Nick
Catalano is a TV writer/producer and Professor of Literature
and Music at Pace University. He reviews books and music for
several journals and is the author of Clifford
Brown: The Life and Art of the Legendary Jazz Trumpeter,
New
York Nights: Performing, Producing and Writing in Gotham
, A
New Yorker at Sea,, Tales
of a Hamptons Sailor and his most recent book,
Scribble
from the Apple. For Nick's reviews, visit his
website: www.nickcatalano.n
In
the last
issue of this publication I bemoaned the lack
of intensity and scope in our education institutions especially
with regard to the Arts. The lack of acquaintanceship with
classic artists as well as other pivotal geniuses deprives
students of the knowledge of outstanding achievements in human
evolution. This practice forces limits on information vital
to intellectual development. So if such exposure is increasingly
unavailable in schools how can individuals advance their thinking
and wisdom?
Actually, there
are some surprising sources. After years of frustration at
college, students lack of knowledge of even the most popular
mythology, I noticed a sharp change during recent semesters.
At initial classes I posed my usual questions expecting blank
stares when asked about basic figures i.e. Agamemnon, Priam,
Andromache, etc. but instead received knowledgeable answers
in detail. The mystery continued for a couple of classes until
we began a discussion of video games.
It turns out that
the many hours that students spend playing video games (to
the frustration of many parents) can result in substantial
knowledge of classical mythology. So many of the games’
developers rely heavily on the myths and the more games that
are played the more players encounter mythic figures. And
so, rather suddenly, knowledge of mythology has become a bonus
gained from video gaming.
One
of the best of satellite creations in recent years has come
in radio. Incisive learning can come from Sirius SXM radio
- an outlet with hundreds of channels that mostly feature
specialty music platforms but also contain comedy, sports,
talk shows, and TV simulcasts. For less than the price of
some radios, customers can significantly advance their knowledge
while driving a car. At present channel 76 airs Symphony Hall,
a format in classical music and for both new listeners and
longtime experts important information flows steadily. The
DJs are extremely knowledgeable and provide interesting anecdotes
re the composers and recordings they play. From 12 to 6 EST
on weekdays. The host is Preston Trombly a Yale graduate school
alumnus whose gossipy interludes about the lives of star composers
and their writing and living habits is entertaining and always
educational. In addition, Trombly and his colleagues air music
of lesser known figures that invites constant comparison with
the masters. In this regard they not so subtly raised the
issue of aesthetic reputations both good and bad that ‘critics’
have hung on various composers through the years -- an area
that I addressed in last issue’s essay. Channel 76 is
the least expensive way I know of getting a first-rate classical
musical education and certainly more preferable than many
courses taught by dull professors at many universities.
Virtual learning
is, of course, widespread but often some of the best sources
are overlooked. Articles on computer innovations and the latest
technology abound in newspapers and magazines but guidance
re the quality of programming is sketchy. At present, an exhibition
dubbed “The Medici: Portraits and Politics, 1512-1570”
is being featured at New York’s Metropolitan Museum
of Art. The show focuses on the vagaries undertaken by the
famous Florentine banking family and utilizes the popular
tradition of portraiture to convey their multitude of political,
social, and aesthetic activities. Interestingly, the portrait
artists featured are relatively minor names in the pantheon
of Florentine art. Artists such as Jacobo Pontormo, Agnolotti
Bronzino, and Francisco Salviati, provide myriad clues to
a variety of subjects in their portraits of the Medici family
and other celebrity figures. The show supplies insights into
all sorts of strategic topics that conspired to create this
golden age and does so without the usual focus on Michelangelo,
Leonardo or Raphael.
This exhibition
is available on YouTube. It contains information and analyses
hitherto unavailable from the usual academic sources. The
value of the learning experience cannot be exaggerated. One
studious viewing of this exhibition offers more opportunity
for student insight into this famous era than I could provide
in a standard university Renaissance Survey course.
For accuracy and
historical truth students need to have frequent acquaintanceship
with television news from PBS style channels and journalistic
reporting from the New York Times, Washington Post, Toronto
Star, The Guardian or similarly well respected media
sources. It is important to understand that media excellence
exists quite apart from the political philosophy espoused
by the editors or producers. Too often parents, teachers and
other authoritarian figures dismiss a source because it doesn’t
reflect a desired political view and fails to account for
the truth/accuracy reputation it may have which is surely
its principal value. Youngsters and students of all ages are
victims of this failure.
The Covid pandemic
has occasioned an astounding amount of false news, amateurish
medical opinions, and John Barleycorn propaganda which has
caused millions to turn their backs on even basic medical
common sense such as obtaining proven vaccines and wearing
masks. There are many reliable sources such as the Mayo Clinic
Health Letter, Harvard Health Publishing, and Columbia Public
Health Now (a podcast) that offer sound medical information
for small subscription costs.
And how about
a relatively recondite subject such astronomy? The average
college graduate these days knows less about the stars, constellations
and planets than ordinary Persian peons did 3000 years ago!
Although there are many astronomy apps, an excellent one is
SkyView Lite which instructs observers on celestial bodies
by having the users simply pointing their devices to any section
of sky.
As I noted in
my previous essay, the absence of classic coursework in legions
of mediocre universities, many of which charge outrageous
tuitions, is certainly cause for alarm. Graduates from such
schools go into business, politics, health professions and
other vital areas often with transcripts containing an absurd
amount of transitory vocational coursework and a mere smattering
of conceptual knowledge. There can be no dramatic renaissances
or ages of enlightenment for a nation’s masses if this
practice continues.
