Educational Conventions Constrict Potential
School of Rock is not considered a piece of high literary merit in high academia, but that does not mean it has no worth. In any case, it stands on its own, challenging the norms of education and arguing the benefit of non-conventional learning.
In Michael Webb’s literary piece, “Rock Goes to School on Screen”, he argues how School of Rock emphasizes the benefits of a fluid, passionate learning environment in relation to teaching rock music — a genre wholly dependent on one’s individuality. This style of education benefits children much more than just an understanding of rock, however, and allows children to develop their individuality as opposed to the stifling environment of conventional education.
In this essay, I argue that all modern education would better serve children if it were more open to non-conventional learning techniques and texts, encouraged passion in education as opposed to uniformity, and reevaluated the importance of motivation through standardized testing.
In considering this essay, I debated about whether I should choose School of
Rock as my center piece. I thought that this movie made to entertain children for a few hours would never compare to other pieces of high literary merit. In my considering of this, however, I realized how this thought was restrictive, limiting my potential for writing this assignment similarly to how it limits the greater education system.
Dewey Finn, the character played by Jack Black, faces similar admonishment in response to his non-conventional teaching methods and ideas. When the other teachers ask about his opinion on the most effective way to teach, he says, “I say no testing…the children are the future. You can teach them well, but buddy, you have got to let them lead the way. Let the children’s laughter just remind us how we used to be” to which another teacher asks, “Isn’t that a song?” (Linklater 40:26).
Despite giving a more complicated, philosophical answer, Finn is immediately questioned because he referenced a song, revealing how intellectual society serves to devalue any thoughts outside the realm of academia.
In understanding the character of Dewey Finn, it is essential to realize that he far from a perfect teacher, to high academia’s standards and just in general. Any viewer can see this as Finn is “antiestablishment in his behavior” (Webb 13).
At the beginning of the movie, he “becomes a teacher fraudulently, by assuming his housemate’s identity and qualifications, and he begins teaching by telling [his] fifth grade class he has a hangover and that they can do what they like” (Webb 13).
As the movie progresses though, his faults benefit the children he teaches as he presents to them ideas and thoughts a perfect teacher may deem deviant or of no value. In addition, he introduced passion into each of their lessons, making his students more engaged with him and their work.
However, Finn’s teaching differs too radically to that of traditional education, and his students received little education in subjects that are given value in society. Therefore, I believe that Finn is not the solution, but an example of how schools should find a middle ground between these two types of learning instead of just creating a hyper regulated system.
The students in Finn’s class may not have received their prescribed lessons in math or science, but they were able to grow in a way that is impossible in a prescribed learning environment, proving the value of non-conventional education.
In prestigious school environments, like the one in the movie, the “school must be a highly structured system, thoroughly ordered in its approach to education — there is no place for ‘unusual methods” (Webb 18).
This type of learning environment is lifeless and offers no room to grow, for the teachers and the students. The principal in the school shares this sentiment, exclaiming, “There was a time when I was fun… but you
can’t be funny and be the principal of a prep school” (Linklater 1:11:45).
This policy creates a system devoid of any originality. In addition, by disregarding ideas from contemporary songs or movies, the system fails to have meaningful growth. Schools should encourage passionate teaching methods instead of focusing only on what is tried and true. Through this, schools can loosen their restrictions, allow unconventional ideas to be experimented upon rather than rejected and let principals to be “fun”. The
constructs high educated society creates only constricts the possibilities of growth in education.
A major fault of a highly structured education system is the restriction of fluid, unorthodox teaching methods. The movie highlights the benefit of this type of teaching, showing how Finn is capable of “evolving in relation to the ways his students respond to his enthusiastic instruction” (Webb 11).
Finn was able to address individual problems his students were too afraid to reveal to their other teachers. One of his students, a boy named Larry, approached him during lunch, saying “I don’t think I should be in the
band… I’m not cool enough. People in bands are cool. I’m not cool…nobody ever talks to me” (28:20). Finn responds, saying “well those days are over buddy. Cause you could be the ugliest sad-sad on the planet, but if you’re in a rockin band you’re the cat’s pajamas man you’re the bee’s knees… you’re gonna be the most popular guy in school trust me” (28:44).
Finn was able to connect with Larry and gave him an outlet to open up and face his own insecurities. After Finn was ousted as a fraud who was not an
actual certified substitute teacher, Larry objected to the others’ discussion about him, arguing “It was not a waste of time” expressing the sentiment that he grew much more in developing confidence and a love for music than if they had a standard substitute
teacher (Linklater 1:26:30).
Education should function more than just a process. When the focus is placed on classwork and assessments, children’s internal struggles are ignored only to be bottled up and never addressed. Finn’s experience with his students
emphasize how this involved method of teaching creates connections that can help students who feel inadequate and push students to develop their individuality.
You may be able to teach someone in math or science, but you cannot teach someone what their passion is, and how to grow; that sort of growth is only found through non-conventional stimulation to look within oneself.
Another fault with the education system the movie covers is the establishment of a merit system to encourage participation and define success. Webb also covers this phenomenon, explaining how schools think “academic achievement is a surer path to success than social acceptance and personal expression” (Webb 18).
Early in the movie, one student, a girl named Summer, explains to Finn how their teacher previously would issue stars and black dots, as a method of showing awards and demerits. Finn, in response, rips up the poster, asking “what kind of a sick school is this?” and announced he would not be giving them any grades at all (Linklater 13:50).
At first, the kids were shocked by this, one student, Summer, was especially alarmed since she had based her identity on striving for the highest grades. However, they all would soon understand the benefits of working without worrying about grades. One student, expressed his revelations in a song he wrote, singing “Baby we were making straight A’s, but we were
stuck in a dumb daze” (Linklater 1:13:49).
In the pursuit of success in traditional learning environments, students work wholly focused on getting good grades, as opposed to any other motivations for success. Finn, going against traditional methods, allowed the student’s newfound interest in rock music to motivate them.
The students found this switch fulfilling and when they performed in a rock band competition, Summer expressed this sentiment, saying “we didn’t come here to win. We came here to play one great show!” (Linklater 1:32:27).
Summer’s growth highlights how even those who flourish in traditional learning environments could benefit from modifying the academic merit system.
Although she was apprehensive at first when Finn announced they would not be graded, she soon understood how freeing it was to be motivated because you enjoy something rather than simply doing something for a grade. Students do not need an assignment looming over their head in order to work and learn. Students should be motivated through their own desires, not to just get an A or be the best.
Within the minutia and order of education, much is overlooked. In trying to do the best for students — through insurances of literary value, scheduled learning, and a numerical achievement system — the system stamps out any unknowns.
Finn’s character in School of Rock, however, is a shining example of how bringing passion into education can do more for children than any certified lesson plan or esteemed piece of literary merit presented within a prescribed system.
He challenges their understanding of the world, by introducing them to rock music. He helps them find their individuality by making them think about how their personality will affect their rock persona. And, he leads them to find motivation, not because they will be graded, but because they
genuinely enjoy being a part of a rock band.
Modern school systems need to adopt more non-conventional learning methods as they cultivate the student’s individuality and passions.
Acknowledgements
I’d like to thank Jack Black for putting on a performance that I still thought about how many years after I had seen School of Rock the first time. I’d also like to thank my friend Francie for reading through my rough draft and really helping me put it all together.
Works Cited
Linklater, Richard, Director. 3 October 2003. School of Rock. Paramount Pictures.
Webb, Michael1. “Rock Goes to School on Screen: A Model for Teaching Non-"learned"
Musics Derived from the Films School of Rock (2003) and Rock School (2005).”
Action, Criticism & Theory for Music Education, vol. 6, no. 3, Nov. 2007, pp.
51–73. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eue&AN=34598474&site=eho
st-live.