ESL Meeting #2 – 09/30/11

ESL Meeting #2 – 09/30/11

            Greeting me with a kiss on the cheek, Jeanelie was anxious to tell me about her weekend. On Saturday, Jeanelie went to Six Flags in Arlington with her husband. Explaining how she loved the rollercoaster’s and all of the amusements the park offered, Jeanelie seemed happier than a child in a candy shop. Jeanelie explained that she had never been to an amusement park before and that this past weekend was her first time riding a roller coaster. I was shocked to hear this and asked her if there were amusement parks in Caracas. She didn’t know of any that were close by and didn’t know if there were any parks at all in Venezuela. It was hard for me to imagine not attending an amusement park at some point as a child and even harder to imagine the idea of the US not having amusement parks at all. In the US, it is almost impossible to go more than two or three days without seeing some sort of commercial or advertisement for Disney Land or a major amusement park.

            After discussing our weekends with one another, I asked Jeanelie how school was going for her and how she felt about her classes. Jeanelie shared with me that she was enjoying class and found herself doing very well with her English. While she admitted that she wished that she could advance a level and be in the same classes as her husband, Jeanelie said that she was learning quickly and enjoyed her classes. Jeanelie explained that she had a test coming up later in the week and asked me if we could review some concepts and some phrases that she was having trouble with. In hopes of boosting her confidence and working to help her better prepare for her exam, I told Jeanelie that we could have a little test review.

            Jeanelie pulled out some worksheets from class that she was reviewing for the test. Pointing out the parts of the worksheet she struggled with, the two of us began to work through the assignment. The assignment reviewed common English phrases that are used in every day speech. Some of the phrases included were, “it’s no big deal”, “don’t worry about it”, and “over there”. It was fascinating for me to see these phrases and ponder the idea that Jeanelie had no idea what they met or the context in which they were used; yet I myself used many of these phrases every day. Jeanelie consistently struggled with the word “over” and any phrases that included the word.

            At first I found myself troubled when trying to define the word “over” for her and couldn’t seem to pull out a definition that was clear enough for her understanding. Attempt after attempt, I threw out different definitions and various examples in hopes of clarifying the word. Eventually, Jeanelie picked up on the basic meaning of the word, however I was not confident that she had a complete understanding of it. Luckily, because I know quite a bit of Spanish, I was able to cheat, and worked to explain the meaning in Spanish. Tossing back different examples between one another, Jeanelie finally reached an understanding of the word. She was thrilled by her accomplishment and I felt a sense of accomplishment as well. It was exciting and rewarding for me to help Jeanelie through her struggle and help her learn what appeared to me to be such a simple word to me, but was such an obstacle for her.

            The two of us had a great meeting and ended with a high five encouraging Jeanelie to do well on her exam. Jeanelie told me that she would text me when she completed her exam letting me know how she felt about it. She said that my review helped her and that she did in fact feel more confident. 

David Belpedio 

Library Research #2 - Uncle Sambo, Mad for Mambo

LIFE Magazine

December 20, 1954

Uncle Sambo, Mad for Mambo

Most everyone loves the Christmas holiday season. Good food, close friends and family, and sing-a-longs are only a few characteristics that can be used to describe the joyful season. The addition of the upbeat and popular dance, the Mambo, was added to this list of holiday activities in the mid 1950s. Luring many Americans to dance halls for some months before the Christmas holiday, the mambo erupted in the holiday frenzy. Enjoyed by all ages, the mambo served as an easy to learn dance for housewives, teenagers, and the elderly. Dance palaces began to emerge throughout the nation popping up in big cities such as Chicago and New York. Offering both lessons and prizes to the many clients of the studios, the dance halls found 80 to 100% of their customers enrolling to learn the mambo for the holiday season. Mambo songwriters quickly produced seasonal numbers like Santa Clause Mambo, Jingle Bells Mambo, and the salute to Mommy mambo for clients to enjoy.

One of the reasons for the rapid increase in the popularity of the new dance was the fact that the mambo provided for a less strict and structured dance. Allowing its practitioners to go “hog-wild” while dancing, the mambo permitted improvised solo moves and out of routine dance steps. The mambo is described as a simple dance, whose basic back-and-forward steps are easily mastered. The basic step is done to eight counts with the man leading the women for the majority of the dance. Allowing for both the man and the women to have moments of personal expression, the mambo is a lively dance. Accompanied by saxophones, a drum section, rattles, clappers and cowbells, the dance is seen as “a crazy thing”. Surrounded by the excitement of the holiday season and all of the festivities that accompany it, the mambo served as a popular dance.

I was originally attracted to this article by its connection to the Christmas season. Intentionally selecting an article around the Christmas holiday, the Christmas season is my favorite time of the year. Understanding my personal holiday traditions and routine activities, I was interested to understand the activities that defined the Christmas season of the 1950s. Focused on the idea of the emerging and popular holiday dance of the mambo, this article provided insight into the holiday season of the 1950s. While times are quite different, holiday parties of the 1950s exhibit the same characteristics holiday parties of today do. One of the main differences however, is that dancing, particularly the mambo, was the main entertainment of 1950 holiday parties. Centered on the main event of dancing, these holiday parties would be filled with eager guests waiting to dance the night away.

Another aspect of this article that really stood out, was the way people presented themselves. The article included various pictures of guests at holiday parties as well as clients of the dance studios. By reviewing these pictures, I was able to better understand the dress of the time period. Wearing much less revealing clothing and more uniform outfits, the women appeared to hold a much higher standard for presenting themselves. The women in these photos also rarely are holding any type of drink and for the most part only the men are found holding drinks in their hands. With these two observations, it appears that women of the time were held at a more controlled and monitored standard. Covered in long dressed with heavy sweaters and rather short high heels, women appeared much more conservative.

The advertisements surrounding this article also grabbed my attention and provided insight into the holiday season. The Christmas season always means cards, cards, and more cards. Each year millions of holiday cards are passed through the postal system sending love and blessings to friends and family. The same is true of the 1950s, however in an advertisement for “Santagrams”, it becomes obvious that the telegram replaces the present day holiday card. This advertisement highlights the importance of sending a telegram to loved ones near and far and emphasizes the simplicity of doing so. Capturing the holiday spirit of Santa Clause, the advertisement includes the option of the “Santagram” which provides youngsters communication with Santa Clause and his many elves. The language of this advertisement also caught my eye. Described as “gay and colorful”, the language used in this 1950s advertisement is almost nonexistent today. Another advertisement for “TUMS” indigestion relief caught my attention. I was unaware that TUMS were available in the 1950s and found it interesting that the same brand used for indigestion in the 1950s is used today. Available for ten cents a roll, the advertisement worked to persuade the reader that TUMS would be the perfect “stocking stuffer”. Smiling as I read this, I could only think how disappointed I would be if I found a roll of TUMS in my stocking on Christmas day.

Overall I enjoyed this article and found it fascinating to look into the holiday season of the 1950s. While different in many ways, the holiday gatherings of the 1950s demonstrate similar activities as seen in holiday parties today. With the addition of the mambo, the holiday season of the 1950s saw the emergence of a new and less structured dance. Enabling participates to let loose, the mambo was attractive to many holiday goers and provided for a good time to all ages.

David Belpedio

The Man Who Was Almost A Man Reflection

The Man Who Was Almost A Man

Richard Wright

            Disheartened is the word that I would use to describe my feelings after reading this story. Searching for respect and some sense of authority, Dave is rejected of both throughout the story’s plot. In some cases, it was almost hard for me to read this story and watch Dave fail time after time again. Begging his mother for money, getting poked fun at by the entire town, and running away on the train, Dave appears to be a boy desperately trying to grow into his 17 year old body. In his effort to reach manhood, Dave depicts his insecurities, his confused self, and his immaturity. Dave counteracts all of the actions he believes will develop him into a man further proving his overall adolescent being. Through his character however, Dave illustrates the underlying theme of the pathway to manhood.

            Power, respect, and manhood were the aspects that Dave believed having a gun would provide. Purchasing the gun did in fact provide Dave with the physical gun, however the power, respect, and development into manhood Dave believed the gun would provide were nowhere to be found. “In the gray light of dawn he held, it loosely, feeling a sense of power. Could kill a man with a gun like this.” Through this excerpt from the story, we are able to see Dave’s immaturity. While yes, a gun can kill a man, Dave does not understand that having a gun makes him no more powerful or no more of a man. For one, Dave admits himself that he does not know how to shot a gun and when he decides to shot the gun, he has to turn his head and close his eyes. Knocking him over and throwing him onto the ground, the first shot Dave fires further illustrates Dave’s immaturity. While emotionally Dave is not mature enough to look at his target, physically Dave does not have the strength to hold his ground when he fires the gun.

            Dave’s emotional immaturity is also highlighted in the scene where Dave turns back in the direction of his home wanting to get help for Jenny, but not having the courage to do so. While his instincts are leading him to be a man, he instead acts as a child and doesn’t ask for help. Just as Dave is afraid to ask for help, Dave is also afraid to tell Jim Hawkins that he has shot his mule. Rather than acting maturely and baring his own responsibilities for his actions, Dave lies to Jim in order to hide the accident. Dave acts as a young boy rather than the man he is trying to become. Dave lies to Jim about Jenny and also lies to his mother about the purchase of the gun. Instead of showing the gun to his mother or to his friends, Dave hides the gun and shows no one. Even though he so strongly seeks respect, a respect he believes will come with his gun, Dave hides the gun telling of his own insecurities.

            Overall, I enjoyed this story. I enjoyed how the author seemed to provide the adolescent path, the path that Dave consistently chooses, along with the more mature and more “grownup” path. Each time Dave is presented with a dilemma and is forced to make a decision, the author hints at both adolescence as well as manhood. As readers, this made it easier to understand the struggle Dave had with the path to manhood. It also made it very clear that Dave was just a boy trying, and failing, to reach manhood. Running away on the train confirms Dave’s inability to take responsibility for his actions. Ending the story with Dave’s fleeing completes Wright’s creation of the adolescent and immature character of Dave. 

David Belpedio