Shawn L. Bird

Original poetry, commentary, and fiction. All copyrights reserved.

Mastering the art… April 30, 2013

Filed under: Teaching — Shawn L. Bird @ 9:27 pm
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Today I accepted placement in a Masters of Education program in Curriculum.  I am hoping to study the innovations in the Finnish system, and hope to take advantage of university exchanges in order to travel to Finland to observe their system in high school class rooms.  As I speak passable Finnish, have lived in Finland, and understand the Finnish culture, I imagine this will be easier for me than many North American educators curious about this system that is one of the few that ranks above Canada’s.  (Four  points above Canada, 22 points above the UK, and 25 points above the US in the 2009 PISA rankings).

I was offered placements at two institutions, so it was a bit of decision, but I am looking forward to studying in the intimate and flexible environment of Thompson Rivers University in Kamloops.

Studies won’t begin until September, which hopefully will provide opportunity to finish the editing of Grace Awakening Myth (book 3 in the series) and finish writing Grace Awakening Destiny (book 4) before I start.  I will be teaching (probably full-time) while I am studying, so I will definitely not have any time to be marketing either book with all my Saturdays in classes in Kamloops for the next couple of years!

Do you have a Masters?  Did you do it full time or part time?  How did you find the process?  Do you have any tips?

 

Did I miss anything? February 26, 2013

Filed under: Poetry,Teaching — Shawn L. Bird @ 11:40 am
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I was a new teacher, substituting in an English class when I came across  Tom Wayman’s poem “Did I Miss Anything?”.  Every teacher hears the question several times each week as students who’ve missed a class come to see whether their grades will be impacted by their absences.  It gets frustrating.  Wayman’s poem reflects the frustration of teachers called to respond to that question.

Of course, the student missed something!  If I am doing my job properly, just knowing the task assigned is not sufficient.  It is in the preparation for the assignment and the discussion around it that the greatest learning can take place.  The opportunity to consult with peers, to explore their understanding as well as your own helps you to grow as a learner.  Of course, students miss something when they are not in class; moreover, the class misses something as well. 

Your presence improves our learning, too.  We miss you.  You miss us.

In most cases, the world will not change dramatically because a student isn’t in class, but Tom Wayman imagines a time when that could be the case.  His ironic tone matches those felt by those harried teachers who must attempt to synthesize instruction and discussion into a few seconds when they tell the student about the missing assignment while readying the class for the new lesson.

Read Tom Wayman’s poem: Did I miss anything?  The answer is, “Of course, you did!”

 

graduate school: it’s in the mail! February 24, 2013

I love learning. I like researching and writing papers. I like developing programs and evaluating them. I like coming up with innovative ways of doing things. I love the satisfaction of successfully meeting a challenge.  In short, I’m a nerd.

This also means, I probably should have applied for grad school years ago. It was first suggested to me by a teaching assistant in a Women’s History course I did back about 1989. At the time, in a one income household with a toddler and baby, it was just something to sigh about and say, “Some day…”

I did apply for an extremely competitive Creative Writing program at an eminent university two years running. They have very, very low acceptance rate, but I figured, “Nothing ventured, nothing gained.” As it happened, I received the second rejection the same day I got my first royalty cheque from Grace, and somehow that told me that it didn’t matter. Most people enter that program so they can get a royalty cheque. I was ahead without them. I will continue to develop those skills working with amazing authors, attending conferences, reading, and being challenged by my editor and friend, Vikki.

I still want to learn though, and I want the credential, because it will open other opportunities. Today I dropped two grad school applications in the mail. Ideally, I’m going explore the Finnish education system and how it can be adapted for use in B.C. I’ll focus on some sort of curriculum development, either in the traditional class room or via distance learning. Both options offer all sorts of exciting prospects, so I’m eager to see where I’ll end up.

Should I confess that my biggest fear is that if I end up in a program that requires weekend study, that it will impact the May 2014 weekend when Diana Gabaldon will come to be presenter at the Shuswap Association of Writers’ Word on the Lake Festival of Writers and Readers? The grad school will have to do without me that weekend, as I’ve already booked it off! My kids aren’t allowed to get married that weekend either. I have my priorities.

And how should I celebrate this new adventure? Some would raise a drink with friends, or take their honey out for dinner. I’m celebrating with new Vogs, culled from the collection of the ultimate Vogger, Rebecca in Winnipeg.

Welcome to the family Fluevog Second Miracle Cascades…   (See if you can find them in the group photo of Rebecca’s shoes, in the link above!)

FluevogSecondMiracleCascades

 

Finnish education February 17, 2013

Filed under: Teaching — Shawn L. Bird @ 6:31 pm
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There is now a benefit to my educational experience to speak Finnish! This is what I hope to focus on in my MEd.

 

easy university December 5, 2012

Filed under: Teaching — Shawn L. Bird @ 10:34 pm
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Is university too easy?  Is high school too easy, so kids aren’t prepared for the rigour of university?

Margaret Wente has an interesting piece in the Globe and Mail today.  She asserts that university is being dumbed down because kids have no work ethic or self-discipline.  Knowing that my English 12 class has a phenomenal average (although there are 23 girls to 6 boys, and that definitely has an impact), I know that most of my students work hard and are able to think critically.

I am always surprised that my grade 9 students don’t know some basic things like grammar, sentences, etc.  When I taught at a Middle Elementary school a couple years ago, I was intrigued to see that the kids are taught the skills repetitively from about grade 2.  I don’t know why the kids think it’s new every time, but I’m sure there is some brain theory at play.  Do people dump previous learning whenever they move from one institution to another?

My students know how to write sentences, craft paragraphs, and properly organize a research paper.  I hope they remember when they get to university!  In the last couple of years I’ve received notes from past students relaying compliments they received on their essays, “You must have had a good English teacher in high school.”  🙂  I hope they all have the same comments on their papers!

What do you think?  Is high school or university too easy these days?

 

 

re-writing history November 20, 2012

Filed under: OUTLANDERishness,Teaching — Shawn L. Bird @ 10:39 pm
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I’m just about to start George Orwell’s 1984 with my English 12s.  One of the themes to explore is how history is manipulated to serve the present.

Classic example from this year: The Conservative government did that with their celebrations commemorating the War of 1812 “Yay! We Canadians beat the Americans!”.  Of course, the Americans say “Yay! We beat the British!”

Diana Gabaldon asserts that this propensity is not the fault of the historians…

              “No, the fault lies with the artists,” Claire went on.  “The writers, the singers, the tellers of tales.  It’s them that take the past and re-create it to their liking.  Them that could take a fool and give you back a hero, take a sot and make him a king.”

                “Are they all liars, then?” Roger asked. 

                “Liars?” she asked, “or sorcerers?  Do they see the bones in the dust of the earth, see the essence of a thing that was, and clothe it in new flesh, so the plodding beast re-emerges as a fabulous monster?”

(Diana Gabaldon, Dragonfly in Amber, p. 814)

Politicians do it.  Writers do it as they re-imagine historical experience from the perspectives of their characters.  Artists do it when they clean up their subjects (

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Day 20 NaNoWriMo: 0   (Total November: 32054)

 

exempli gratia July 9, 2012

Filed under: Teaching,Writing — Shawn L. Bird @ 9:47 am
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e.g.

So, I was pondering “e.g.” today.  I know, of course, that the translation of this Latin abbreviation is ‘for example’  but I was wondering if ‘e’ is for ‘exempli’ what is the ‘g’ for?

Guess.

Just guess.

Yeah.  It’s GRATIA.  Seriously.

So then I had to look at ‘gratia’ again.  Google translator tells me it means ‘of.’  My mind is beginning to boggle.  So here is what Google says the Latin word ‘gratia’ is all about.  It’s absolutely ubiquitous!  It’s a very all-purpose, wonderful word.    It’s a noun with 25  interpretations.  It’s a conjunction .  It’s 3 prepostions. ( “of” is a preposition.  Notice that it’s not on the list).

Exempli, on the other hand, is very specific.  One meaning.  Just ‘example.’

Now.

Go through the list below of interpretations of ‘gratia’ and put ‘example of’ in front of each one.  Suddenly those two little letters become rather profound.

Words are fascinating.

noun
GRACE GRATIA, LEPOS, LEPOR, VENUS, VENUSTAS, DECOR
FAVOR
PLEASINGNESS GRATIA, LEPOR, LEPOS, LIBITA
PLEASANTNESS AMOENITAS, JUCUNDITAS, IUCUNDITAS, GRATIA, DULCITUDO, DULCEDO
FAVOUR
CHARM DELICIAE, GRATIA, VENUSTAS, VENUS, IUCUNDITAS, JUCUNDITAS
LIKING GRATIA, APPROBATIO, FAVOR, LIBIDO, LUBIDO
GOODWILL GRATIA, ADFECTIO, AFFECTIO, AFFECTUS, AEQUANIMITAS, ADFECTUS
ESTEEM HONOR, HONOS, CARITAS, DIGNATIO, DIGNITAS, GRATIA
GRATITUDE GRATIA, GRATUS ANIMUS, GRATITUDO, PIETAS
LOVE AMOR, COMPLEXUS, ARDOR, CONPLEXUS, FLAMMA, GRATIA
APPROVAL APPROBATIO, COMPROBATIO, CONPROBATIO, PROBATIO, CONCORDIA, GRATIA
SUPPORT SUBSIDIUM, CONATUM, AUXILIUM, SUPPETIAE, SUBPETIAE, GRATIA
POPULARITY STUDIUM POPULI, FAVOR POPULI, GRATIA
THANK GRATIA
SERVICE OPERA, BENEFICIUM, SERVITIUM, ADMINISTRATIO, MINISTERIUM, GRATIA
THANKS GRATES, GRATIA
REGARD RESPECTUS, CURA, CARITAS, HONOR, HONOS, GRATIA
ACKNOWLEDGMENT AGNITIO, GRATIA, CONFESSIO
EARNING GRATITUDE GRATIA
FASCINATION FASCINATIO, LEPOR, LEPOS, GRATIA, MEDICATUS
PARTIALITY FAVOR, GRATIA, CUPIDITAS, INIQUITAS, STUDIUM
AFFECTION AFFECTUS, CONATUM, AFFECTIO, ADFECTIO, GRATIA, BENEVOLENTIA
FRIENDSHIP AMICITIA, AMICITIES, SODALITAS, NECESSITAS, NECESSITUDO, GRATIA
AUTHORITY AUCTORITAS, POTESTAS, POTENTIA, LICENTIA, IUS, GRATIA
preposition
TO IN, USQUE AD, USQUE, GRATIA, INDU, ERGA
IN FAVOR OF GRATIA, PRO, PROD
FOR THE SAKE OF OB, CAUSA, GRATIA, ERGO, PER
conjunction
IN ORDER TO GRATIA
 

literary immortality July 6, 2012

I’ve been spending the last few days transcribing my copy of Susanna Dobson’s Life of Petrarch (1777) and as I plug away on the typing I am musing on immortality.

The other day I alluded to and listed Shakespeare’s “Sonnet 18,” and as I read it, I am thinking of the comparison between Will’s unknown inspiration, and Petrarch’s Laure.  Here’s that sonnet again:

SONNET 18

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date.

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimmed;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wand’rest in his shade,

When in eternal lines to Time thou grow’st.

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.


The immortality happens in the closing couplet.  So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.  “This” is, of course, Will’s poem.  He claims that he has made his beloved immortal by describing her (or him) in this poem.  The immortality has limited value, being as we have no idea of whom he was speaking, but the moment of loving adoration is captured for all time.

Petrarch is a little more specific.  He names his love, and of course, the people of his time knew exactly who she was.  He calls her Laure, and his poetry abounds with symbolism of the laurel.  A crown of laurels was (and still is) a mark of distinction. Petrarch believes she is his crown and his success.  History (particularly the Abbé de Sade in his Mémoires sur la vie de François Pétrarque, 1764) records her as Laure de Noves, wife of Hugues de Sade.  (In English, we call her Laura).

Here is Petrarch’s Canzoniere 6 which shows a play on the laurel at the end:

Now so depraved is my poor fool, desire,
To persecute this lady, turned in flight,
Unloosed of Love’s entrapments, footing light,
Ahead of my slow run he flies. Prior

To my objections, by the roads most dire,
The more I call, the more he takes to flight;
Restraint is weak, nor has the spur its bite
When Love and nature in him do conspire.

And then he grasps the bridle to direct
The way, and takes me for a vassal, hastes
Post-haste, as though to death, my worsened state

To reach at last the laurel and collect
The bitter fruit of others’ plagues, the tastes
That grieve one more, unless they consolate.

(trans.  “Hypocorism” on Yahoo Answers)

This poem is echoing the section that I’m transcribing at the moment.  Laura is being stalked.  Petrarch follows her about Avignon, gazing dreamily at her or trying to talk to her.  She covers her face and takes off in the other direction.  You can almost hear her running steps while Petrarch shouts rhyming verses extolling her beauty.  It’s a wonder her hubby Hugues didn’t call him out and beat him to a pulp!  (Now that’s an interesting scene, isn’t it?  Hmm.  Expect to see something along those lines).

The summary of this vague sort of comparison between Will and Francesco is that  to truly be immortalized, the beloved needs a name, and a personality.  Laure seems far more real than Will’s anonymous beloved.  While Laure is busy running in the opposite direction, pulling her veil over her head, and trying to maintain her virtue against the onslaught of Petrarch’s devotion, Will’s beloved is a static object, simply receiving affection and adoration.  There is no sense of individuality.  Nonetheless, the love does become immortal because it is recorded.  Words are powerful.

Here’s an afterword by poet Jacopo Sannazzaro   (1458–1530).  A hundred years earlier, Petrarch had lived at the spring that is the source of the Sorgue River, writing his canzonieres to Laura beneath the limestone cliffs that echo with the burbling of the river.

Sorgues, the River  Laura de Sade

THE NYMPH by Sorga’s humble murmurings born,

Illustrious now on wings of glory soars;        

Her high renown its awful echo pours           

Wide o’er the earth. Splendors like these adorn        

Her, destined, in her modest beauty’s morn,          5

To charm the eye of Petrarch. Her the doors 

Of fame’s proud dome enshrine; the radiant stores   

Of fancy blaze around her; nor does scorn    

On her low birthplace and obscurer tomb      

Glance a triumphant scowl. What suns illume                    10

With lustre like the Muse? How many dames,          

Wise, chaste, and lovely, of distinguished race,        

Have slept in death forgotten, lost their names,        

While hers from age to age beams with still heightened grace.         

(Trans. Capel Lofft)

Indeed.  The words craft immortality; the love brings fame.

This image is popularly considered to be Laure de Noves de Sade, beloved of Petrarch, though the Musee Petrarque in Fontaine de Vaucluse asserts that there are NO verified pictures of her, most being painted years after her death.

 

Shall I compare thee July 4, 2012

Filed under: Teaching — Shawn L. Bird @ 8:02 am
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I know.  School is over the year.  But still, when you come across something this great, you just have to share.  🙂  The referenced poem is at the bottom, just in case you wanted it.

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SONNET 18.  William Shakespeare
Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature's changing course, untrimmed;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wand'rest in his shade,
When in eternal lines to Time thou grow'st.
     So long as men can breathe, or eyes can see,
     So long lives this, and this gives life to thee.
 

chuis bo lip dub June 29, 2012

Filed under: Teaching — Shawn L. Bird @ 6:31 am
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The French Immersion kids at my school, many of whom were in one of my assorted English classes, created this awesome lip dub of Chuis Bo (transliteration of ‘Je suis beau,’ get it?) by the French group PZK .  It took many days of rehearsal, and a couple different days of filming.  In some versions I did a cameo for you, but I’m not in this final edit. 🙂 (which is a good thing).  Enjoy their efforts!

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