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4A - Friday, November 19, 2010
The Michigan Daily - michigandaily.com
E-MAIL JEFF AT JEFFDZ@UMICH.EDU
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JEFF ZUSCHLAG
So, I guess Obama wrote
a children's book? That's
kinda weird, right?
re you kidding? That's
awesome! I hope this
trend continues. Just
think of the possibilities!
ISi
-T
C
T
-
*The Eerie Economy*
'7 n
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A4 a
JACOB SMILOVITZ
EDITOR IN CHIEF
RACHEL VAN GILDER
EDITORIAL PAGE EDITOR
MATT AARONSON
MANAGING EDITOR
Unsigned editorials reflect the official position of the Daily's editorial board. All other signed articles
and illustrations represent solely the views of their authors.
Diversify graduation
'U' must increase minority enrollment numbers
diverse student body is an important aspect of a uni-
versity. But in spite of having several thousand students
on campus, the University population fails to represent
the country's diversity. The University's Office of the Registrar
released figures last month regarding the demographics of the
University's student population. The underrepresented minor-
ity enrollment rate increased by 1.5 percent for this year. An
increase in the number of underrepresented minority students
is an achievement for the University. But the enrollment rate still
remains lower than it should be. Efforts should be made to reach
out to - and retain - underrepresented minorities.
1 I ::3 1 1 9N ( _'Z/i f niioa"AP ;2::3s,'I
0
Back off, Potterheads
In a Oct. 25 article in the Daily, it was
revealed that underrepresented minority
enrollment as well as overall enrollment
was up this year. Reactions from campus
revealed in a Nov. 15 Daily article that the
Office of Multi-Ethnic Student Affairs -
more commonly referred to as MESA -
has met with University officials over the
past year to discuss ways to more actively
recruit underrepresented minority stu-
dents and encourage them to enroll at the
University if accepted. Other organiza-
tions focused on increasing enrollment of
underrepresented students have proposed
that by offering more application fee waiv-
ers, scholarships and financial aid, these
rates may increase further. There have
been concerns that the banning of affirma-
tive action in 2006 is one of the reasons for
low underrepresented minority student
enrollment at the University.
This is the first year since 2003 that the
University has seen an increase in under-
represented minority student enrollment,
according to an Oct. 25 Daily article. The
increase may reflect the increased recruit-
ment outreach to underrepresented minor-
ities. It could also be because this year the
University saw the largest enrollment in its
history and a recent change in the way that
ethnicity figures are collected. Regardless
of the specific reasons for the increase in
minority student enrollment, the Univer-
sity should continue increasing minority
figures by working with campus groups to
reach out to these students.
Though the increase in underrepresent-
ed minority student enrollment is a suc-
cess, improvements can still be made. With
the University seeing its highest enroll-
ment numbers to date this year, minority
students remain a disproportionally small
percentage of the student population.
The University should continue to devote
resources to bringing underrepresented
minority students to Ann Arbor. MESA,
members of the Office of Undergraduate
Admissions, the Office of the Provost and
the Center for Educational Outreach have
been working together to increase minor-
ity recruitment. Multicultural groups have
also been active in encouraging underrep-
resented minority students to apply to the
University. These efforts should be main-
tained so that these students continue
enrolling in the University.
But increasing acceptance rates for
underrepresented minorities is a hol-
low victory if these students continue to
have low matriculation and graduation
rates. There was a gap of about 19 per-
cent between the graduation rates of black
and white students here at the University
between 2001 and 2006, according to a
2008 Education Sector report. The Uni-
versity should work with MESA and stu-
dent groups throughout campus to create a
stronger support system to help these stu-
dents make it to commencement.
Even though the University saw an
increase in underrepresented minority
enrollment this year, more can be done
to improve diversity on campus. The Uni-
versity should continue to work to attract
underrepresented minority students -
and keep them through graduation.
n case you were wondering
what my plans are this week-
end (and I'm sure you were), I
know one thing
for sure: they'll
have nothing to do.
with the release of
"Harry Potter and
the Deathly Hal-
lows." And no, it's
not just because
I couldn't find a
date or because
they'll miss me MELANIE
at Singles Bingo KRUVELIS
night, thanks. The
problem? Every-
one - and I mean
everyone - apparently has no shame
in wanting to be a fictional wizard
virgin. And it's taking over my Face-
book news feed.
Pardon me for this digression, but
I'd like to take a quick moment here
to kindly ask if the Quidditch Team
wouldn't mind setting down their
broomsticks - ouch, dammit, that's
my arm. And hey, if you kids from
the Honors College could kindly
put down those calculators aimed
directly at my forehead, I'd greatly
appreciate it. To be honest, I can't tell
if I'm more terrified or impressed -
seriously, how did you all fit into my
dorm room?
Look, I'm not here to argue the lit-
erary value of a children's novel. So
please take a deep artificial breath
from your inhaler and relax, all you
Potterheads. After all, I read the
books too and it's not the lack of
character development, the repeti-
tive plot or the overused archetypes
that bother me. It's the buildup for
a children's movie that's driving me
berserk.
The problem began several weeks
ago. I was in the back of my political
science lecture trolling the Internet
when I noticed a particularly disturb-
ing Facebook status: "Harry Potter is
the single definition of our genera-
tion, and I love it." Maybe this alone
wouldn't be a cause for concern, but
then I noticed the amount of atten-
tion this status received: there were
over a dozen likes. Suddenly I felt
nauseous - and it wasn't just my tra-
ditional breakfastofleftover ham and
Pop-Tarts at work.
I know you love the movies, and I
don't have a problem with that, hon-
est. But seriously, the definition of our
generation? The baby boomers had
The Beatles and Woodstock. Genera-
tion X had MTV. And we get Harry
Potter? Come on, people! There's
much more to Generation Y-Bother
than a teenage wizard who can never
seem to get laid. What about child-
hood obesity? The destruction of
our atmosphere? "Jersey Shore?" I'd
rather have Snookie as our poster
child - at least she has some sub-
stance (correction: substance abuse
problems).
What's worse is no one seems to be
ashamed of this desire to be a wizard.
For the past several weeks, my entire
news feed has been jam-packed with
Potter. Quiz results confirming that
you do indeed belong in Hufflepuff
(tough break, kid), countless wall posts
whining about acceptance letters to
Hogwarts that must've been lost in
the mail - this is not the Facebook I
know and love. Where are the embar-
rassing photos of my ex-boyfriend,
drunken updates from hallmates and
general ignorance? Harry Potter's
renewed popularity is ruining my abil-
ity to effectively creep, leavingme with
nothing left to do but drink chocolate
milk and listen to Dido by myself.
Even old people are buying into the
phenomenon, posting status after sta-
tus about how groovy Albus Dumb-
ledore is. As if it wasn't creepy enough
when our relatives started joining
Facebook, now they want to cash in on
a children's book? In case you haven't
seen this disturbing new development,
here's an actual snippet of my dear old
Uncle Ichabod's status:
"Uncle Ichabod has midnite tix for
HP7!!!!!! Workin on my Hagrid cos-
tume...good thing I don't have a date
for tonite, this costume's gonna take up
at least three seats lol lol"
Sorry, but I don't
buyin tothe Harry
Potter obsession.-
But I digress. The point here is that
all this hubbub is over a children's
novel. Sure, it's all fine and dandy
to reminisce over some book series
that was a substitute for friends back
when you were in elementary school.
But come on, isn't it time to grow up?
Aren't we a little too old for this non-
senseThere's a worldoutside of Harry
Potter, a beautiful place vhere literary
worth isn't defined by dressing up in
costumes. It's a poetic kingdom with
depth, vision, meaning and beauty in
which we become submerged in the
prose of -
Whoops,I almostexceededmyword
limit. Well, you get my point. It's time
we move beyond the juvenile and head
toward the sublime, where we find the
truth - ah, wait, has anyone seen my
copy of "New Moon?"
- Melanie Kruvelis can be
reached a melkruv@umich.edu.
LETTERS TO THE EDITOR:
Readers are encouraged to submit letters to the editor. Letters should be fewer
than 300 words and must include the writer's full name and University affiliation. Letters are
edited for clarity, length and factual accuracy. All submissions become property of the Daily.
We do not print anonymous letters. Send letters to tothedaily@umich.edu.
EDITORIAL BOARD MEMBERS:
Aida Ali, Jordan Birnholtz, Will Butler, Eaghan Davis, Michelle DeWitt,
Ashley Griesshammer, Will Grundler, Jeremy Levy, Erika Mayer, Harsha Nahata,
Emily Orley, Harsha Panduranga,Teddy Papes, Tommaso Pavone, Leah Potkin,
Roger Sauerhaft,Asa Smith, Julian Toles, Laura Veith, Andrew Weiner
HARSHA NAHATA I
A SA showbuilds community
JULIAN TOLES|
Bring arts back
On Nov. 12, Hill Auditorium played host
to the largest student run production in the
nation. The Indian American Student Asso-
ciation put on its annual cultural show for a
sold out crowd. This year's show - Samasti:
Elements of Illusion - featured nine different
dance styles from all over India. It included
everything from iconic Bollywood to tradi-
tional Indian Classical to a fusion combining
both East and West. For the 4,000 individuals
in the audience, it was a night of mesmerizing
costumes, songs and performances.
I was both a spectator and a performer for
this grand event. While I had heard a lot about
the "amazing" show that IASA puts on, this
was my first time actually witnessing it. I was
taken aback by how well organized everything
was. Even with over 200 participants and thou-
sands of audience members wandering around
Hill Auditorium, there was little to no chaos.
Everyone was seated or taken backstage in an
orderly fashion, by the time the show began.
And the overall presentation was very pro-
fessional - each dance was introduced by short
videos. Also thrown into the mix were videos
introducing IASA executive board and the
show coordinators. It speaks volumes about
the University that students put together such
a polished production. Everything from adver-
tising to coordinating technology to providing
holding rooms and food for the participants
was taken care of by the students. The months
up to the show featured many late nights for
the show coordinators chalking, flyering and
managing dress rehearsals, but this dedication
and initiative paid off. Both the IASA board
and the show coordinators do a phenomenal
job each year making sure the show lives up to
its reputation and hype.
And if I've learned anything being a part of
an IASA dance, it's that tlsfxe's a lot of hype. I
was a part of the Bollywood dance this year -
yes, we "taught you how to Bolly." What struck
me the most was that being in a dance wasn't
simply learning the steps and performing,
which was the case in previous performances
I've participated in. It wasn't just about prac-
ticing and getting the choreography. It was
about meeting all different people and building
relationships that will last long after the show
has ended.
In the months leading up to the show, I
found a new family here at the University - my
Bollywood family. And, the same can be said
for any of the nine dances. Each dance made up
its own chant, held "bondings" and got t-shirts
and sweats. We not only danced the steps, we
belted out every word of the songs and smiled
until our faces hurt. We bonded over sore legs
and sleepless nights. Going to practice every
night at Mason Hall was not just a part of my
daily routine, but also a much anticipated event
- I got to dance off the stress of a long day and
see all my new friends.
Participating in the IASA show is the expe-
rience of a lifetime. The show in itself is the
epitome of students coming together to create
something magical. It stands as a testimony to
what dedication and hard work can produce.
It's a display of Indian culture, reflecting the
rich diversity that exists within the nation
itself. But above all, it's a chance to form some
of the most amazing friendships one will find
here at the University.
If you missed it this year, I highly suggest
attending next year or checking out the videos
of the dances on YouTube. And if you were shy
this year or didn't have the time, really con-
sider participating next year. It will be the best
two-and-a-half months of your life.
d Harsha Nahata is a LSA freshman.
Creativity has come under attack in our nation's educa-
tion system. Detroit Public Schools are a prime example
of this ill-fated trend. Budget cutbacks have forced many
schools to downsize tremendously at the expense of art
programs.
Unfortunately, students are the victims - particu-
larly those who excel in the arts rather than traditional
academic subjects. It is obvious that math, science and
literature will never be obsolete - we need their help
to instill continuity and convergence in thinking pat-
terns. But creative endeavors play an equally important
role in cognitive development and real world applica-
tion. Improvisation and the ability to think non-linearly
are imperative. For this reason, we need a paradigm shift
that emphasizes the importance of arts in our education
systems.
Though the 2001 No Child Left Behind Act labels arts
as a core subject on paper, in practice art programs are
disproportionally eliminated. Today, only 40 percent of
Detroit Public Schools have art teachers - down from 80
percent just 10 years ago. Only 55 percent of schools have
music teachers and the decline is steady. Just last month,
my own mother Phyllis Toles was forced from her art
room to teach a second grade class, to the dismay of her
colleagues and hundreds of students. There was nothing
the principal or parents could do about it.
The overarching problem is that many parents and
administrators fail to consider the elimination of these
programs a salient issue. My mother said, "There is noth-
ing that is not art. Every man-made product we come in
contact with was a design in the head of an artist at some
point. Art is crucial for societal progress." I also agree
with international education advisor Sir Ken Robinson,
who said in a recent speech that emphasized the arts in
education that "creativity is just as important as litera-
cy." And I am not biased because my mother is a former
art teacher. In school, ironically enough, the arts were
always where I got my lowest grades. Seriously.
The arts (music, dance, drama and drawing/painting/
sculpting) are indispensable because of their subjective
nature, which encourages trial and error. This translates
into students attempting various approaches in other life
experiences that may demand creative thought. Mistakes
are often stigmatized in subjects like math and science, in
which there's only one objectively correct answer. With-
out the presence of the arts, preparation for standardized
testing in these subjects and rote memorization stifle cre-
ative impulses. With a creative outlet, students might do
better in all areas of study.
The arts help us grow into productive beings. And it's
no secret that as humans we are most productive when
motivated. Bestselling author and Yale Law graduate
Dan Pink reported in a recent study that optimal moti-
vation consists of the following three things: autonomy
(as opposed to inflexible prompts), mastery (as opposed to
memorization) and purpose (other than achievement for
achievement's sake). The arts embody each component.
Autonomy is the most important of these - the intrin-
sic motivation required for artistic endeavors fosters the
same development of self-direction outside of the class-
room, increasing students' independence.
Emerging from the age of industrialization, it's clear
that our public education systems are outdated. As Robin-
son notes, schools were modeled after the factory system
and the assembly line - with strict bells, departmental-
ized subjects and atomized "workers." In contrast, the
arts engender community and collaborative efforts for
everyone's mutual benefit. Indeed, innovation occurs
when groups work together and are encouraged to
express various perspectives in unique ways.
Many districts around the country have recognized
this problem. And many colleges and universities are
changing the way they train their teachers to better suit
today's non-factory based economy. Some schools - like
Community High School in Ann Arbor - allow students
the option of molding their schooling experience to fit
their personal needs and desires. Until this mode of oper-
ation is readily available to all students, arts programs
must do the best job of fostering personal fulfillment,
creative development and the requirements of motivation
that Pink lists. Eliminating arts from schools is counter-
productive to the paradigmatic shift that our education,
culture and economy are undergoing. It's time to bring
art back.
Julian Toles isan LSA senior.
the
podium
Thoughts from the Daily: Rachel Van Gilder points out that more
reflection rooms will create a more inclusive University community.
Go to michigandai y.com/blogs/The Podium.