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The impulse to tell a story is profoundly human. We may all be brute animals at the end of the day, struggling to survive. But we seem to be the only animals that tell stories about that struggle. It is our distinguishing feature, one that alternately enlightens, entertains and burdens us. We might learn almost everything about ourselves as humans by paying attention to what we do with stories.

Perhaps we notice a few things. To tell a story is to ask a listener to step up, to identify and, ultimately, to care. To listen to a story is to invite the feeling that you and the storyteller are one and the same person. You see, feel and imagine as they do. If only for a moment. 

If the storyteller succeeds, then, for that moment, we don’t just suspend our personal interests. We expand them. We grow our individual agenda to include the needs, ideas, and suffering of the person we are seeing and hearing. We become larger. 

But here is where the burden comes in. It is very difficult to care inertly. Instead, it compels us to act. Empathy creates a kind of moral accountability, an obligation to respond. And stories are at the center of this. 

We might notice that many communities of people are all built around some kind of a shared story that has generated empathy and moral consideration for one another. Some suggest that these ‘moral communities’ are like circles.[1] Those inside the circle, by virtue of their membership in the moral community, are entitled to a kind of empathy and consideration that grants them a status denied those outside. And those outside the circle are, well, just temporarily left out of that consideration.

Of course, it is the power of stories that keeps them out too. A study of history is often a study of the stories we have told each other, and those we tell ourselves to justify the withdrawal of our empathy, the exclusion of people from our moral community. We notice that wartime propaganda, political campaign rhetoric, or certain ideologies of economic growth show how easy and convenient it is to tell stories that exclude the enemy, the weak, the unskilled, the ‘other’ from a nation’s or a person’s moral community. And in earlier ages, this same storytelling made it possible to exclude the mentally ill, the poor, women, or slaves from our consideration. In fact, it has been a sad legacy of human history that these stories of exclusion are responsible for much of the suffering we have experienced together. At each other’s hands. 

But again, paradoxically, stories can also change this. By helping us know and care about different people, and different worlds, and build new communities. It could be that our evolution as individuals, and as societies, may actually be dependent upon our capacity to widen the circles of our moral consideration so that more people matter to more of us. And, as we grow in our capacities to feel empathy for one another, we expand the burden of our responsibilities. But we also ensure our survival.

Some who study the planet, the history of civilization, and the future of the species make profound suggestions about stories. [2] Today, they say, the real story for the human community is this: We empathize, develop resources for responding adequately, meet our moral responsibilities to one another, or we die. 

Stories matter. 
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[1] For example, David B. Morris, “About Suffering: Voice, Genre and Moral Community”, in Daedalus, 125:1, 1996, ‘Social Suffering’, pp. 25-46.

[2] See for example, Jeremy Rifkin, The Empathic Civilization: The Race to Global Consciousness in a World in Crisis, NY: Penguin Group, 2009. Or Kleinman, Arthur, What Really Matters: Living a Moral Life Amidst Uncertainty and Danger, New York: Oxford University Press, 2006.

 
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If you haven’t watched an Op-Doc piece on the online New York Times, you probably should. It’s not that I’ve been blown away by any one of those I’ve seen. But I really like the idea of them, and find myself going back to them because of it: a very short “doc” form that insists upon a point of view, or on an essayist’s voice, or on a degree of critical observation.

A narrator with an opinion, I suppose.

Take a recent piece called "The Unfair Game," for instance. The accompanying copy describes it as a short film that "explains a troubling situation in English football, where ticket prices have risen to levels so high that many of the fans can no longer afford them." 

What catches my eye about “The Unfair Game” piece is what catches my ear about it. And what catches my ear about it is in large part due to its visuals. The cleverly constructed image track, focusing solely on the tabletop, the cards and the hands of the card dealer (oh, and a half empty pint off to the side, along with the occasional pull down of the sweater, or jumper, over the card dealer’s midsection), cooks along nicely as a steady source of information, confirmation and consideration, but always in relation to the audio track’s voiceover narration.

Sometimes the imagery works in direct support of the voiceover narrator’s claims by providing visual references as examples: for instance, cards depicting specific, well-paid (and no doubt easily-recognized, among true fans) English football players.

And sometimes it provides, in effect, graphic support of statistical claims made by the voiceover narrator: piles of cards in varying heights being slid across the table top, in direct alignment with the narrator’s cues, while replacing by slyly referencing the fatigued, and fatiguing, bar graphs of everyday powerpointist storytelling.

But sometimes it diverges from the voiceover narration, still supporting what’s being cued and advancing what’s being claimed, but doing so in more of a conversationally parallel and self-conscious manner that is not entirely reliant on the soundtrack: houses of cards being built higher and higher, with almost alarming ease and ironic … yes … off-handedness. 

Cutaway and B-roll footage placed over voiceover narration so often serves to fill the void of what is otherwise mostly an audio experience. Placeholders for the eyes. This we know from personal experience, of course. Invoicing on a finished project often relies upon such narrational redundancy.

The trick, or the card trick in the case of “The Unfair Game,” is to construct the visual and aural tracks to work, or to speak, in concert, whether in univocal assertions or in moments of parallel voice/play, so that “narration” doesn’t simply refer to what’s happening on the soundtrack, but instead to how the overall piece is … speaking its mind. And possibly changing mine in the process. 

 
On the very day that we finished up our mini-doc on the Garfield teacher MAP test boycott (Stand Up: The Day the Teachers Said No) an op-ed piece appeared in the Seattle TImes written by Education Reformer Michelle Rhee. (We'll pause as you Google her a bit). Her shaky and factually incorrect observations of the boycott, and of the teachers who were participating in this boycott, sent us to the keyboard. Here's what we typed up:

TO: Seattle TImes
FROM: Storyline Research and Productions
DATE: March 6, 2013
RE: A Response to Michelle Rhee opinion piece “MAP boycott is about keeping test scores out of teacher evaluations”

What an interesting coincidence that on the same morning we are uploading our short video documentary on the Garfield teacher’s boycott, we get to read Michelle Rhee’s opinion piece in the Seattle Times (March 6, 2013) on the same topic.

Our purpose in making Stand Up: The Day the Teachers Said No was to talk with and to listen to a few of the teachers involved in this decision. We asked them to tell their stories about how it came about, how they’ve experienced what’s happened along the way, and where they see things going from here. Just a few voices, yes. But thoughtful voices, we think, speaking in full sentences rather than sound bites about the things that they, as professional public school educators, know far more about than we do.

We suspect that a viewer might gather quite a different understanding from this collection of teacher’s voices than a reader might gather from Ms. Rhee’s singular voice. For instance, Ms. Rhee writes that the Garfield teachers have chosen boycott over engaged discussion with Seattle Public School administration on the flaws in the MAP test. But what we heard was that teachers (and students, librarians, staff members and parent groups) have in fact taken their concerns about the MAP test to the SPS administration from early on in the test’s introduction some four years ago, and have continued to seek conversation on the matter since. To little response.

Ms. Rhee suggests that teacher’s unions across the country are “latching on” to what’s happening at Garfield and Seattle schools as a means of “entangling them with a completely separate national debate over using standardized testing as a means of measuring teacher performance.” What we were struck by in sitting with and listening to the teachers, was the central importance of this action having been initiated by teachers alone, and how other interested parties, unions included, are looking to them for leadership. And it was quite clear that the teachers are interested in playing an active role in developing and instituting assessments that actually measure the work they do in the classroom, day in and day out.

Finally, Ms. Rhee writes that the Seattle boycott of the MAP “robs the public of a …  meaningful dialogue about how to ensure a high-quality education for every American student.” But what we found in sitting down and talking with the teachers is that their having “said no” to the MAP in this manner has in fact helped to initiate just such a meaningful dialogue on just such a topic as essential as this one. Action, where there was none. Debate, where there was little.

In other words, it seems that the same rhetorical strategy that has driven the Ed Reform Movement and Michelle Rhee’s career as a Reformer does not really “latch on” here. Rather, it serves only to “entangle” the discussion with claims and ideas that do not emerge from the experiences of teaching itself.

We’re not in the habit of thinking that teachers are probably lying when they say that in fact they did attempt to take their concerns with the MAP test to SPS administrators.  Or that they see themselves as teaching professionals rather than solely as union members. Or that they welcome the kind of assessment that reflects and actually supports their work in ways that matter to students. Instead, it is likely that most public school teachers are honest, hard-working professionals trying to do the nearly impossible every day.

Just ask them.


 
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We've been fascinated with Leviathan -- well, with the idea and promise of Leviathan -- since it began its voyage through the film festival circuit last year. Here's a link to a recent NY Times feature on the film, its creators and its narrational tricks. Claims by its creators that its "lack" of both voiceover, direct interviews and "traditional" point-of-view elements allows it to be a ... what, a more authentic ethnographic narrative, and to provide a more ... well, immersive ethnographic experience, perhaps -- tricky stuff, this business of Truth Through Representation -- whets the appetite and reminds us of why we'll make a point of seeing it. Meantime, give this Times piece a look and share your thoughts.