking about making films that would inspire viewers to connect academic studies to careers in the “real” world, I turned to another Julia Cameron book for inspiration. In The Artist’s Way for Parents: Raising Creative Children, she writes, “Every person is creative. Creativity is the natural order of life …. You are creative. Your child is creative. Encouraging that in both of you opens doors to happiness, connection, and yes, increased performance and ability in other areas.”

I do find pleasure in creating. Whether it is writing scripts for the Working Class documentary series, taking photographs of beautiful scenery, making a quilt from recycled materials, or cooking with fresh herbs from my garden, I love playing with ideas and producing an original something that I can share with others.

Whenever anyone tells me that he or she is not creative, I feel sad because I know it is not true. I know creativity lies within each of us. We only need to explore our curiosities and we will discover countless ways to express our individuality and creativity. It is fun for everyone.

Inspired by Harold and the Purple Crayon, featured in Working Class: Dream & Do, I used purple fabric in several homemade creations.

Do you remember Harold and his crayon that created an entire world? If not, take time to read Harold and the Purple Crayon by Crockett Johnson. The first film in our series, Working Class: Dream & Do, features a reading of this book, which simply reveals the power of a person’s imagination in developing his/her place in the world.

The story is featured in Everything I Need to Know I Learned from a Children’s Book: Life Lessons from Notable People from All Walks of Life, edited by Anita Silvey (2009). Two famous authors, Maurice Sendak (Where the Wild Things Are) and Chris Van Allsburg (Jumanji and The Polar Express), selected the 1955 classic as a book that offered important life lessons.

Van Allsburg said, “As a child my favorite book was Harold and the Purple Crayon by Crockett Johnson. The book is based on a perfect visual concept: A little boy builds a world out of purple lines, and then that world becomes real … I believe that the empowerment of Harold appealed to me as a reader – I loved the idea that I could be in control and create my own world.”

“I have remembered the book since childhood for two reasons,” he continued. “First, for the theme: The book explores the power of imagination, the ability to create with imagination. Second, the book contains a fairly elusive, mysterious idea but presents it so succinctly through these simple drawings that this idea registers clearly.”

It is true! Children’s books can teach us much about what we need to know in life … and everyone has their favorite.

Sendak, in a 2005 interview with Jennifer Ludden for NPR’s All Things Considered, said, “Harold is just immense fun; that’s all, just fun … there are no lessons in ‘Harold.’ You have fun, you do what you like and no one’s going to punish you. You’re just a kid.”

The second part of the NPR interview reveals that early mentoring from Harold’s creator Crockett Johnson and his wife Ruth Krauss (another legendary creator of children’s books and author of The Carrot Seed) helped to guide Sendak’s career.

Each of us needs guidance and encouragement to follow our personal dreams and achieve our professional goals. Every person and every profession benefits from an infusion of creativity. As we consider careers and guide young people in the direction of their dreams, let us remember that following our curiosity can lead us to richer, more satisfying lives.

In the words of Julia Cameron:

“Allowing our children to blossom creatively does not mean that they will become professional artists, but it does mean that they are more likely to enter a profession where they are more fully themselves.”

Risk & Reward

Chris Leigh, rock-climbing risk taker, filming Working Class documentary from the Shawangunk mountain range.

I am a cautious risk taker. As much as I enjoy exploring new opportunities, I am fond of tradition and grounded in the familiar. (Grounded is a key word.) So, when invited to climb the boulders at Mohonk Preserve last fall during a video shoot for the latest episode of the Working Class documentary series, I politely declined.

Fortunately, the series’ co-creator, director and editor Chris Leigh took the challenge. Assisted by Eric Ratkowski, an experienced climber with the accredited guide service Alpine Endeavors, Chris made his first climb in order to film a practice session of the Shawanpunks youth climbing team for Working Class: Game On! Why Math Matters.

You might wonder how mountain climbing fits into the script of a documentary series that connects academic studies and technology-based careers. It seems like a stretch until you meet Michael Cherry, who created a math superhero in The Addventures of Plusman comics. He also climbs and coaches the Shawanpunks.

The essence of delving into a mathematical concept or the complexity of movement required to complete a rock climb are essentially parallel creative processes.

Addventures of Plusman creator Mike Cherry wears a heart-felt message on his climbing t-shirt.

“Math and climbing are similar in that they’re both hard,” according to Mike, whose biography on the Alpine Endeavors website states: “Although people approach puzzles differently, they share the same joy in solving them. The essence of delving into a mathematical concept or the complexity of movement required to complete a rock climb are essentially parallel creative processes.”

The process of creating a documentary about the importance of math in education and the workplace led Chris to take a risk and climb Mohonk’s internationally famous rocks in the Shawangunk Mountains near New Paltz, NY. While I kept both my feet on the ground, I photographed Chris in action and admired his courage in making the climb.

Coach Mike explained to me how fears about climbing are similar to the fears some students face in their math classes.

“In a situation in class, you may initially feel very uncomfortable because you don’t know if you’ll succeed … In math and in climbing, I think getting through those fears is really a key to being able to learn and being able to just let yourself explore.”

Brave warriors of the Shawanpunk climbing team get ready to take the mountain.

While I was not a brave mountain warrior during our day at Mohonk, I did overcome another kind of fear in producing the Working Class: Game On! Math Matters documentary. I took a chance – a long shot at best, I thought – and requested an interview with a real-life superhero.

It all began after the release of the first episode of our documentary series, Working Class: Dream & Do, when Nolan Bushnell began following the series on Twitter. Yes, the Nolan Bushnell who brought video games into American homes in the 1970s.

Much to my surprise, my request for an interview was accepted by the man who starred in the Silicon Valley saga, founded Atari, created video games like Pong, introduced Chuck E. Cheese to pizza and game loving kids everywhere, and wrote a book about hiring a young Steve Jobs.

We talked via Skype late last year. I confess that I was very nervous. He, on the other hand, was an enthusiastic conversationalist who spent the better part of an hour sharing his thoughts on technology, education and what today’s kids need to prepare for the future.

Portions of Nolan’s interview appear in Working Class: Game On! Why Math Matters. I will share more details about the interview in a future Working Class producer’s blog. For now, I will just say it was an incredible honor to speak with such a fascinating man –  one of “50 Men Who Changed America” according to Newsweek. It is an opportunity I would have missed had I not faced my fear of rejection and reached out with my “longshot” request.

At the end of the day, risk can bring reward. A kid can learn to climb a mountain or solve a math problem. An adult can step outside his/her comfort zone and make a good project better. People can work together to provide education that is relevant to present and future needs and to ensure that natural resources, like the beautiful Mohonk Preserve, are protected for future generations. The potential rewards are worth the effort.

I would like to thank Mike Cherry, Eric Ratkowski, and Alpine Endeavors for allowing us to experience climbing from a variety of angles (and for keeping Chris safe on the side of that mountain). I would also like to offer a special thanks to Mohonk Preserve’s Jon Ross, associate director of visitor services, and David Toman, deputy executive director and chief financial officer. David approved our request to film on location and Jon spent an exceptionally lovely fall day driving us through the breathtakingly beautiful mountain preserve.

You can see Mohonk’s famous boulders and more on Working Class: Game On! Why Math Matters during its premiere broadcast on WVIA Public Media on Thursday, Oct. 19, at 8 p.m. or watch it now via the series website http://workingclass.tv/.

Check in next week to the producer’s blog for more highlights of the latest episode in our series and for updates on Telly-Award-winning episodes Working Class: Dream & Do and Working Class: Build & Grow Green.

EARTH DAY LEGACY

Teacher Andy Bartholomay

“I’m old enough to remember the first Earth Day,” Andy Bartholomay admits. “We were destroying very quickly the environment around us. One of the things the first Earth Day did was put us back in touch with where we come from.”

Andy teaches forestry at Pennsylvania College of Technology. Because his students will manage forest resources for the next generation, he believes it is important they respect nature and understand their effects on the environment.

“I think Earth Day is a really good reminder that people are linked to that land, and the land is linked to the people,” he said during an interview featured in the Working Class: Build & Grow Green public television documentary, available now for online viewing.

“Where did the wood in your house come from? It came from a forest. Where is carbon being sequestered today? It’s being sequestered in the trees in your yard. I think people have a much better understanding of how they relate to the environment and that they are actually part of the environment,” he explained.

As a forestry professional, Andy sees nature as a resource that people can use wisely to meet present needs while protecting the environment for future generations.

“Even though my background is heavily into harvesting and regeneration and the manipulation of the resource, I still hug trees,” Andy said. “I’m in awe when I go in and see an old, tall tree that’s survived for centuries … It’s amazing to me. I’ll hug a tree. I admit it.”

Another Penn College teacher featured in Working Class: Build & Grow Green, Deb Buckman, remembered that the first Earth Day came as “a bit of a shock” to her.  She grew up in a pristine environment, in Northcentral Pennsylvania, which had not yet seen obvious effects of pollution.

“It focused a big beam of light on what industry was doing, what municipalities were doing, and even what individuals were doing to create damage to the environment,” the chemistry and environmental science teacher said.

Environmental Science Teacher Deb Buckman (at right)

After college, Deb worked in industry, helping the companies comply with environmental regulations.

She recalled, “Industry used to be the big bad guy, but most of them now are very pro-environmental and really do want to work with making things better … There’s a lot more dialogue between industrial people and people who care greatly about the environment to try and solve some of these problems.”

I asked Deb how we can do better jobs balancing environmental concerns with the desire for modern conveniences. She suggested that we ask ourselves these questions before consuming products:

  • Do I really need this?
  • Where did it come from – locally or from thousands of miles away?
  • How much do I need? (We throw out a lot of stuff – from food to big appliances.)
  • Do I really need to replace something that works with a newer model?
  • Where will the item that I discard end up? Will it be recycled?

“Every life does make an impact,” Deb declared.

“Unless you’re standing and doing absolutely nothing, you are making an impact. We make an impact every day. We travel in our cars, which means we burn gasoline; the gasoline had to come from some place … The growing of all the food and all the impacts that happen with that. Our clothes make an impact. Every single thing you do makes an impact on the environment.”

Deb believes history has taught us important lessons that can help us do a better job managing our natural resources. In Pennsylvania, she recalled, those lessons came from big “booms” related to timber and coal and, more recently, natural gas.

“I think we’ve learned a lot from the past mistakes … We learned that if you just leave coal mines and abandon them, you’re going to wind up with acid mine drainage, which destroys everything. We learned that we need to have trees and don’t strip everything down all the way.”

Andy described how the devastation of forests in the 19th century left an important legacy: “At one point Pennsylvania was completely clear cut with a few exceptions here and there. There was no look at the future.”

“The modern practice of forestry in Pennsylvania and most of the United States is a lesson of sustainable growth and sustainability … an effort to maintain forest in perpetuity so that we can have the wood products and the fiber that we need while, at the same time, maintaining balance in the ecosystem,” Andy said. “Today, a truly managed forest is one that is sustainable, so that there will be forest – generation after generation.”

Earth Day 2017 (Saturday, April 22) is a perfect opportunity to share messages of history and hope for the future with the next generation. Take your children … take your students … take yourself … into the outdoors and appreciate the gifts and the resources that nature provides.

Then, take time to consider your impact on Planet Earth.

“Everything that we do today will affect what happens next year and the year after and a hundred years from now,” Andy reminded me. “If we do our job well then we’ve impacted future generations in a very positive manner.”

PARENTS & TEACHERS: See my last blog for links to resources that can help you share Earth Day and Climate Week activities with your children and teens.