This was a sweet film. It made me miss my Great Aunt, a tiny little music teacher who was educated at Julliard, went on to teach Bill Buckley, Jr. and his siblings, and lived in Caramoor, in the composer's cottage. There was always an outdoor version of something Shakespearean happening. She died the same year as Cullum. Her funeral was mobbed with people literally singing her praises.
Follow your passions? Could the professional message from the film be as simple as that? Share your love for your subject and don't expect the expected of your students? Students rise to the heights to which they are allowed? Mediocrity has blunted the objective of education? Teaching is theatre? Learning is play?
At the secondary level it feels that this film is endorsing the things I believe: that young people should feel and be the voices that actively construct their (our) world. That learning is exploration and apprenticeship.
I'll admit that I wondered if Cullum's sexuality was ever questioned. It seemed that might've been a component in some of the arguments raised by his detractors. People are funny in what they decide should be 'the enemy'. It's too bad Cullum didn't/couldn't stay in the elementary classroom longer.
2 comments:
First, I'm awed that you know someone who helped shape Bill Buckley! You raise some interesting issues here. A nagging hunch tells me that you may be correct in assuming Cullum's sexuality was a factor, although there is certainly no concrete indication of that. It certainly wasn't an issue with his students, which is more important. I think that the national spotlight must have created some jealousy, and, of course, success always seems to breed contempt. On a positive note, the fact that he held students to high standards but accepted them as they were validated much of the film for me.
This is an exciting film! Having taught for ten years at the elementary level, it reminds me of my own practice teaching younger children. I’ve tried to maintain the same level of interaction and activity, but it is more difficult.
Cullum exudes a sense of freedom in the classroom, which results in student exuberance. I’m impressed that after all the years, he still remembers his students; this is a testament to the personal nature of his classroom. He has high expectations for all students and motivates his class to work as a team. His metaphor of the class as a wagon, with all on board and everyone arriving at the destination demonstrates his inclusive philosophy. Seeking out the “difficult” student, when most other teachers would try to pawn him off on another teacher, demonstrates his active belief that all students can shine. As a result of this egalitarian practice, he makes even the black student feel included and loved, when blacks were discriminated against in larger society.
I enjoyed seeing his “management” of the ballet club; it shows how he gives student freedom and allowed room to create joy. His goal, “turn everyone into a star” is one that all teachers should remember and work towards.
This film inspires me to truly reflect on my daily practice and examine the student versus teacher-centered aspects of my own classroom.
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