Three Truthful Thoughts

As the high school chapter of my life draws to a close, there are quite a few things I’ve learned. Many of which were definitely explicitly stated at some point along the way, but there are some things I really don’t think are possible to learn by instruction. Here are my top three insights:

1. Do what you love (and want) to do.

I’ve spent a lot of time in situations I didn’t initially want to be in, trying to do what my parents or friends or overall societal norms thought I should. In some circumstances, I learned to like something I would have never given a chance otherwise. However, I’ve found that the majority of the time, it’s really not worth it. In the past few years, I’ve left school sporting events, declined party invitations, and stopped taking piano lessons because I realized that it’s more important for me to be happy than suffer through something in order to please others. I’ve also taken the time to discover what I really love: reading, biking, knitting, watching performances (to name a few). They might not be the most popular activities, but they make me calm, rejuvenated, and truly happy.

2. Show the people you love that you care.

Almost all human relationships end at some point. Whether it’s by distance, a bad break-up, a fight, or death, the time you spend with others is limited. In my psychology class, we discussed the importance of others in our own lives, and I realized that many of my old friends and relatives shaped me into who I am today, and I wish I could have shown them how much they meant to me while we were still in contact. There are so many people from my graduating class that I may never really interact with again, and in our last few weeks, I want to express my feelings for as many of them as possible.

3. Don’t give up on yourself.

This is probably my most cliché insight, and has already been declared on countless inspirational posters and by motivational speakers around the globe. But I must say, this is the greatest thing I learned throughout high school. At least for me, what makes life worth living is being involved and going back to #1, doing what I care about. In high school, I faced numerous rejections and obstacles (and if you want to hear more about those, I’ll send you one of my college essays). I’ve been extremely lucky in my family, friends and education, but in order to take advantage of all the opportunities that I have, I know I must believe in myself and not give up. That doesn’t necessarily mean that I can do everything I put my mind to, but I believe that I can find something that is right for me, whether it’s a job, a hobby, a sport or a lifestyle.

These ideas may resonate with you, or you may not have even began to come to them by your own conclusions. Either way, I hope they will spur personal thought and reflection, and maybe a little bit of inspiration. :)

Speaking through Silence to Stop Hate

Today, classmates at my school participated in the Day of Silence, a nationwide youth effort to bring awareness to the suffering of the LGBT community caused by ignorance, name-calling and harassment. I am a strong supporter of the cause and I participated in previous years, but this year, I did not. I never felt fully invested in the event, and I think that’s because I didn’t know many people who were a part of the LGBT community. However, the 2011 Day of Silence opened my eyes to my connection to the community and made me proud to be a part of the teenagers of today.

When a friend asked me read his statement to our class, I didn’t fully grasp the depth of what I was asked to do. After reading it aloud and joining my classmates in applauding, I realized that I was just trusted with something incredibly important: someone else’s voice.

Our voices, our opinions, our primary outlets of communication are the strongest vehicle for change we possess. Obviously, the students participating hadn’t actually lost the ability to speak, but the symbolism and meaning behind their actions was powerful and demonstrated the injustice of those who are forced into silence because of who they are.

The last line of my friend’s statement was especially poignant. He wrote, “Today, through silence, I speak”. I really believe that this sums up the goal of the day perfectly. I just hope that someday, we won’t have to devote a day to raise awareness because there won’t be anything to be made aware of.

Since my last DoS, I’ve gotten to know a lot more about the LGBT community, thanks to an amazing blog and the friendships of some wonderful people. I’m so proud that this is an event that created by my generation. We may be materialistic, pampered, impudent or a host of other unfortunate adjectives that teenagers are typically labeled, but through events like the Day of Silence, we can proudly say that we are the most tolerant and open generation in history.

Discovering the Essence of Adolescence through Poetry

I recently went to the library to work on a group project for English Class, and when sent to find a book pertaining to our topic (Freudian psychoanalysis), I found myself happily cavorting around the shelves of the nonfiction section. This might be one of my nerdiest admissions, but I absolutely love libraries.

While my group waited, I stumbled upon a book in the psychology section that stood apart from the other technical, scholarly books about Lacanian symbols and Jungian archetypes. I read a few pages, and immediately was hooked. By the time I returned to my group, I had read a quarter of the book and knew I would finish it by the end of the night.

I Am an Emotion Creature: The Secret Life of Girls Around the World is a collection of fictional poems by Eve Ensler. The poems vary greatly; some speakers include a suburban girl dealing with popularity, an anorexic girl documenting her struggle with food through a blog, an Iranian girl forced to get a nose job, a rape victim, and a girl forced into sex trafficking. Even though many of their experiences were foreign to me, the honesty and accuracy with which Ms. Ensler writes is powerful and easily relatable. The words could have easily come from my or a friend’s mouth in casual conversation or a whispered secret.

One of my favorite poems was “You Tell Me How to be a Girl in 2010” (If you want to hear the author perform this poem as a monologue, click here!). It really hit home for me because it was basically an angry rant about the current state of the world and our place as teenage girls within it. Here’s a passage from it that I found particularly poignant:

“What happened to teenagers rebelling

Instead of buying and selling?

What happened to teenagers kissing

Instead of blogging and dissing?

What happened to teenagers marching and refusing

Instead of exploiting and using?

I want to touch you in real time

Not find you on YouTube.

I want to walk next to you in the mountains

Not friend you on Facebook.

Give me one thing I can believe in

That isn’t a brand name.”

Ms. Ensler eloquently points out the materialistic, impersonal nature of modern interaction and teenage life. I believe living in reality, and finding ourselves in nature and human connections are goals that our generation really needs to strive towards. This book was a welcome wake-up call for me, and I highly recommend it for anyone trying to connect to essence of adolescence.

The King and the Bard: A Perfect Pairing

Wise men say only fools rush in

But I can’t help falling in love with you

When you think of Shakespearean romantic comedy, Elvis Presley isn’t usually the first image that comes to mind. But that unlikely combination is exactly what I got to experience this weekend when I saw Deerfield High School’s musical, All Shook Up. The show is based on Shakespeare’s Twelfth Night and involves lots of mayhem, mistaken identity and falling in and out of love.

I knew absolutely nothing about it and was going to support my friend who played one of the leads. (I saw him in a show at the beginning of this year as well, detailed in this blog post) Watching All Shook Up with no expectations gave me the opportunity to enjoy it for what it was: a little cheesy, a little quirky, but performed with so much heart and talent that I couldn’t help but fall in love, too.

As I discussed in a previous post, productions such as this are just one example of the universality of great literature. At the core of Shakespeare’s works are real emotions, motivations and desires that transcend time. There are quite a few modern movies, books and other media based on the Bard’s work, such as “She’s the Man” and “10 Things I Hate About You”. Don't have time to rent a movie? I found this really adorable blog that infuses Shakespeare into everyday life.

It’s pretty amazing how the story of All Shook Up is still so resonant. The characters are down-to-earth and preoccupied with finding true love; what teenager wouldn’t connect to that? Even though the play was written 400 years ago and was supplemented with the music of a teen heartthrob from 50 years ago, it (along with Shakespeare’s other works) is still immensely enjoyable today.

Want to see some clips from the show? Check this, this and this out!

From Lit to Life: An Archetypal Journey

A mythological approach to literature attempts to identify the archetypal patterns in a work that elicit innate and dramatic human reactions. If a perspective such as this can be applied to literature, it could also be applied to other things, like teenage life.

It’s actually surprising that I haven’t already blogged about the college admission process. It seems to be the encompassing obsession of all high school upperclassmen and I thought it might be interesting to examine this critical period in the modern teen’s life through a literary perspective.

We begin with the student, the hero in our college quest. As explained in A Handbook of Critical Approaches to Literature, a hero typically “undertakes some long journey during which he or she must perform impossible tasks, battle with monsters, solve unanswerable riddles, and overcome insurmountable obstacles”. It may sound a little farfetched, but figuratively, a lot of this parallels the college admission process pretty eerily.

Impossible tasks: navigate the CommonApp, hunt down teachers for recommendations, visit schools all over the country

Battle with monsters: I’d definitely say that some interviewers are as intimidating as monsters (or we make them out to be mentally, at least)

Unanswerable riddles: What does an “optional” essay mean? Do I have to do it or not?

Insurmountable obstacles: After all of this, which school do I choose??

Fortunately, we usually have someone who satisfies the “Wise Old Man” archetype, first documented by psychologist Carl Jung. This person may be a guidance counselor, parent or teacher (or as in my case, some combination of the three).

Maybe our lives do follow certain mythological patterns, or maybe we’re just predisposed to see them, similar to the “wooden hawk” example described by mythologist Joseph Campbell. Either way, I think there’s something comforting in knowing that your journey ends by “saving the kingdom”, or in our case, going to the school where we’re meant to attend.

It Ain't Over 'Til the Fat Cowgirl Sings

Last Friday, I attended a fantastic cultural event that let me to experience an interesting psychological phenomenon. My aunt took me to the Lyric Opera of Chicago as an early graduation gift and we saw The Girl of the Golden West. At first, I was quite confused on why we were seeing something Western in a arena usually reserved for the Renaissance works of opera written in flowery romance languages, but then my aunt explained that this opera was the Italian librettist Giacomo Puccini’s idea of the Wild Wild West. Thus, we enjoyed a three-hour production of cowboys, bandits and native Americans singing in Italian (with subtitles helpfully provided on a large screen).

I later discovered the term for the slight awkwardness produced by this culture clash: cognitive dissonance. As an American, it was somewhat jarring to see cowboys belting out arias and a name drop like “Jack” or “Johnson” amid Italian dialogue.

However, there are many operas where the subject matter does not match the language in which it is written, but the dissonance is less noticeable. One example is Aida: set in Egypt, written in Italian, based on the writings of a Frenchman This led me to contemplate why this opera seemed more dissonant as well as what the values of these operas are.

I think the reason TGotGW was especially dissonant to me (and other Americans) is because we are much more familiar with a topic like the American West than something like ancient Egypt. When the names, scenery and characters we understand are presented in a new context, we struggle to juxtapose the two. I wonder how Egyptians feel then, when watching either opera. Would something like Aida feel just as dissonant to them?

These productions (both dissonant and not) are valuable as a medium to understand one culture’s interpretation of another. One example of where Puccini’s interpretation deviated from reality was in his portrayal of Native Americans. The show only had two, and they were both submissive servants of white people. I think this shows how a culture may get a warped understanding of another if not all voices are heard. When currently analyzed, attendees can see what the most prevalent ideas about a culture were from a primary source. Many operas are decades old, but can still teach us something new.

A Clear Voice Amid the Chaos of Revolution

Lately we have been bombarded with news of the protests and revolution in Egypt. However, I have a problem with zoning out when confronted with blaring headlines and droning reporters. So in order to really get a sense of what is happening, I decided to hear about the Egypt from the best possible source for me: an Egyptian teenager.

I discovered the posts of Jessica Elsayed, a teen in Alexandria, Egypt, who writes for Youth Journalism International. She chronicled her experiences in the past few weeks and reading her articles has helped me understand not only the experiences of the average person in Egypt but also appreciate powerful, eloquent writing from a strong youth voice.

The news gives us instant updates and coverage of events, but by reading a firsthand account, I learned about what the Egyptian people were really fighting against. In one of Ms. Elsayed’s earlier posts, she details her experience actually participating in a peaceful protest and reasons for doing so. She says, “We want better schools for my younger brother and sisters, better health care for my grandmother…the media sometimes says this is an Islamic revolution, but it’s not. It has no connection with religion”. By explaining their causes in the most basic, honest way, she clearly communicates what impersonal media coverage does not. Her posts are intelligent and have given me so much insight into what is really happening in Egypt.

I would also like to commend her writing style. In her informative posts, she writes very clearly and explains in a way that engages the uninformed reader but also doesn’t bore someone who has been following the news.

She also uses beautiful language to convey her ideas. When especially moved by an event, her posts take on a poetic form. After the protest, she writes, “Today, I’ve inhaled a new air and we feel that victory is near.” Although it may be unintentional, the slant rhyme here emphasizes the fact that victory is not yet achieved and still must be strived towards.Then, after the resignation of Mubarak, Ms. Elsayed writes, “Egypt got its soul back today. Welcome freedom. Welcome liberty. Welcome justice.” I was awestruck by the profundity of her words, which are fueled by her drive to see true peace and freedom in her nation. Her writing proves that teens have important ideas and experiences that are worth sharing with the world. Although she is young, I believe Jessica Elsayed is a political and poetic force to be reckoned with, and I truly admire her courage and voice.

Words and Ideas in the State of the Union, Part II

Hello dear readers. As the second part of my commentary on the State of the Union 2011, I’d like to discuss the topic of the speech that I found most relevant to my life and the teenage population: education. (Missed Part I? Click here!)

In the speech, President Obama pointed out our educational successes and our flaws. He asserted that the United States is home to “the world’s best colleges and universities” but also acknowledged that many public schools are not reaching goals and the No Child Left Behind Act was not fully effective. Obama especially emphasized the importance of teachers, saying that “we want to reward good teachers and stop making excuses for bad ones”. This comment spurred a lot of thought and caused me to think about how “good” and “bad” teachers are and should be evaluated. (Interested in more of Obama's comments about education? Click here!)

Students are evaluated on everything they do in school by teachers, but rarely have the opportunity to give any feedback of their own. I understand that that’s probably fine in elementary and middle schools, where most kids are too immature to be fully conscious of learning. But throughout high school, we mature and discover what constitutes a good teacher, and I think it’s vastly unfair that there are no means of teacher evaluation by students.

Sure, one might argue that teachers are checked up on, but those are generally pre-scheduled visits by a supervisor. I believe that one experience like that does not depict a teacher’s integrity. Who is more qualified to truly know what a teacher is like than a student?

Obama did not go into detail about what his comment will enact, but I definitely believe something should be done. To ensure that evaluations are honest and not perpetrated by angry students, they should not be mandatory. In that way, I think only students who actually have constructive criticism or serious comments would take the effort to do evaluations.

Over the past four years, I have had excellent, inspiring teachers. I’ve also learned from teachers who I many not have liked, but I valued for their expertise and commitment to education. And then I’ve had classes with teachers who, frankly, could use a little rehabilitation. And I believe many teenagers share my sentiments.

Rather than waste time in classes where confusion and chaos is the norm, students should be able to make their voices heard in order to be taught to the fullest potential.

Arabian Nights

In a previous post, I proclaimed my love for a show I saw entitled “Metamorphoses” by Mary Zimmerman. I recently attended the Illinois Theatre Festival at the University of Illinois, and as soon as I learned that a school was putting on another one of her plays, “Arabian Nights”, I decided I had to see it. The play seemed especially necessary for me to see because we dicussed the original work on which her play is based, One Thousand and One Nights, in my English class.

Ms. Zimmerman did not disappoint. She spun centuries worth of traditional Middle Eastern stories into a witty, engaging show. She also left some room for creative license, as some pop culture references were used. The cast was talented and committed, and I thoroughly enjoyed it.

I think that Ms. Zimmerman’s work with the adaptation of classic literature into modern theatre is one example of the universality of great literature. Although many of these works are hundreds of years old, their timeless themes, such as betrayal, disappointment, and (unrequited) love allow any audience to connect. By reconstructing literature in a modern medium, Ms. Zimmerman helps a new generation enjoy classic literature.

Words and Ideas in the State of the Union, Part I

A few nights ago, President Obama addressed the nation with the State of the Union. I watched. If you don’t already know, I am not a very political person, but this year I’ve been trying to ecome more knowledgeable. (For my first experience with a political debate, click here!)

Similarly to that previous experience, I wasn’t sure what to expect and was a little nervous about keeping up. Like SotU teen guest Amy Chyao, “I don’t think I’ve ever watched the whole thing before”. I was pleasantly surprised with how much I understood and got out of the speech. This is the first of a two-part series of the SotU, and will focus on one of Obama’s rhetorical strategies.

I noticed that Obama peppered key phrases throughout his speech. I disagree with media trainer TJ Walker when he asserts that there were not “a lot of memorable phrases or sound bites”. I thought that Obama developed a few cohesive and effective expressions. He entertained the idea of the “American Family” as all citizens of the United States. This was representative of much of his narrative, as he tried to appeal to both Democrats and Republicans as much as possible. He generally did not reference either party individually and instead emphasized the need for them to work together. There would have been very different connotations if he referred to the American people as an army or a team.

I think this phrase channeled the unity he is seeking quite nicely and also promotes wholesomeness and supportiveness within the nation. However, it could be used pejoratively to separate the US from other nations.

Another key phrase Obama used was “winning the future”, which was used a total of 10 times during the address. (For a full transcript, click here!) I thought this set up an interesting metaphor: the future is a dichotomy that has only two possible results, winning or losing. This could be potentially dangerous as it also reiterates an us-versus-them mindset. In school, we discussed that a speech like the State of the Union (which aims to unify our nation, not appeal globally) is difficult to write without proclaiming American exceptionalism.

I wonder, is there really other way to do this? Can we promote ourselves without trying to outdo other nations? That might require a drastic change in metaphor. The US would have to recognize itself as a player on a global team, or maybe a nuclear family within a much larger family tree.

Want to see something cool? Here's a Wordle of the most commonly used words in the State of the Union address.

A Book to Sink Your Teeth Into

Happy Holidays!

There are so many fantastic things about winter break: hot chocolate, celebrating (or eating Asian food on) Christmas, and just relaxing with family. But one of the best things about it for me is the opportunity to curl up with a good book. I have always been a voracious reader, but during high school, it’s been exceedingly difficult to find time to read for fun. I’d like to share with you one of the delightful books that I read over break: Tender at the Bone, by Ruth Reichl.

Tender at the Bone is a memoir chronicling the experiences of Ms. Reichl’s life that ultimately lead her to her ideal career as an acclaimed restaurant critic. For someone whose life is dedicated to writing about food, she definitely knows how to write a good story. The novel is heartwarming and stomach-grumbling, dotted with anecdotes, recipes and exquisite food descriptions. Yet its literary merit should not be unsung; Reichl’s tone and techniques are very effective and should be valued.

Reichl focuses on specific stories from her life that are intertwined with the common theme of food. She narrates in a very conversational, personal voice. Her honesty, humor, and recounting of events that are so ridiculous they must be true (ex. trying to save dinner guests from her mother’s potentially poisonous meals; flying to North Africa on a whim; living communally in California) made me unable to put the book down.

My favorite part is when Reichl goes to her first job as a critic. She’s unsure, but as soon as she begins the meal, she’s surrounded by a crowd of ghosts from her past: a critical waitress she worked with, a kindly restaurant owner, a friend’s French father who introduced her to fine cuisine. She explains, “With this chorus of voices the review practically wrote itself.” I love this part of the novel because it brings all of her prior experiences together in one spectacular moment.

Reichl ‘s life was a unstructured, winding path until that moment. This gives me so much hope because I am quite uncertain about my future. I especially saw myself in Ms. Reichl during her more turbulent teen years, when she was disenchanted with her parents and had no idea where she’d end up. This book has shown me that it’s okay to be uncertain in life, as long as you enjoy the wonderful people, places, and food that you encounter along the way. If you want a good read, this will definitely satisfy your appetite.