Kid Creole and the Coconuts – “Doppelgänger”

It’s November 15, 1980. Ronald Reagan has just won the presidential election, so the Carter administration is coming to an end. Elliott Gould is hosting his 5th episode of Saturday Night Live… the first of season 6. Big changes are starting with new writers and cast members… and a wider variety of musical acts. Tonight’s musical guest is “Kid Creole and the Coconuts”.

Did I see this episode in its first run? I honestly can’t remember. Elliott Gould was a popular host, so it may have been a rerun in later years when I first saw this episode. Whatever the case, I instantly became a fan of KC&tC. “Mister Softee” and “Grace of God” were never to be found on my radio, but I wanted more than the memory of seeing them live from New York late one Saturday night.

Enter “Doppelgänger”.

Kid Creole and the Coconuts was not built for the era before music videos. I’ll link you to some concert footage in the comments and you’ll see what I mean. Hot Latin rhythms, sharp threads, and the simply-yet-effectively-choreographed (but way more than just visually stunning) backup singing Coconuts. A party band experience a la The New York Dolls, with the stage-filling energy of a Miami Sound Machine. Imagine Lou Bega and The Spice Girls had a bunch of children. And those kids started a band. That’s Kid Creole and the Coconuts.

Musically, this isn’t even Kid’s best work, but the opening track, “The Lifeboat Party,” is a banger! And Island Records didn’t put out discs in the early 80s just to fill slots in record stores. If you dig Desi Arnaz, Tito Puente, and Celia Cruz, there is plenty here to enjoy, while waiting for the torch to be passed to Gloria Estefan and the soundtrack from Jim Carrey’s “The Mask”.

Side one has fun, and invites you along. The Coconuts get their turn on the lead mic on “Distractions”, and prove they have the skills to do more than shake in triplicate. August “Kid Creole” Darnell has plenty of vocal power to front the other tracks’ fully-orchestrated brass and percussion licks.

Side two turns up the heat like you might expect in a South Beach nightclub. The Cuban influences are more focused here, and the “feel good” lyrics from side one (which border on silly in “If You Wanna Be Happy”) give way to some more socially observant fare in side two’s “There’s Something Wrong in Paradise” and “It’s a Wonderful Life.” Daryl Hall lends a hand on “Bongo Eddie’s Lament,” and we’re all left playing Six Degrees of Separation to figure out how THAT collaboration came about. By the time you get to the closing track, “Seven Year Itch,” you might just believe it’s 3AM and you have to walk the palm-tree-lined streets back to your hotel on the beach… after one more dance under the lights.

This isn’t a set to spin when you have no intention of getting out of your recliner. Expect the kids to bounce around with a stuffed animal dance partner. This one is from an era when an album was an opportunity to tell a story, and Doppelgänger tells a cogent story – both in the tracks and on the liner notes!

Kid Creole and the Coconuts album, "Doppelgänger"

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Barry Manilow – 2:00 AM Paradise CaFé

If you were a cool jazz fan, and I told you that I had a recording of a combo including Gerry Mulligan on sax, George Duvivier on bass, and Bill Mays on keys, and guest vocal performances by Sarah Vaughn and Mel Torme, you might say “Hey, that sounds pretty good.”

Now imagine the front man for that combo is Barry Manilow.

Yes, that Barry Manilow.

The two sides of the record are called “Set 1” and “Set 2,” and that’s how they play, like cocktail lounge sets. There are instrumental segues between the tracks that smell like cigarettes and cheap liquor, so that each side is about 20 minutes of continuous performance. The accomplished jazz musicians take turns with improv licks around Barry’s vocals. In Set 1, Sarah Vaughn steps in to duet on “Blue”. On the flipside, Mel Torme shines on the beautifully simple “Big City Blues”. Those two performances are worth the purchase, but “What Am I Doin’ Here” stands as a powerful opener for the second set to go beyond the “Is that really Manilow?” mystique.

https://youtu.be/OLJnmqPT_4M

Some of the chords seem unnecessarily forced to sound so jazzy they force you to consider the “anti-Manilow” depth of the performance, but there is nothing experimental about this jazz offering. It’s exactly what you’d expect from that hot little club just far enough from the tourist spots and the airport to remain a locals’ secret, where pros still show up occasionally to remember what it was like before they were packing serious concert halls.

Not to diminish Manilow’s performance at all. He’s got the chops to stay in these careful selections. And the result is a nice way to spend 45 minutes in your easy chair, late at night, and have another scotch-on-the-rocks to wash away the hassles of the daytime.

Barry Manilow's album, "2:00 AM Paradise Café”

What We Can Fix about Testing

It wasn’t always so.

There was a time, not so long ago, when students in public K-12’s in the United States didn’t take annual tests in English and math. Ask teachers, administrators, and even a lot of parents what one thing they would get rid of first from schools, and you’ll hear that word a lot. Testing. It’s too high-stakes. It’s too prone to inaccuracies. It takes up too much valuable time. But it’s a fact of life in education – we can’t do anything about it.

Or can we?

A test provides, at best, a single point-in-time snapshot of what an individual is able to do. Honestly, that’s what tests are supposed to do. To that extent, they can be a useful instructional tool. But when an array of such scores begins to be used to draw conclusions about educator efficacy, district efficacy, and acceptable subgroup progress, we have injected them with far more weight than they deserve.

If test scores get too much attention at the state board of education, that’s their shame. If test scores get too much attention in the superintendent’s office, that’s a travesty. But, if test scores are the only thing that we talk about in the classroom when “testing season” comes, we have completely let go of the steering wheel.

Garry Marshall has directed a long list of popular TV sit-coms: “Happy Days,” “Laverne and Shirley,” he even directed 6 episodes of “The Odd Couple.” But he struck gold the day he decided to cast Robin Williams’ guest shot as an alien visitor on “Happy Days” into a new series, “Mork & Mindy”. The show was a vehicle for Mr. Williams to do his thing, wild improv comedy.

In those days, TV shows were shot in front of a live studio audience, with three cameras fixed on the key points of action. Robin Williams, who honed his skills playing in every direction to street corner crowds, would dart about the set, doubling the crews over with laughter and blinding them with their own hysterical tears.

When he was finally able to draw a breath, Marshall would ask the cameraman, “Did you get that?”

“Get what?” came the stoic reply of the camerman.

“THAT!” Marshall would respond, gesturing emphatically at Williams. “That was genius!”

“If he’s such a genius,” replied the expert cameraman, never looking up from his viewfinder, “tell him to hit his mark.”

Garry Marshall could have tried to retrain the octogenarian camera operators to follow Williams’ madcap hijinx (bad idea). He could have reined Williams in and got him to work solely from his X taped on the stage (worse idea). Instead, he came up with an innovation that changed studio-audience recording – the fourth camera. Marshall left the three existing cameras where they were, but brought in a fourth, freely-roaming, camera. And that camera operator’s instructions were simple – “Record everything Robin does.”

Nationally-normed standardized tests are a stationary camera. They record what they’re intended to see, and nothing more. And the camera operator never-mind’s everything else.

If we want students to believe that tests aren’t necessarily an indicator of their hard work – and not at all a measure of their worth as a person – we had better show them. That initiative will not come from the top, outside of the local district. This one is totally under our control. And we don’t do it by continuing to harp about the tests, even when we’re parroting that they’re not that important. (When your kid mentions the newest video game console ten times a day and keeps telling you it isn’t important, what message do you get?)

Every student in your class/grade/school/district can deliver a genius performance at something. If you don’t know what it is for one of your students, find out. Ask their previous teachers, their siblings, their guardians. If they don’t have any of those, just getting to school is a stroke of genius. Our job is to make sure there is a “fourth camera” there to catch those genius performances, for everyone.

Be that kid’s fourth camera.

Jim Messina – “Messina”

I really like this Messina disc, but it’s so all over the place. It’s Messina, but it’s also got tracks that are uncharacteristically disco influenced. And some latin flavored bits? But the folksy roots are still there, and “Child of My Dreams” and “Whispering Waters” stuck hard in my brain since I first bought a cassette of this one from a bargain bin at Camelot Music in the mid-to-late 80s.

“Money Alone” is a ripper, with some funk undertones that don’t feel out of place at all. You won’t remember any of this disc from hearing it overplayed on the radio, but once you give this collection a full hearing, you’ll want to keep it handy for the occasional long car ride or background music for a hobby project.

“Messina” by Jim Messina

COVID-19 and School Re-opening

What will “school” look like in the Fall?

This question has been in the minds of administrators, teachers, staff, and students. Will schools be able to go back to the way they were before (and should we?), will we still be operating under “remote learning”, or will we have some combination?

If the current (Ohio) Department of Health recommendations hold until school resumes for the 2020-2021 school year, here are my thoughts on how to best make use of available resources while taking steps to provide a safe environment for all.

— Some of your students will do just fine under “remote learning”. They have the skill, the means, and the support to achieve expected outcomes without setting foot in the building. Let those students stay home and learn with remote feedback and support.

— Take the rest of your students, and put them in 3 or 4 groups. No, don’t “ability group” or “level” them. Mix them up. Let’s say you have 3 groups, and we’ll call them “A”, “B”, and “C”. Bring Group A in for the first week of school. All day, all week. The “core” subject teachers should expose the students to new material, and preview what they will learn for the next two weeks. Arts and other specialized subjects should be a big part of students’ experience. Groups B and C will stay home this week and participate in online instruction. For Week 2, Group B comes to the building and Groups A and C participate in online instruction.

— For a small percentage of your students, uninterrupted daily presence in the building is essential. These students need the most support, and depend on many specialized services they receive at school. These students should be scheduled to be in school every day. Every. Day. Scheduling them for two days a week while scheduling the gifted honors dual-credit senior two days a week sounds “equal”, but it is by no means equitable or fair.

— Allow students to have more than whatever the minimum state requirement is for lunch.

— Forget the seven or eight equal-timed class periods. Divide the day into twenty-minute segments and have a different small group of students moving at those twenty-minute intervals. Some classes may only meet for 40 minutes (two twenty-minute segments). Some may meet for three or four. Just don’t put all of your students in the hallway at the same time. Teachers in “departmentalized” schedules shouldn’t have to be in class with students for more than half of the school day under this system. The rest of their day can be used to provide feedback and assistance to remote learners. Students in self-contained classrooms should still have about half of their day in specialized courses, recess, literacy/library support,

— Most of all, remember that the system is supposed to be there to support the students. The students aren’t there to support our system. We must not try to force our comfortable routines to fit an extraordinary situation, and then complain that the job can’t be done when we find that we can’t do things the way we’ve always done them.

We can do this. We can do things we’ve never been able to do before, if we are willing to make the best use possible of what we have available.

Fallsville Wildlife Area

Fallsville Wildlife Area is a 1,300+ acre preserve in Highland County, Ohio.  I live about 20 minutes away from it, but I don’t think I had ever been there before my wife, Angie, suggested checking it out as an evening getaway place to visit for the family.

The trail to the falls on Clear Creek is about 3/4 of a mile.  It is a rough walk, over exposed root systems and around wet places.  But, the payoff at the end of the trail is a gorgeous waterfall, about 20′ high.

Where to find it.

The entry point is located at 20211 Careytown Road. There is a small gravel area where a few cars can park.  A narrow gravel road goes back to the beginning of the trail.  The trail is beaten earth, with lots of exposed roots.  The only way to make the trip is on foot. You won’t make it very far if you try to push a stroller or pull a wagon.

The trail winds a bit, and you will pass fishing areas along the way.  Once you reach the falls, the first path down to the gorge at the bottom of the falls is steep and narrow.  If you go further down the trail (downstream), you will find easier ways to get down to the water.  My son and I made the walk in slides, so there’s really no need for special hiking shoes unless you plan to wander off the paths.

The water was very shallow, so I just left me slides on the bank and walked in.  Cool water, cooler air than what we breathed in the parking area, and lots of singing birds and the rushing of water.  This is a great place to rest and relax, and just enjoy a quiet place that feels like it may be hundreds of miles from civilization.

Waterfall at Fallsville Wildlife Area. Waterfall at Fallsville Wildlife Area. Waterfall at Fallsville Wildlife Area. Waterfall at Fallsville Wildlife Area. Waterfall at Fallsville Wildlife Area. Waterfall at Fallsville Wildlife Area.

FREd Talks at Ohio Educational Technology Conference

Ohio’s annual educational technology conference, known as OETC, took place February 12-14, 2019, in Columbus.  This year, educators from all over Ohio took part in a series of pre-keynote presentations called “FREd Talks”.  “FREd” stands for Finding Real Education, and is the brainchild of Ohio educator, Toby Fischer.

FREd Talks have much the same format as an Ignite talk, where a prepared set of 20 slides is set to auto-advance every 15 seconds.  Five minutes.  No problem, right?

Michael delivers his FREd Talk on stage at OETC 2019.
photo from Natalie Rinehart, @NatalieRinehar3

I was honored to share the stage with two other long-time friends in education to deliver a FREd Talk before Wednesday’s keynote panel discussion of current and emerging applications for artificial intelligence.  Marcia Kish, Ryan Collins, and I are veterans to the FREd scene, having taken part in previous FREd Talks at past OETCs when it was a separate session.  Video of each of the FREd Talks is coming soon.  My talk was a five-minute version of “Five Rules of Design Thinking to Reach All Students”, condensing my workshop materials from designingeducation.org.

Can you deliver your message in five minutes?  The process of preparing for a FREd Talk is not a simple one.  I find it to be much more difficult than preparing for, say, a 45-minute or 60-minute presentation.  There is no time for an ad lib, no time for wandering off on tangential thoughts.

Preparing your 20 slides and rehearsing your five-minute presentation is a great idea, even if you don’t have an invitation to speak somewhere… yet!  What would your message be, if you only had five minutes?

 

 

Lessons My Daughter With Autism Has Taught Me – TEDxDayton 2018

It’s live!

My October TEDx Dayton Talk, “Lessons My Daughter With Autism Has Taught Me” is now live on YouTube.

This presentation was probably the most difficult to prepare for of any I’ve done.  The process made me deeply search what I think, what I feel, and what I believe – not only about Amelia, but about education and all students.  I hope the result, and Amelia’s story, can serve as an inspiration to think deeper about learning and expectations.

TEDx Dayton 2018 – “Shift”

The 6th annual TEDx Dayton event has come and gone.  The theme for this year’s program was “Shift”.

Michael, speaking about his daughter, Amelia, on the TEDx Dayton stage.I was so honored to be included as a speaker for this year’s program. My talk was about lessons I have learned from my daughter, Amelia.  Amelia just turned 9 years old, and was diagnosed with Autism just before her third birthday.

I have told versions of this story in other formats – as a five-minute Ignite session at the Ohio Educational Technology Conference a few years ago, in an article that was published in a booklet called “Sharing Hope”, and as a brief keynote address to special education and school improvement consultants in Ohio.  But, the presentation was never as “polished” as it needed to be for TEDx Dayton.

The process of breaking my thoughts down to their bare essence, and then building back up to a connected and meaningful series of thoughts, was one of the hardest things I have ever done professionally.  I am deeply grateful for all of the support that the TEDx Dayton organizers offered me to help get my talk to that point – after all, it will soon be available on the Internet for the world to see. (Yikes!)

It takes several weeks for the recordings to be finalized and posted among the videos on the TEDx site.  But you can bet that once it is there, I’ll happily share Amelia’s story with anyone who would like to listen!