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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, 2013 THE 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, Justin Elise, Editor Colin Fweel, Editor THE BLUE PAGE accepts all articles in good feith How- vez, the editors will make the effort 10 ensue factual accuracy Ar- ticles may alo be edited fr length THE BLUE PAGE is your voice in the UCC communiyy Email your articles to justin eliax@ure on ca FRIDAY, JANUARY 25, 2013

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