VOLUME XVII, NUMBER 9
THE BLUE PAGE
Dracula shows up to the bioodmobtle clinic - things get messy.
SAVING WORLD CULTURES
As IB students and active citizens of the world, we strive to be well rounded and to know our community, wider so-
ety, and, indeed, the range of human life across this planet, in all its rich variety. In this globalized world, we can't expect
to become effective leaders in any forum without an understanding of other peoples, other cultures, and other values. The IB
World Cultures course has for me been a rewarding experience, introducing me to different ideas and new ways of appreciat-
ing cultural expression in all its forms. I'd like to malce a case for World Cultures as one of the most important and enriching
courses offered in the IB curnculum.
Last year, in a Blue Page article titled “And Then There Were None,” Mr Webb examined the recent decline in stu-
dents electing to take Arts/Humanities courses in the IB program at UCC. ‘Since 2008—coincidentally the year of a great
economic downtum—E conomics has risen to 13 sections, while all Arts courses have dropped to one. Now the IB SL World
Cultures course taught by Mr. Webb—with current enrolment of only five students, including myself —will not be offered next
year due to lack of interest. The purpose of Mr Webb's article was to question how we as students, who are taking the same
courses and applying to the same programs as each other, might distinguish ourselves. I would like to reinforce his point and
argue further, from my own expenence, the value of a course such as World Cultures in developing broad awareness that is
essential for success in today's world.
For someone who is curious and open-minded, World Cultures offers an unequaled opportunity to study an eclectic
range of topics, (Romanesque, Gothic, and modem architecture, jazz and avant-garde music, Mexican mural paintings and
many more),and.in doing so approach many cultures from multiple perspectives in a multi-disciplinary way. One ofits goalsis
“intercultural understanding” Witha particular emphasis on the study of artifacts, it teachesa different kind ofanalysis. After
talang this course, one can look at an artifact and identify the culture that produced it. For example, omamentation reflects the
time period, the size and position of a figure connote his or her position within a social hierarchy, and certain symbols show
evidence of cultural fusion and diffusion.
Apart from prerequisites for the programs I'll be pursuing next year, I believe that World Cultures has been the most
effective course in my university preparation. The class structure resembles that of a university seminar and topics in each
RE: PENCILS DOWN! (THE ISSUE OFTIME CONSTRAINTS AND RUBRICS)
Last edition, a former history classmate of mine wrote an article bashing time restrictions on IB tests in his-
tory and economics. While I would agree that time limits are bad, I would argue that the alternative of strictly having
take-home assignments was worse
Most of the assignment options that the IB offers are restrictive and time-consuming. Take the history IA,
which even Ms. Brookes calls “a little bit unhistorical” in its rigid requirements of separating evidence and analysis.
Most of the effort required to achieve a top grade involves satisfying the demands of a rubric rather than thinking
analytically and passionately studying the topic area. In the case of these assignments, it is not the students who
have the greatest intellectual ability who succeed—itis those who are entirely focused on squeezing every last mark
out of high school and are servile to the demands of the IB. Let's contrast this with an “ideal” test in which students
are given enough time to write what they have to say (admittedly this is not available under the current system). On
these tests, itisn’t the student who pours time into obeying the demands of an arbitrary rubric who succeeds (at the
cost of being well-rounded)—it is the students who are engaged in the classroom, are interested in the subject, and
have god-given analytical ability. Mirroring “other high schools” by only giving students assignments also fails to
prepare them for university exams, and doesn’t test a students’ ability to think quickly—which is required in “real
life”. While Andrew was correct when he said that literary critics aren't expected to write responses in only an hour,
he didn't acknowledge that many similar jobs—such as being a journalist or speechwriter—involve getting things
done on short notice andin a quick timeframe, Ibelieve that the students whose only strengths are starting LA's weeks
before the deadline and being slaves to the demands of a rubric will have a harder time adapting to the fast pace of
the real world
FRIDAY, JANUARY 25, 2013THE BLUE PAGE
VOLUME XVII, NUMBER 9
WORLD CULTURES CONTINUED.. unit are as-
signed to individual students to research and present in
a process that is self-directed. Through this course I've
attained research slalls such as verifying the legitimacy
of sources, sifting out irrelevant details, and presenting
information to others ina clear and conaise manner. Sum-
mative assessments are composed of a few tests, (geared
towards the exam) which consist of two one-hour subjec-
tive written response papers. There is also one 1600-2000
word intemal assessment titled the “Regional Study”
which is to be completed over two years.
T'm not arguing with the value of studying Eco-
nomics, (Which is surely interesting and important) but it
seems to be just one way of understanding the workings
of our world. Practically spealang, high school Econom-
icsis not a prerequisite for any university program. Most
students I have spoken to are talking Economics now sim-
ply to make it “easy” next year—an attitude that seems
to conflict with our model of the ideal UCC student: one
who seeks challenges and new expeniences. The percep-
tion that World Culturesis a “bird course,” oran “easy 7,”
is simply untrue. Thisisa demanding course, witha steep
Jeaming curve, but given that one has the opportunity to
follow their interests throughout the course, (choosing a
presentation ona topic of your choice makes thisa flexible
course) a 71s certainly achievable Another reason to take
World Cultures is the opportunity to write your Extended
Essay in it, which for me was fulfilling experience
Perhaps you cannot see how World Cultures will
directly contribute to your success as an investment bank-
er, but I'm certain that the ability to adapt to new situ-
ations, think cnitically and independantly, communicate,
and understand different cultures is something that will
serve you well in any field As evidence, consider recent
Old Boy speaker, Sam Goodman ('89), descnbing his
work in China, which demands both business slalls and
“intercultural understanding” My motive is not only to
convince students entering the IB years to pester the ad-
ministration to reinstate this course, but also to highlight
the importance of diversity. Don't be like everyone else,
stretch yourself and take a course that will broaden your
outlook on the world.
Natiantel Sagmann
Haiku
Report cards came back
I got a five plus...really?
Thanks for nothing. Jerk.
TIME RESTRAINTS CONTINUED. I would like to
point out that the limited number of effective grading
options stems from UCC's adherence to the IB. Instead
of fruitlessly complaining about the IB (as naive as it
may be, they don't read the Blue Page in Geneva), I sug-
gest that UCC stop incorporating the IB into its syllabus.
Ir has only been used for approximately 10 years, and
itis clearly causing more harm than good. Even teach-
ers often have trouble understanding the rubrics, which
limits teachers’ abilities to instruct and students’ abilities
to learn. While this may seem drastic, a revision of the
current education style and its suitability to UCC's de-
mands may not be such a bad thing.
Jn my opinion, the ideal solution would be to as-
sess economics andhistory students through amix of as-
signments and tests. Tests should be approximately the
same length as those given in English class. afull period
This allows students to think a before writing the essay
and often leaves 10 minutes at the end to do editing. As
Andrew mentions, this would reduce the entirely legiti-
mate anxiety of ‘fear of not writing everything down’,
while still providing a structure that mirrors graduate as-
sessments and beyond. Clearly there is no easy answer
to this issue, which is complicated by UCC’s adherence
to the IB diploma programme, but moving forward the
issue of appropriate and evenhanded assessments (espe~
cially in economics and history) must be discussed.
Colin Teel
e
THE BLUE PAGE is,
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Colin Fweel, Editor
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FRIDAY, JANUARY 25, 2013