0 4A - Friday, November 19, 2010 The Michigan Daily - michigandaily.com E-MAIL JEFF AT JEFFDZ@UMICH.EDU 7 c 44 IC lal 4 all Edited and managed by students at the University of Michigan since 1890. 420 Maynard St. Ann Arbor, MI 48109 tothedaily@umich.edu 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 t . s Y ~ 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.