Amnesty’s letter writing videos

I showed my class two YouTube videos from Amnesty International that promote their letter writing campaigns. The videos use spare black and white imagery and signatures, written in the air, are used by victims of human rights abuses to escape their persecutors. The video above did provoke a few giggles, because, I suspect, the character animation has a bit of humor to it despite the seriousness of the issues being portrayed. The video below is more powerful. It more frankly addresses the fact that human rights violations are taking place and some of its subjects are children (e.g. child soldiers).

Not all of the students understood at first that the signatures were meant to be their own, and the purpose of the video was to encourage the viewer to write, but they cleared that up after a short discussion. I hope the videos have some long term effect, because pretty promptly after the brief discussion they tried to convince me that I should show the YouTube video of the “Evolution of Dance“.

Writers’ rules for writing

The Guardian newspaper interviewed authors for their rules for writing fiction. The lists are quite interesting, and we try to instill many of the rules in our language curriculum:

Read it aloud to yourself because that’s the only way to be sure the rhythms of the sentences are OK (prose rhythms are too complex and subtle to be thought out – they can be got right only by ear). – Diana Athill

Keep a diary. The biggest regret of my writing life is that I have never kept a journal or a diary. – Geoff Dyer

Do it every day. Make a habit of putting your observations into words and gradually this will become instinct. This is the most important rule of all … – Geoff Dyer

Cut (perhaps that should be CUT): only by having no ­inessential words can every essential word be made to count. – Diana Athill

Some are a little odd:

Take a pencil to write with on aeroplanes. Pens leak. But if the pencil breaks, you can’t sharpen it on the plane, because you can’t take knives with you. Therefore: take two pencils. Margaret Atwood

And many make you think:

Finish the day’s writing when you still want to continue. – Helen Dunmore

Have regrets. They are fuel. On the page they flare into desire. – Geoff Dyer

Only bad writers think that their work is really good. – Anne Enright

I still have not gotten through the whole list, but Graeme Wood summarizes, “the rules sound haughty and dismissive, which is about what you should expect when you ask skilled craftsmen to reduce their craft to a few simple rules.” Yet to me, looking at a few of them at a time makes for a nice space for reflection on my own writing. It’s also the sort of semi-random trivia that my students seem to like. I know they’ll take issue with some of these rules, but that in itself would be make it useful.

For this reason, I like Jeffrey Tayler’s advice (which is not on the list):

[R]emember: None of us gets out of here alive. So don’t fear risks. Rebel. Be bold, try hard, and embrace adversity; let both success and failure provide you with unique material for your writing, let them give you a life different enough to be worth writing about.

Evolution and/of dance

My students know my weaknesses too well. I had a well crafted argument today that I should let them watch Judson Laipply‘s YouTube video, “Evolution of Dance“. The gist of the argument was that they never really understood evolution until they saw the video (we covered evolution last year); the way the dance moves evolved, with small changes from one to the other is an excellent analogy for the gradual evolution of organisms. The best example was how The Robot changed into Breakdancing. I let them watch it of course, it was a good argument and the video is pretty harmless. And if it actually helped them learn about evolution ….

“Imagine” “War”

One of the small group assignments last week was to pick two anti-war songs and present their meaning and context. They had a choice of music ranging in time from Frederick Weatherly’s “Danny Boy” to Green Day’s “Holiday”, but they chose two Vietnam Era songs, “Imagine” and “War”.

These turned out to be inspired choices. Not the least because both had music videos that closely reflected the songs’ different approaches to conveying the same message. Lennon’s “Imagine” is peaceful, aspirational, but somewhat subversive, while Edwin Star’s “War” is militant with its rejection of conflict.

The lyrics also provided an excellent contrast in the poetic use of language to convey meaning. After showing the two music videos, the students took the songs apart, stanza by stanza, and you can read the stridency in the punctuation and use of capitals in the lyrics of “War”:

WAR! good God y’all huh
What is it good for?
Absolutely nothing…say it say it SAY IT!
WAR!…uh huh yeah huh!
What is it good for?
Absolutely nothing…listen to me

We had a great discussion. I found this to be an excellent assignment that merged the poetry we’ve been studying in Language Arts with the history and peace education of Social World.


John Lennon – Imagine
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