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Cinematography is one of the inventions, which helps people to enlarge their mental outlook. Watching films, people get to know a lot of new information, considering other people’s life: they may understand some things, which were unreachable for them, through the life of people in the film. Films may teach, they may inform or entertain, and all these functions of the film are comprised in the “Mr. Holland’s Opus” movie. This movie shows that music not only entertains, but also teaches and educates students of adolescent age, who are so difficult taught in this age.
Duncan, Nolan, and Wood (2002) in their article write that “We should care about the depictions of teachers in films because they often reflect societal views about teachers and they have the potential to influence societal perceptions”, and it is impossible to disagree with the point of view. Films not only reflect the social problems, but make people think about them and create their personal point of view about it.
The film is about a musician who is dreaming to create an opus of his life in the musical piece. But life had its own plan, and Mr. Holland’s intentions did not come in it. Composing a piece of music became impossible as financial problems made him to become a teacher of music, and the deafness of his son did not stimulate him any more. Mr. Holland’s opus had to be created for his son, but in arouse conditions, it was impossible for his son to hear it. Becoming the teacher of music in the school, Mr. Holland created the other opus of his life which could be “heard” even by his deaf son.
The movie realistically reflects the impact of art education on adolescents. Teaching children, Mr. Holland understands that his lessons make students opener, their souls become lighter. The first idea of teaching for Mr. Holland was to earn money and compose the piece of music which could be remembered by mankind, but 30 years of teaching made him understood that what he did is much more important. Mr. Holland realizes that “his true opus is the contribution he makes to his students’ lives” (Leider & Shapiro, 2001, p. 51). Unfortunately, Mr. Holland did not become the great composer of music but, what is more important, he became the “a composer of dreams” (Leider & Shapiro, 2001 p.51). The film shows the “music teacher metamorphosis from a detached instructor… into an inspiring mentor” (Berk, 2004, p. 146).
The first steps in teaching Mr. Holland made very unwillingly and with a great tension, as the learning which he provided was unproductive. One his student comes to him with the telling that she is helpless and hopeless in the questions of music. Her revelation puts the desire into Mr. Holland’s heart to help these children to find their way in this life with the help of music. (Sarason, 2002) The other era of learning began.
Mr. Holland tried to get to know his students better and with the help of music tried to put all light, all good and true in their hearts. Mr. Holland’s understanding of the fact that teaching is not just the curriculum which must be followed, that it is real art helps him to make his dream come true. Thanks to his student, to the recognition teaching process as the art, Mr. Holland comes to conclusion that it was he, who is able to impact his adolescent students through art and that it is them who made possible for him to create an opus of his life which could be remembered by the mankind (in the faces of his students) and, what is more important, could be “heard” by his son.
It is not a secret that art helps educates and cultivate human features in the person. Adolescents are the most difficult age group, according to psychological conclusions, so much more attention should be given to students in this age. Mr. Holland’s example of teaching through music is his main achievement as art not only teaches musical notes or how to paint, it develops human souls, make them kinder and opener. The comparison of Mr. Holland’s style of teaching in the beginning of his career and after understanding his mission is absolutely different, and impact on students is absolutely different.
The film answers a lot of question. If a school curriculum prefers to maintain sports programs over programs related to the arts, who will ultimately be responsible for children’s exposure to the humanities? Who will pay for arts education? There is no single answer as the situations may be different, but the cutting of musical lessons in the film and inserting the physical training will improve only students’ muscles, but not their souls, and the school takes all responsibility about student’s behavior. All subjects in the school should be balanced, as muscles training should also be supported to mind and soul development.
The book is the best representation of how adolescents should be taught at schools. The modern structured education does not help students to reveal their hidden potential and that only inspired education through art may bring up deserving member of the society.
Reference List
Berk. L. E. (2004). Awakening children’s minds: how parents and teachers can make a difference. Oxford University Press US.
Duncan, C. A., Nolan, J., & Wood, R. (2002). See You in the Movies? We Hope Not!. JOPERD–The Journal of Physical Education, Recreation & Dance.
Leider, R. & Shapiro, D. A. (2001) Whistle while you work: heeding your life’s calling. Berrett-Koehler Publishers.
Sarason, S. B. (2002) Educational reform: a self scrutinizing memoir. Teachers College Press.
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