Once again, Ambrose shows up to class thirty minutes late, wearing the same clothes he wears everyday (does he have a dozen of the same outfit, like Charlie Brown?), reluctant to look me in the eye despite my efforts to welcome him to class with a smile. He quietly takes his seat, and begins participating in the work at hand in his usual reserved manner. But as I go on circulating around the room, spot-checking how students are doing with the work, I nearly step upon an object that has joined Ambrose for the first time today: a ukulele.
Why bring a ukulele to school?
On its own, the instrument is nothing too remarkable - other students come through on a daily basis with their french horns, flutes, and guitars. But possession of those instruments carries a set of meanings (school band membership, hours of dedicated practice, and often Euro-centric values and culture), while the growing phenomenon of students carrying a "uke" around Mead High School definitely marshals a different set of meanings (which I am slowly decoding in my spare time).
But one thing is clear to me: carrying an instrument around school, though related to educational activities, is a status symbol - that is, it is a sign that communicates one's social, cultural or economic identity to others. In the case of Ambrose, the ukulele at the very least declares to the school at large his comfort and pride in being a Pacific Islander. I'm curious what it means to the other people within his Pacific Islander circles.
Of course, instruments are by no means the only status symbols in circulation in a public high school. On a daily basis we swim through a sea of them. They are so common that it becomes hard to see them. One that I can't help but notice is the use of headphones: students wear them as accessories that seem to confer status. Do they indicate wealth sufficient to own an MP3 player? Are they an act of defiance against institutional norms? Are they an expression of playfulness and creative spirit? My hunch is that all three of these explanations are valid, but with different students.
Of course, students aren't the only ones filling the semiotic stage with status symbols. In part two I will turn the lens back around on myself and my adult colleagues.
Until then, what are some status symbols that you see/have seen from your own school experience?
Great blog Dan! It's interesting that he carries a Uke. Some are now playing that instrument on that online video thing. Is it U-Tube? It's interesting how the music industry is beginning to change.
ReplyDeleteI love the fact that these kids had something like a musical instrument to show their identity like that.
So, in mentioning that Mead is more than just a name, does this mean they brew the Viking drink? They actually have online sites that show people how to make that Norse drink with a honey base.
Herr Ward, some days I am almost too fascinated with the things I see to go on teaching. Fortunately, I have enough students anxious to learn Spanish that I am kept from getting off topic too much.
ReplyDeleteThe "Pie tin buckle incident" would have been awesome to see! On the one hand, hilarious, on the other hand, fascinating how your move exposed the value and cultural system of the institution, which so often masks itself as impartial and objective.
My school was all about footwear: combat boots, Birkenstocks, and Converse all stars. The wearers were usually loyal to one lifestyle, but a few folks double-dipped. Combat boots were the goth side of alternative, converse were the lighter, more whimsical side of alternative, and Birks were waspy rich kids. (I know what you're thinking...but the granola kids wore combat boots. Prolly because the environment is such an gothic issue)
ReplyDeleteI would have been a whimsicalt in your school. I think even my Sunday shoes were converse!
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