Shandy Gledhill

HD 25: Anti-Bias Blog Project

     Imagine for a moment how music makes you feel.  Think about the different types of music you seek out to accompany your different moods.    What does your body do naturally to the rhythm of music?  Also think about the different people who introduce you to new music.  How are you affected by the music in relation to who introduced it to you?  How would your life be different without music?  Often music contributes to how I imbed my memories. When music is a part of an event I experience, I recall the moment when I hear the song.  Do you do this?  Music is in many aspects of our lives.  It is the sound, nature makes when she speaks.  This sound is so powerful we can feel its vibrations.  I hope I am setting the stage for defining how music has powerful effects on each one of us in many ways.  Due to this fact I view music as a tool to teach multiple lessons in Early Childhood Education Facilities. 

     Children are naturally drawn to the pleasant elements of music and dance.  I have seen this displayed in children I know who are a part of my friends and family.  I have also seen this displayed in child care facilities, and preschools.  At my current place of employment we have morning circle time that focuses on interactive song and dance activities.  This is a nice way for us to formally acknowledge who is in class for the day, while having a pleasant kinesthetic, auditory, and visual experience.  It appears to promote uplifted spirits in children and staff.  I decided to hone in on this wonderful fact and create a lesson plan titled “Cultural Dances”.  This activity can be found in our text “Roots and Wings”, on page 194.  For this curriculum to be successful families, staff, and the local community should be invited to participate.  In many cases I believe in the saying “It takes a village to raise a child”.  Involve these various groups by asking if anyone would be willing to come and demonstrate a traditional dance from their child’s home culture.  For community involvement, focus on the cultures that are represented in the classroom.  Ask that these performances are done in current/ nontraditional clothing.  As children engage in dancing ask them to notice how they feel. Guide them to pay attention to the movement of their bodies, and how the sounds affect their mood.

     I suggest presenting this activity in the beginning of the school year so that it can be utilized as a tool throughout the program term.  I think this activity should be presented at large group time.  Begin by talking about music.  Ask children about music they like, and don’t like.  This will help identify where potential bias may be hidden.  This information will also help the teacher know where, and when to present challenging material to counter these bias.  I believe children will respond in a positive manner due to the nature of the activity.  It provides an opportunity for children to be active, silly, and play with each other.  This playful environment establishes a positive atmosphere that encourages children to learn about unfamiliar concepts.  The materials need for this activity include: CD’s of diverse cultural music, musical instruments, and people relevant to the classroom who are willing to share their cultural dances with the group. 

         I believe at any age children are ready to hear and see cultural music.  For this activity I think the developmentally appropriate age is 5 years old and above.  I have several reasons for this.  The primary reason is that noticing similarities and differences starts in infancy, and is further developed through our early childhood teaching style of classification.  It is our job as teachers to provide curriculum which recognizes and promotes respect for these concepts.  In our text “Roots and Wings”, page 42, it states that white children’s self-esteem seems to be associated with their race.  In other words, they use race as one way to feel good about themselves.  For this fact it is important to expose white children to diverse cultures in a positive manner.  This activity is great because, cultural dance is something that is regarded as special.  People within these cultures love, value, and appreciate the beauty of this tradition.  White children need to see what diverse cultures take pride in and why.  Ideas, values and morals that we take pride in establish the foundation for our self-concept, and self-esteem.  On page 43 in our text “Roots and Wings”, it also states that children of color who have had negative attitudes about their black racial identity tended to also have negative attitudes towards white people.  This means the teachers need to provide positive experiences for children of color with white children.  If this is not accomplished the classroom environment is in jeopardy of perpetuating racism, and prejudiced.  Dancing….dancing……dancing….I this this is an awesome way to promote peace. 

     Children are long-time fans of story books.  When introducing any activity into the classroom always consider how a book might help aid in presenting concepts.  One book I enjoy is titled “Charley Parker Played Be Bop”, by: Chris Raschka.  It is a fun book about the famous saxophone player.  This type of music can also be played during nap time to connect the relation.  Another book I find children like is titled “Let’s Make Music”, by: Jessica Baro Turner.  This book is about how to make musical instruments children can use while participating in cultural dances.  I like this because it adds extension to the activity, and promotes more interaction through scaffolding from the original concept.

       In the handout “Anti-Bias Activity Goals,” I noticed several goals that are met when presenting cultural music, and dance in this manner.  I specifically chose these 3 to be what I feel the dominate goals of this activity.  1) “Introduce children to other cultures.”  By inviting family, and community member into the classroom children are presented an opportunity to interact with more people in an environment they know and feel safe in.  As discussed earlier this type of environment encourages, and supports closer and more in depth interactions with those who are otherwise unfamiliar.  2) “Provide children with a positive experience exploring similarities and differences.”  Providing children with an opportunity to be active promotes the release of endorphins, which provide a pleasant experience to our mind and bodies. In this state of being children are more likely to be accepting and have a positive experience with cultural diversity.  3) “Increase children’s ability to interact, talk and play with people who are different from them.”  By presenting cultural music and dance represented in the classroom provides an authentic experience, which allows children to make connections to larger concepts/ pictures easier.

     To further extend this activity I encourage taking a fieldtrip to a live cultural dance performance.  This allows children a chance to experience a professional view of practiced performers.  I also think creating a personalized or group dance curriculum activity would be fun.  Many children are already natural performers.  Start by letting children choose music styles from what has been a part of the curriculum, or their own home dance.  Encourage children to choreograph their own dances for classroom performances.  Another activity should include instrument exposure, followed by instrument making. 

     Anti-bias curriculum is as we have learned, extremely important.  As todays early childhood education teachers, social and emotional development is at the core of what we do.  In order to be successful to the children and families we serve we must recognize them for who they are and what they contribute to our society.

Fantasia

Shandy Gledhill

Children’s Film Critque

FANTASIA

     The American animated film Fantasia, was produced by Walt Disney, and released by Walt Disney productions in the year 1940.  It consisted of eight animated segments set to pieces of classical music, which was conducted by Leopold Stokowski.  Seven of these classical music pieces were performed by the Philadelphia Orchestra.  The film has been rereleased several times since its original release.

     I picked this film for review, because I could vaguely remember watching it as a child.  What I did remember was a fun, and beautifully animated cartoon, but nothing very distinct.  In fact after watching it I realized I blended film memories together, but that’s beside the point.  What I mean is, my reflection on the movie was genuinely good.  I called blockbuster, and had them reserve me a copy.  When I went in I picked up what they had waiting for me.  I never went to the section it came from to see if there were different versions available.

     That night I watched the movie.  It was beautiful.  Scene after scene beautifully illustrated, and displayed on film, which was the backdrop for a live Orchestra. Fantasia was released to be performed in theatrical style to a live audience. While the film played live characters such as the conductor and orchestra interacted with it.  I thought it was ingenious.  I also liked the animation.  It was more detailed than Disney has become since the the beginning of the 1990’s. While I watched the film I thought of the many different children I know that would love this film. The majority of the various scenes had no talking, simply animation to music.  The one segment I remember with talking was the classic “Sorcerer’s Apprentice.”  I believe that Mickey Mouse speaks once, and chuckles a few times.

     I had a very hard time finding racism in Fantasia.  I noticed a segment that had dancing mushrooms that I believed depicted Asian stereotypes.  I had to look real hard to pick out what I thought could be racist.  Even when I did this I thought some of the connections to racism were abstract.  One scene had a beautiful white fish swimming above black fish.  I thought “hmmm, this could represent something.”  The scene I thought had the most problems was called “The Pastoral Symphony.”  This scene was a drawn out courtship between male and female centaurs.  In the beginning, the female centaurs are bathing, and beautifying themselves.  The male centaurs gallop to the meadow, and woo the females.  The centaurs mate up according to color.  This scene also displayed female dark skinned, zebra centaur servants, who had a white male master.  I found one other section of what I thought abstract racism.  The scene was where the god Zeus (a white male) was throwing lightning bolts on the ground where the inhabitants lived.  He scared them.  It seemed liked he enjoyed it, and was doing it for sport or fun. 

     Next came the research part of the film.  I came across some information that said in 1969 Disney cut out racism from the original version of Fantasia.  I learned that four short scenes were removed from “The Pastoral Symphony.”  These scenes depicted two characters in a racially stereotyped manner.  A black centaurette called sunflower that was polishing the hooves of a white centaurett.  The second black centaurett named Otika appeared briefly serving the white centauretts.  Well that explains it.  I had been looking for these characters since the film sign-up sheet specifically mentioned them.  I had rewatched that section of the film looking for a yellow centaur named sunflower.  I had no idea what I was looking for.  Then I found an unedited version of Fantasia on the web.  I couldn’t believe it.  There sunflower was.

     I have attached the original poster advertisement for the release of Fantasia.  I have also posted pictures of Sunflower, and Otika.  During my research I discovered that prior to the internet finding information on these two deleted centauretts was quite difficult.  Nowhere in my research did I find references to my abstract thoughts of racism within the film.  I found one comment addressing the Zebra servants and a racist depiction. 

     During my research I found some people advocating for the uncut versions of this film to be released.  The reason was to preserve the film from the time it was created in.  I personally see no reason to reproduce something that is extremely wrong.  The film is a master piece without it.  I think children will love this film.  I would recommend getting comfortable with your children, and enjoying this movie together.

References:

1.       Wikipedia.org   Fantasia (film)

2.       http://the animationempire.blogspot.com/2007/12/racism-in-animation-1-fantasia-bans.html

The Animation Empire

3.       Walt Disney Fantasia the original classic

4.       Web images of “Fantasia, racism”

PICTURE BOOK ANALYSIS

·         PICTURE BOOK ANALYSIS

·         TITLE: DANIEL’S RIDE

·         BY: MICHAEL PERRY

·         ILLISTRATED BY: LEE BALLARD

·         COPYRIGHT: 2001; FREE WILL PRESS; SAN FRANSISCO

·         WEB-SITE: www.icdlbooks.org

     The story is about a Hispanic boy, named Daniel, who is around age 9.  It begins in the morning on the first day of summer.  It is a special day, because Daniel’s older brother Hector is going to take him for a ride in his 1963 Chevy Impala low rider.  During their ride Hector drives all over town stopping to chat with some people.  The brothers have a great time cruzin’ the neighborhood.  When they get back home Hector realizes how much Daniel really loves the car.  Hector makes Daniel a deal, which starts to spark Daniel’s dreams.

     The characters in “Daniel’s Ride” were depicted as individual people.  The people in the story were Hispanic.  There were a few sentences written in Spanish, and then instantly translated to English, so someone who didn’t understand Spanish could understand what was being said.  I think it was hard for me to tell the difference between the culture and the stereotypes.  Some of the stereotypes are associated to common likes the culture shares, but it doesn’t mean other races don’t find those things interesting too.  I am Caucasian.  I grew up in the barrio.  My neighborhood was predominantly 1^st, 2nd, and 3^rd generation Mexican American Immigrants.  There were many suspected illegal immigrants living there too.  Growing up in the midst of that culture I saw many men create a sweet low rider of envy.  I saw many families living in one house that wasn’t large enough for the number of inhabitants.  I saw people work back breaking jobs for unfair wages, and still send money home to their families in Mexico.  My point is even though they’re stereotypes I saw many things about them that existed within the culture.  So depending on how a person is viewing a stereotype determines if it is positive or negative. 

     Hector is the character of this story that has the power.  Hector owns the low rider.  The low rider is deemed the “golden ticket” so to speak.  To be associated with the low rider insinuates coolness.  The coolness of the car stems many branches.  1^st Hector is the cool older brother.   2^nd the car looks really nice.   3^rd it can use shocks and hydraulics to hop.  4^th the car has an awesome sound system.   5^th it is a convertible.  6^th it takes you places.  7^th other people think your cool when they see you ride in it.  No wonder Hector has a groupie.  Hector uses this power to share enjoyment of the car with his brother.  He spends time with his Daniel by going on cruises together.  I also believe the end of the story displays Hector’s wisdom.  Hector realizes how much Daniel loves the car, and makes him a deal.  If Daniel graduates from high school, with the prospect of college Hector will give him the car.  This instantly sends thoughts reeling in Daniels mind.  This deal provides Daniel with inspiration to try hard for success in his future.

     Some Spanish is written.  They verbal communication between Daniel and his Parents is in Spanish.  A few other Spanish words are used in the text to describe things with Hispanic flare, like “we were cruzin'

through the barrio.”  One stop that the brother’s made was in downtown where there cousin was painting a mural on the side of a building.  Daniel explained that his cousin was painting one about Mexican American Heritage.  This stop seemed to connect the inner city geography of the book to the culture that lived there. 

     I couldn’t tell if the author and illustrator were a part of the cultural group the story was about.  There wasn’t much written on either one of them under their biography.  The Author had written other children’s books and was a father of two girls.  The illustrator was a father too.

     I think this story was about enjoying the moment, making goals, and striving to reach those goals.  I was based from the point of view of a Hispanic family.  Not being able to achieve something because of race wasn’t an issue in this story.  What the story displayed was the dreams of a little boy with the cultural aspects of his heritage.  The story demonstrated that Hector believed in Daniel’s ability to achieve, and only Daniel will decide how far he succeeds.

     I think that the low rider car, the shocks on the car, and the mural painting cousin, perpetuate stereotypes.  It doesn’t mean they have to be negative stereotypes, but none the less they are stereotypes.  I have seen people use these stereotypes negatively, and positively.  I think this is a good book.  I don’t believe it sends negative messages, but I could be wrong.  I think that it reminds me of my childhood, and I like that.

Who am I

Who am I??

     Hello my name is Shandy Ann Gledhill.  It is my married name.  My maiden name is Shandy Ann Galbraith.  I have been divorced for eight years now.  Due to circumstance I never switched it back.  That circumstance has recently ended and I have started to pursue the switch.  I never really cared these past years; my married name seemed more like my name.  I met my ex-husband when I was 14 years old.  I started dating him when I was 16 years old, we were engaged when I was 19 years old, and married by 20.  For no particular reason, recently I’ve been thinking I would really like to change it back.  My given name “Shandy” is the title of a Kris Kristopherson song from the 1970’s.  I have since learned that it is also the name of a beverage from Europe that is equal parts beer and lemonade, or versions thereof.  The first time I drank one I thought it was marvelous.  The few times I had it after that I thought it was barely drinkable.  English is my first language.  I have tried to learn Spanish, French, Hebrew, Italian, and most recent American Sign Language.  ASL is the only language I have kept at, and am actively pursuing.

     I was born in Corona, California, as the second and last child for my parents.  My mother was 21 years old, and my father was 25 years old.  They had my sister when they were 16, and 20 years old.  I grew up in the inner city of Riverside, California.  I lived in the same house till I was 18.  Across the street was a liquor store.  The store was robed constantly.  There was a lot of gang activity in the neighborhood, and helicopters continuously circled above with search lights.  I grew up around a lot of violence and fear, where the best thing was to yell “fire” instead of “help”.  As a way to cope my parents enrolled my sister and I in schools out of our living district that they felt were safer.  My father planted every Christmas tree we had in the front yard, which created a barrier from the street.  It kind of blocked things out.  When I left home I joined the California Conservation Corps with my ex-husband, and my best friend.  We moved to Klamath, California. I built and maintained trail systems in the Redwood National Forrest for a few years.  I have since traveled, and lived across most of the United States.  I currently live in Grass Valley, California.  I have been here since 2006.  I have been attending Sierra College fall of 2006 as mostly a full time student.  I received an AA degree in Environmental Horticulture in 2010.  I decided to pursue my love of teaching and am working on an Early Childhood Education permit.  I will be transferring this fall to Humboldt State University.

     I am Caucasian, although I dislike answering this question on paper work.  I often think this question is irrelevant and often associated with statics in a negative way.  I know this isn’t always the case.  Sometimes the question generates more revenue in a program that really needs.  In a class such as this I see its relevance.  I come from families of farmers, and ranchers.  My Father’s side came to America from Ireland.  They migrated west and settled in Nebraska.  My family still farms the same land that my grandfather’s grandfather settled.  My grandparents moved to California when my father was 4 years old.  My mother’s side of the family has been in California since the gold rush.  They migrated to Southern California, and lived on small ranches.  My family has a long tradition where women are the home maker’s, and men are the bread winners.  My parents broke that tradition by both working in order to raise their family. 

     There are several things that are important to me.  My top 5 are my family, my 2 dogs, education, friendships, and keeping a positive outlook.  I don’t see my family much.  It’s been that way since I left home.  We talk a lot on the phone.  I cherish what we have.  My dogs are my family.  Education is and has always been fascinating.  Friendships that are meaning full, beneficial, and last require reciprocity.  I think that is a beautiful thing.  I enjoy my days more when my outlook reflects a smile.

     I think that when working with children the most important things teachers can do is provide an emotionally, and physically stable environment both inside and outside that is stable, developmentally challenging, consistent, healthy, fun, and full of compassion, while at the same time viewing the classroom as a community that is governed by variations of democracy, by the people, for the people, and of the people. 

     I view myself as a beautiful work in progress.  I have struggled through many dramatic moments across large spans of time to finally be comfortable and appreciate my thoughts, successes, failures, and future goals.  I am a single 33 year old woman.  I have no children.  I do have 2 dogs.  They are rescue dogs.  One is a 3 year old female named Effie.  The other is a 2 year old boy named Friday.  They are wonderfully good at being bad dogs.  The three of us make an interesting life together.  Friday isn’t very trusting, so only my close friends can come by for an immediate visit.  Other people I have to break in over a period of time.  I find this most inconvenient when a maintenance person needs to drop by. 

     I just finished working at my part time job in December.  My position was lead teacher in a small child development center.  The company was a rehabilitation facility for adolescence and adults that focused on recovery from drug and alcohol abuse.  My experience throughout life, plus what I learned in that job showed me that alcohol and drug abuse is a family disease.  What I mean is, it’s a disease that affects the whole family in many different ways.  Most of it I see as being unpleasant, sad, hurtful, and often devastating.  In this job what I found most important to curriculum was social and emotional behavior skills.  We focused on encouraging the children to identify their emotions.  Through identification we tried to help aid in tracing back to the cause.  Getting to the cause helped us practice problem solving skills.  We worked on letting the children feel their emotions, process them, and find ways to cope with similar challenges.  It was very difficult, but so rewarding. 

     I believe that learning more about culture and diversity during all ages helps promote a peaceful society.  When children grow up constantly exposed to people, and things different than their own family and culture a more compassionate society is produced.  When we are educated in diversity we tend to appreciate it, rather than fear it. 

     When I have spare time, I like to take my dogs for walks, or hikes.  I especially like going to the river.  I also like going to the gym for exercise.  Sometimes I like loading my dogs into the car, and going for a long drive with no destination.  I also like keeping a journal.  At times I write poetry.  I like reading books like “Harry Potter’, or “The Chronicles of Narnia”.  I really like to cook.  My favorite is baking, but I like making things from scratch, and growing my own food to do it.  I think Bob Dylan is one of the most influential people in music.  I do find something I like in almost all types of music I hear.  I tend to listen to the classical station when I drive around in my car.  It’s entertaining to me to have the windows rolled up, and all I can hear is the classical music playing some extravagant tune, while I weave my way around to the different places I encounter during the day.

     This I would say is a good start to who I am.