Barack Obama’s 2012 State of the Union Address: Hit or Miss?

After watching the speech, reading and re-reading transcripts of it, Obama’s State of the Union certainly offers a strong plan for a more balanced, more stable economy. Of course it’s only a speech and, as a liberal democrat, I would love to see many of his hopes come into fruition. However, despite his enumeration of inspiring anecdotes and encouraging words, I remain skeptical. (Surprising, I know--call it the David Hume fan in me.) Because, let’s face it, our economy’s in the shitter and we need more than just a couple of “we can’s” and “we will’s” to convince me that change will come. But, since I love him, I’ll give him the benefit of the doubt because any president, or human being for that matter, willing to clean up Bush’s stale crap in the oval office will always be a hero in my eyes. (Oh, how I deviate, back to the State of the Union...)

After a longwinded introduction, characteristic of any address such as this, Obama begins to dig into the meat of his proposal explaining that his “blueprint begins with American manufacturing.” He discusses the imbalanced tax code and his hope to remove the tax deduction for overseas business ventures and provide such deductions for national ones, since they aren’t getting anything. This really stood out to me since the unemployment rate in the United States is so deplorably low; why wouldn’t we want to provide more jobs for our citizens? He explains that “It is time to stop rewarding businesses that ship jobs overseas and start rewarding companies that create jobs right here in America.” I completely and wholeheartedly agree. So far, so good?

If more job opportunities arise in the states, we’ll need citizens with the skills to successfully perform the tasks associated with these jobs. Obama tenaciously requests businesses to fund schooling for talented, prospective employees, which, as someone who is paying for further schooling herself, I really appreciated. I really don’t know where I’m headed after college, but I am grateful that we have a president who is truly concerned for the future of his citizens. He continues to  suggest that we make it a little easier for people to go to college by encouraging Congress “to stop the interest rates on student loans from doubling in July” and attempting to inspire states and national universities to be a little $$nicer$$$ to $tudent$. This is where I get a little bored. Where’s the plan, Stan? Of course, it’s nice to say this will happen, but I’m not convinced that it actually will. Give states more incentive to help students out instead of just threatening that “the funding you get from taxpayers will go down.” Everyone from New York to California is shaking in their boots, I’m sure...

Then he begins to confront what seems like the age old question of illegal immigration with a side of his signature inspirational mumbo-jumbo, which, I must guiltily admit, I absolutely adore. (Gets me every time.)  He assures that we are in dire need of “comprehensive immigration reform” but promises to sign any law “right away” that will allow “responsible young people” to acquire citizenship. How sweet.

He then begins to tackle the question of energy and our dwindling supply of oil. To me, on the surface, he is actually offering a fairly concrete plan, explaining that “we have a supply of natural gas that can last America nearly 100 years.” He continues to describe his hope that the transition of this gas into usable energy will result in more jobs and a healthier, safer environment, proving that “we don’t have to choose between our environment and our economy.” This is a plausible, realistic hope, but, like any dream or wish in a State of the Union Address, it’s easier said than done. 

(I’m not gonna lie, I actually got pretty bored when he kept talking about energy for 57 hours, but, since I have the attention span of a dinosaur, I won’t let that get in the way of the fact that I think he has decent ideas regarding the subject...)

Anyway, moving on to his titillating talk of taxes, he plans to charge million dollar Americans a 30% tax rate. Personally, I really don’t understand anyone who supports the notion that wealthier people should avoid providing for their fellow, debt-stricken citizens, most of whom are hardworking Americans struggling in this unfortunate economic climate. How do we plan to get through this tough, financial time if the weight of the crisis rests upon the shoulders of those who do not have the tools to repair the overwhelming damage? Of this I am certain, we will only get through this fiercely distressing predicament if we are willing to take care of one another, ultimately preventing the recurrence of such plaguing circumstances.

Obama concludes that, “This nation is great because we built it together. This nation is great because we worked as a team.” These expressions couldn’t be more accurate and it’s time for everyone, democrats and republicans alike, to embrace that. Verdict on 2012 State of the Union Address: A total and definite hit.

BIBLIOGRAPHY

"Transcript: President Obama delivers State of the Union speech." CNN n.d., n. pag. Web. 26 Jan. 2012. 

<http://www.cnn.com/2012/01/24/politics/sotu-transcript/index.html>.

Theatrical Interest and its Relation to Intellectual Capacity: Should Musical and Cinematic Analysis Possess a Greater Role in the Academic World?

            Marshall McLuhan, a famed English professor most noted for his work in media theory, once said, “Anyone who tries to make a distinction between education and entertainment doesn’t know the first thing about either” (Johnson). His rash approach at identifying the direct relationship between entertainment and its educative potential introduces a curiously astonishing notion: the analytic review of movies, music, or other forms of theatrical pleasure may offer a similar intellectual experience as the study of prototypical academic subjects like literature, mathematics, or science. McLuhan simultaneously implies that an interest in theatrical material is suggestive of one’s cognitive capabilities, indicating mental capacity and aptitude. Stereotypically, entertainment is viewed as a mere past time or hobby, but, upon further reflection, this field of study offers a wealth of informative and enlightening knowledge, likely having the ability to boost one’s personal acumen and proficiency. In this brief investigation of the correlation between mental capacity and the study of entertainment, I intend to discuss the colossal influence of music and film on the intellect.

            It was approximately 1994, and I had just witnessed greatness, at least that’s what my three-year old mind told me. I had never seen a 112-minute piece of such “brilliant” acting or cleverly constructed scenes, especially since my mother forced me to watch such juvenile shows as Barney, Mr. Rogers, and, most horrifyingly, Lamb Chop. Despite my distaste for these infantile programs, I sucked it up and watched, and watched, and watched. It was only at the peak of my despair was I introduced to pure movie magic, also known as “Free Willy.” Through the movie, I was introduced to a place of tranquility and peace, a feeling, even as a child, I rarely attained, but found through the movie. Then, in addition to my sensations of cinematic bliss, I was introduced to an object even more powerful, the ultimate nursery rhyme, I should say. I am referring to the theme song of the film: Michael Jackson’s “Will You Be There.” I became obsessed. I would eat, sleep, and breathe the song. I would make my mother play it on repeat in the car and I would throw tantrums if she didn’t (I still know all of the words!). I really cannot say where my intrigue with the ballad stemmed from or why it resonated with me so much, but I am certain that it had a major effect on the way I view entertainment. Specifically, even at such a young age, I understood, in some way, that there is a beautiful, cognitive synthesis between a viewer and a film, or between a listener and a song. This type of unification, I have personally discovered, parallels the type of intellectual relationship a student might have with a piece of literature or mathematical proof. Watching a movie and listening to a song both require the mind to comprehend the artistic or directorial vision, very similar to the conditions of reading a book through an analytic lens, or completing an arithmetical problem.

            The apparent cognitive relationship between the arts and the individual’s mind has obviously been a subject of intense debate among scholars, politicians, and, of course, students. According to Richard Allen Baker Jr.’s dissertation, “The Relationship between Music and Visual Arts Formal Study and Academic Achievement on the Eighth-Grade Louisiana Assessment Program (LEAP) Test,” students may attain greater academic success through the study of the arts. Baker explains that students who have received insufficient grades on standardized tests in the Louisiana public schooling system are excused from musical and performance study, only given study time for English and math (Baker 1). Though he makes it clear that such artistic study may not necessarily boost or dramatically increase test scores, he concludes that, “Allocated arts instructional time, dance and theatre included, is essential to develop an educated citizenry and support a civilized society. Allocation of arts instruction does not detract from effective curriculum delivery in English and mathematics” (170). Meaning, by taking away musical or theatrical study, there is no particular advantage given to struggling students and, in some ways, taking this type of study away may be more of a detriment to a student’s success.

            Baker offers a brief history of various educators who endorsed the idea of arts in education, exposing its ability to improve, advance, and cultivate cognition. He explains, “Arts integration was viewed as the guiding principle to develop necessary decision making to guide all aspects of the learners’ lives” (26). He continues, “The laws of design, i.e., rhythm, balance, harmony, coherence, dominance, and subordination, guided all experiences of schooling. Creative activities developed an intelligent appreciation of the best in literature and art, and the habits of intelligent discrimination guided decision-making” (26).

            Now, I won’t go into thorough detail about Baker’s study at the risk of boring you to tears, but I will say he discovered that students who studied music scored noticeably higher on standardized tests than those who did not. In regard to students who study visual arts, he found no significant information differentiating them from students who do not study visual arts. Despite this, there was no information suggesting that the study of visual arts is detrimental to a student’s academic performance (Baker). If you would like to see specific numbers, I invite you to look at my works cited and retrieve the dissertation yourself through an academic or university database.

            Though Baker offers incredible support for the need of artistic study in an academic setting, some of the greatest and most influential minds have earnestly endorsed this notion. In the article, “Einstein on Creative Thinking: Music and the Intuitive Art of Scientific Imagination,” Michele and Robert Root-Bernstein propose the idea that musical and artistic study provide a foundation for creative and professional achievement, using Einstein as the prime example. (I discovered this article a couple of months ago and I fell completely in love with it, mainly for its diligent portrayal of Einsten’s passion for music and his admission of music’s influence on his professional work.) The Bernsteins explain, “Einstein shows us how it all connects. But what do our students typically get, especially in high school and college? They get math without music. They get science without images, feelings and intuition. They get knowledge without imagination” (Bernstein 3). Clearly, the study of music in an academic setting is only beneficial to a student, especially in other areas of his or her learning environment.

            Transitioning from the effect of musical study on the mind to that of film, Elizabeth van Hess suggests that a degree in film studies may generate a personal skill set that could possibly benefit an individual in a political or even business-like arena. In her article for the New York Times, “Is a Cinema Studies Degree the New M.B.A.?.,” Hess exposes the flexibility of this degree type, interviewing various collegiate film studies faculty members and film majors who have continued on to law school and even advertisement. Hess states, “At a time when street gangs warn informers with DVD productions about the fate of ‘snitches’ [while]…terrorists…communicate in…staged videos, it is not altogether surprising that film school - promoted as a shot at an entertainment industry job - is beginning to attract those who believe that cinema isn’t so much a profession as the professional language of the future” (Hess 1). Evidently, the study of film is worth more than a silly hope to strike it big in the world of entertainment, it could possibly increase the welfare and integrity of our culture and nation. The study of film should not be a choice; it should be a general requirement in schooling systems, much like math, science, or literature.

            I’ve discussed the overall benefits of music and film on the individual. I’ve even offered concrete proof of its advantages in the real and academic world. Now, I propose a challenge to you, the reader: by the end of the month, or week, for that matter, watch 3 or more new movies you’ve never seen before and listen to music that you’re not normally inclined to listen to. If you’re someone who likes country, listen to some Jay-Z or Kanye, if you’re someone who likes pop, listen to some alternative music like The Kooks or The Black Keys (two of my favorite bands!). Please, let me know if you’re up to the challenge! I would love to hear back from you and, most importantly, good luck!

WORKS CITED

Baker, Richard Allen, Jr. "The Relationship between Music and Visual Arts Formal

Study and Academic Achievement on the Eighth-Grade Louisiana Educational Assessment Program (LEAP) Test." Online Submission (2011). ERIC. Web. 13 Jan. 2012.

Johnson , Leslie. "Marshall McLuhan: How a Pre-Internet Academic Changed the Way

We Think About the Web." Behavior Change & Technology. N.p., 09/06/2011. Web. 13 Jan 2012. <http://www.behaviourchangeandtechnology.org/2011/06/marshall-mcluhan-how-a-pre-internet-academic-changed-the-way-we-think-about-the-web/>.

Root-Bernstein, Michele, and Robert Root-Bernstein. "Einstein on Creative Thinking:

Music and the Intuitive Art of Scientific Imagination." Psychology Today. 31 3 2010: n. page. Web. 13 Jan. 2012. <http://www.psychologytoday.com/blog/imagine/201003/einstein-creative-thinking-music-and-the-intuitive-art-scientific-imagination>.

Van Ness, Elizabeth. "Is a Cinema Studies Degree the New M.B.A.?." New York Times

6 /3/ 2005, n.pag. Web. 13 Jan. 2012. <http://www.nytimes.com/2005/03/06/movies/06vann.html?pagewanted=print&position=>.

This is my first blog post and, as such, I do not have any clear cut approach over how I intend to jumpstart what could possibly be the beginning of a lengthy career in writing or any other six-figure-earning job (fingers crossed!). Perhaps I should discuss the ten year anniversary of ‘Gitmo,’ and the continuing repercussions of the Bush Administration’s decision to inflict questionable treatment on suspected terrorists, or maybe the buzz revolving around the new animated ‘Napoleon Dynamite’ series on Fox (thanks for the info, CNN!). Whatever the topic or focus of deliberation may be, I intend to pose questions or any other inquiries that will elicit thought provoking, slightly controversial critical discussion. In addition, I hope this blog will open the eyes of certain people who may not have been willing to stretch their minds or discover alternative ways of thinking, helping obliterate ignorance and negligently dismissive modes of thoughtless contemplation. Further, I genuinely hope that I please you, the readers, because anyone who shows a hint of interest in my writing, or what I have to say, will always be a friend of mine. So, please, do not hesitate to let me know if there is a specific issue of importance to you that you feel should be discussed on my blog, I would love the feedback. On that note, I am so, so, so excited for what’s to come and please stay tuned!!