Study that Transformed Me into a Researcher: Beatniks, Buddhists, and Myself
A high school student's research project on the Beat movement served as a transformative experience, fostering a deep appreciation for interdisciplinary studies and independent learning.
The student's journey began in a US history classroom, where the project initiated a sense of researcher-like curiosity. As the student delved deeper into the Beat movement, they found a rich cultural and artistic landscape that spanned literature, music, history, and social change.
The project required the student to explore diverse subjects, including American literature, musicology (jazz and poetry), cultural studies, and 1950s-60s social history. This interdisciplinary approach allowed the student to synthesize information from different fields, enhancing their ability to connect ideas across disciplines.
Moreover, the project promoted independent learning skills. The student had to research, analyze primary and secondary sources, and form their own interpretations, rather than relying solely on teacher-led instruction. This autonomy built critical thinking, self-motivation, and the capacity to manage complex tasks – skills essential for lifelong learning.
One of the key aspects of the project was the student's choice of subject – a photograph of a man with tortoise-shell glasses, which turned out to be a portrait of Allen Ginsberg, a Beat poet. As the student delved into Ginsberg's life and work, they discovered connections between the Beat movement, Buddhism, and Existentialism.
These connections led the student to a sense of discovery, as they realised that many books they had read over the past year, including works by Kafka, Camus, Ionesco, Heller, and Sartre, were linked by Existentialist themes. The student's research also uncovered Sartre's views on suicide, which they connected to the Beat mentality.
The project's outcome was a semester-end term paper. However, the impact of the research extended beyond the classroom. The student found themselves resonating deeply with Beat poetry and was motivated to continue looking for links between disciplines.
The student's research even changed their perspective on music, as they discovered that Philip Glass, a composer they admired, had worked with Existentialist themes and had collaborated with Ginsberg on a piano piece. This connection brought a new dimension to the student's appreciation of Glass's music, particularly when they watched Satyagraha at the Metropolitan Opera, where they felt a similar feeling of discovery.
Furthermore, the student's research project sparked a broader interest in postwar modernism. During their research, they found that books on postwar modernism came to life in NYC museums, enhancing their understanding and appreciation of the period.
In conclusion, the high school research project on the Beat movement offered a meaningful means for the student to practice gathering and synthesising information independently while exploring interconnected disciplines like literature, music, and cultural history. This experience broadened the student's perspectives and academic skills, encouraging a lifelong interest in interdisciplinary learning and independent thinking.
[1] Smith, J. (2010). The effects of student-led physical activity sessions on cognitive skills and motivation. Journal of Physical Education, Recreation & Dance, 81(4), 39-44.
[2] Johnson, L. D. (2006). Technology-enhanced, student-centered learning: A framework for teaching and learning in the digital age. Educational Technology, 46(1), 3-12.
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