ABC Malaysia, viral video: John Gomez.

Yesterday, I shot a "viral video" for ABC Malaysia, the publication circulation assessor. It was a very enjoyable experience. I played the ghost of a publisher, John Gomez. The production house, Reservoir Productions, commissioned a beautiful suit for me, for the shoot. It was just the right touch for the character.

It was a green screen shoot. This means that there was a green backdrop behind me, onto which will be inserted images, in post production, to place my performance in a context. I am very curious as to what the Director Ismail Jamaluddin will put there. It is going to be an interesting surprise!

For me, the most rewarding part of the shoot, apart from the chance to work with the character, until the performance was just what Ismail wanted, was the Director's response to my work. For the second time in a week, a Director has been extremely positive about my work and has spoken of working with me again in future. I am heartened by this. It allows me to understand that I am right to devote the time and energy to acting that I have, in my life, for it very much seems, now, that I have a promising future in this arena. All I have to do, at this time, is keep on working and experimenting. The path ahead looks to be an enjoyable one.

Thank you to Casting Director Richard Goh for putting my name forward for this role. Thanks also to advertising agency Creative Juice, for approving of Ismail Jamaluddin's choice of me for the role.

The ABC Malaysia viral video is expected to be released in August this year. My performance, as John Gomez, should be visible on the ABC Malaysia website. I will let you know when it is out and shall link to it, if I can.

Posted by Valentine Cawley


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Childhood imagination and acting on the stage

Yesterday, I had the chance to see Fintan in a stage performance. It was not a theatrical show, as such, but more of a guided theatrical performance, with the help of their teacher.

Seeing Fintan transform from a child into a rocket, then a moon buggy, then an astronaut, and an airplane and back to a child again, told me much about the quality of his inner imaginative life.

Fintan was very committed to each action, each role, each image that he had to portray. He was very expressive, physically, in how he relayed the meaning of what he had been asked to do - and he was very, very enthusiastic. Above all, it was his imagination that was clear from his work. There was great physical detail in his imagining of the roles he was to portray - careful placing of body, arm, hand and face to give just the right meaning to what he intended. There was nothing half-hearted about what he did: it was clear that he both enjoyed it and was good at it.

Other kids of his age showed fair imagination, too (four year olds).

Yet, what was really telling, for me, was what happened next. We waited to see the performance of the five and six year olds. The contrast was clear. The older kids were more capable with words - more at ease with their use - but there was something dreadfully missing. Someone had stolen their imaginations. There was a marked reduction in imaginative power, creative commitment - and, compared to Fintan, detail of performance, in the older kids. I was surprised at this. I had expected to see a steady development of ability - a progression to higher things. But that is not what I could clearly see up on the stage. I saw more use of words and less use of body. I saw a lot of talk at the expense of expressiveness, imagination, creative daring, commitment, enthusiasm, insight and simple stage presence. Fintan showed all of these qualities at four - and his agemates showed more of them than the older kids. It was an odd and unsettling realization. Somehow, it seems, that children lose something as they get older: they lose their "childish" imaginations - but they don't gain anything worthwhile in return. Where the younger kids were fluid and fun, the older kids were stiff and dull. It was sad to see.

I have not had the chance to see this comparison in other cultures and races. But it may be general - and if so, it is a worry. Clearly, in this education system at least, the children are rapidly losing the very quality we would most want to see flourish: their creative imaginations. Not that alone, but they are losing it very early on. I saw a marked difference between four year olds and five/six year olds. A decline should not be noticeable over such a short time - but it was. Perhaps we should look for a different place and way to school Fintan - and Tiarnan - before they, too, are rigidified.

Then, again, it may not just be the school. It might be a natural process. Or it could be the whole culture. Whatever is to blame, it is most obvious that young children are losing their imaginations at a very young age.

You may say I didn't see enough children. Well, I did. There were two groups of about fifteen children each. The difference between the typical performance of the four year olds and the typical performance of the five/six year olds was marked. There was no doubt about it.

I really wonder at what schools do for children: do they open their minds up - or close them down?

This experience has really set me to wondering.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and nine months, or his gifted brothers, Fintan, four years and two months, and Tiarnan, nineteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

A nation of hidden talents: Singapore.

On Thursday of this week, my wife and I went to a strange kind of party, in Singapore. It was a kind of party I had never been to before.

It was held in someone's HDB flat. HDB stands for the Housing Development Board. It is the government provider of public housing to about 85% to 90 % of all Singaporeans. For those of you who have never been to Singapore, most people here live in apartments in towers of twelve or more stories (some are very much taller). So, this was a normal Singaporean home.

Most people sat on the floor, there being insufficient seating for the, perhaps, 30 or so people in attendance. For the first hour and a half, people mingled and talked, getting acquainted. But then, at about 8.30 pm, something unusual began to happen. One by one, the guests got up to stand to one side of the room, and sang.

I didn't expect much from this, for I had seen the Singapore Idol (a local version of the American Idol) and noted that, although they laboured under the belief that they could, most entrants to that show, could not sing well at all.

Yet, I was surprised. The evening passed in a mixture of classical, pop, rock and country songs sang with passion, love and attention. Some of the performers were nervous before an audience, showing both their youth and inexperience. But some were polished performers, very much at ease. Some of them irritated, somewhat, by preening and admiring themselves as they sang. I am not going to speculate on the cause of such behaviour. But others surprised in other ways: by just being damned good.

One girl, in particular, shone. She was of a delicate build - very, very skinny, in fact, and not at all tall. She introduced herself by saying she had "Never sung this song before" - at which everyone laughed a little, perhaps believing otherwise. Then she began. There emerged from her mouth the most assured, powerful, well-pitched and agile voice I have ever heard in live performance. Quite astonishing. The song she sang was a classical one. Clearly, she had practiced this song endlessly - despite her claim at the outset. The ecstatic applause she received was well-deserved.

There was a very tall man, too, who sang classically and rather well.

What I did note, however, was that those who sang particularly well, could only do so with classical music. They were unable to handle pop or rock. (That included the star singer described above - she was much less assured with a pop tune). Perhaps this is why none of them has ever appeared on Singapore Idol. There was one girl, however, who was comfortable with pop: the one who preened.

I learnt something sad, yet hopeful about this particular gathering of singers and musicians. They exist because they are outside the mainstream. They are unable to open the doors to the few opportunities that exist in Singapore for musical talent - and so, they come together regularly, to sing, at these "secret" soirees.

Singapore is a country that, historically, has had few outlets for creative or performance artists, to express their abilities. It has been a society focussed directly on activities that are more certain to produce an economic return. In this manner, it has been, for much of its history, a city without a thriving culture. In recent years, there has been some effort to change this, the government having recognized that, without a healthy culture, there is not a healthy city. The missing aspect of the arts, is something that diminishes the city's allure for foreigners - and locals alike. So, it has begun to encourage the growth of a local arts scene. Yet, there is much work to do and too few real opportunities for those who would follow an artistic career path of any kind. Quite simply, there is not enough work to make a living, for those who aspire to such a life.

Some of this group are, however, working together to launch two musicals, in Singapore, later this year. I wish them well.

(If you would like to read of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and eight months, or his gifted brothers, Fintan, four years and one month, or Tiarnan, eighteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, genetics, child prodigy, child genius, baby genius, adult genius, creatively gifted, gifted children, and gifted adults in general. Thanks.)

Speed of processing and exams

Exams try to measure the ability of students but, they fail, in many respects. Today I will look at one way in which they fail.

Imagine you have two candidates both of whom have scored equally well in an exam. Are both candidates therefore equal in ability? A traditional view of exams would say so, but there is something which the exam conditions are not able to determine. That is: how fast do the candidates think?

Now, it is obvious that the speed with which someone thinks is very closely related to any true measure of their intelligence. An intelligent person thinks faster than a less intelligent person. In the real world, this will mean that they will solve problems faster than others, which in many roles in life, may have critical implications - as I have addressed before, in another post. So the speed of processing is of real world importance. Yet, it is not really captured by exams.

Exams make an attempt to capture the speed of processing of a candidate by setting a time limit. There is, traditionally, a fixed time allowed to complete the examination. Now, you might think this addresses the issue of speed of processing - but it does not. You see, all it does is set a lower limit of speed that must be met to complete the exam. In other words, it cuts off the lowest portion of ability level, but it does nothing to measure the upper strata of ability. You see a very bright student might finish the exam long before the time limit is up - yet the exam system will neither measure nor reward this speed of processing. The exam conditions will not be able to discriminate between the fast student and the average student.

Is this important? I think it is for, in the real world, the faster thinker, will often be more effective in many roles. Their speed of thinking may prove critical to many of life's endeavours - yet an examination, with a fixed time limit, will never allow you to decide who is the faster of two candidates. Faster implies more intelligent - so exams are not really the best measure of distinguishing between levels of intelligence of candidates.

Obviously, exams distinguish on the basis of the final mark - and that is used as a proxy for intelligence, implicitly, by the academic systems of the world - but it overlooks the vital fact that two candidates who get the same mark, may be very different, in truth. One may think fast, the other may think at an average speed. One may, in fact, be much more intelligent than the other - but the mark will never determine that.

I will give you an example from the real world. Ainan, my son, recently took two exam papers. One of them was one and a quarter hours long. Yet, Ainan completed this in forty-three minutes. After that time, he did not write anything more on the paper, having addressed all the questions. The other paper was one hour long. After thirty-five minutes, Ainan had completed this paper, too.

Now, imagine that another candidate gets the exact same resultant mark as Ainan - but that candidate took exactly one and a quarter hours for the one and a quarter hour paper and one hour for the one hour paper. In the eyes of the academic system, both candidates performed identically - but in actual fact, Ainan was about twice as fast as the other candidate. Implicitly, therefore, Ainan is more intelligent than the other candidate of the same mark, since he is able to solve twice as many problems in the same time, as the other candidate. Yet, no account is made of this in the examining system - and it will be overlooked.

So, don't imagine that all people of the same grade in an exam are the same in ability. They are not - for each would have taken a different time to reach that grade - and would, therefore, have differing levels of inherent processing speed and consequent intelligence.

Exams, with a fixed time limit, establish a lower threshold of performance - and indicate that performance could not have been lower than that threshold - but they do NOT indicate the true heights of which a candidate is capable.

There is one caveat to all of this. In many roles in life, the speed of processing does make a real world difference and is of great importance. I would like to see a policeman who thinks quickly, not slowly - and similarly for an air traffic controller, for instance. Sluggishness, in such roles, could lead to real world danger. There are many such examples that I could provide. However, there are also roles in life in which the speed of processing does not matter. These are roles in which time is not of particular importance and all that matters is that the right answer is eventually reached. The writing of a book might come into this category (though the writing of journalism rewards speed of processing) - or the performance of scientific research (though if you are slow you won't be first and may not succeed in building a reputation and career).

Thus, exams measure performance over a fixed time. They do not measure absolute performance, however, for people will differ in the time taken to achieve a particular level of performance - and therefore differ in true ability. This means that exams, as presently formulated, do not distinguish well between different levels of intelligence: they miss the upper ranges.

This observation is, of course, my thinking alone.

(If you would like to read of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and six months, or his gifted brothers, Fintan, three, and Tiarnan, sixteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted children, and gifted adults in general. Thanks.)

Fintan, the natural actor

Fintan, three, likes to dress up. He is our local "super-hero". Sometimes he is a Power Ranger, sometimes he is Superman, which is his favourite.

A couple of months ago, he was dressed as Superman, in our locality. We had just been shopping and were walking across the playground. There were many parents, maids and children there. Little children remarked on the advent of Superman. The adults, though, were funny: several of them cried out - "Superman! Hello!" or a variant. What impressed me was Fintan's reaction. He just gave a little nod to acknowledge them, as if it were his due, to be so called.

I understood then, that Fintan was very much an inhabitant of the role, as any good - or natural - actor should be. In donning the cape and elastic clothing of our superhuman hero, he had also adopted the belief that in some way he was Superman.

The nod was so natural, that he gave in acceptance of their comment, so appropriate, that all thought of laughter was stilled in me. Imagination like that requires respect - and is so often lost as a child proceeds through childhood into adolescence.

I hope Fintan, three, retains this imaginative quality - and makes use of it in an interesting manner.