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.