Buffy Sainte-Marie sings Listen to the Wind Blow on Sesame Street

I just ran into Buffy Sainte-Marie's Native Canadian (or First Nations) Cree singing on a Sesame Street Youtube clip. I just love it. I could listen to it a million times.




Yaya-way-hey-heya-hey-hey-heya
Way-heyaway-heyway-heyawayo
Heya-wey-hey-heya-hey-hey-heya
Hey-heyaway-heyaway-ayaway-oh

Listen to the wind blow
Where does the wind go, hm?
What does the wind know
Listen to the wind blow

Listen to the wind in the wandering weather
Let's all run and play in the grass together
With the summer breeze<
How it loves to tickle and tease and fool us
But when we get hot there's his breath to cool us
Sighin' high above in the top of a rustlin' tree

Listen to the wind blow
Where does the wind go
What does the wind know
Listen to the wind blow

Listen to the wind now he's getting bolder
Now his voice is rough and his breath is colder
Cause it's wintertime
He whistles down the chimneys and lips our noses<
Crumples off our hats turns our cheeks to roses
Snappin' up our clothes as they flap on the laundry line

Listen to the wind blow
Where does the wind go
What does the wind know
Listen to the wind blow
Listen to the wind blow
Where does the wind go, hm?
What does the wind know?
Listen to the wind blow
Listen to the wind blow
Listen to the wind blow, listen...

The Useful, Useless Clock

I was putting back some bottles that had fallen out of a recycling bin, and I saw a chucked-away clock. It was a cheap Chinese clock, the kind that will function barely, until it breaks in a few months, black plastic and a battery. However, I could see that it would make a great toy for the children to play with, and learn to tell time.

Of course 4 and 2 is really too young to learn to tell time, but they were fascinated with actually being able to touch the clock hands themselves, after I took off the glass and plastic frame that held it, with the help of a glasses screwdriver. We sat waiting for the bus (free time), and I promised Troy (4 yr old girl) later chocolate if she tried to guess the numbers the hands pointed to. Well, first I put the glass and frame on my face, and made strange voices, pretending to be an astronaut in space to make them laugh. But she loved the game of guessing the clock's numbers, and it was a very effective learning lesson. Later she compared the numbers to the mailboxes as we walked along, and counted from 1 on the clock to the number on the mailbox verbally to learn what the number was called.

Just another green idea.
Even the glass plate on it's own is a beautiful thing. A perfectly round piece of glass. Shall I decorate the plastic frame, and use glass and frame for a really cool picture? Or use it as a window? Or...save it in the arsenal of magic and useful objects.

Advertising

My young son Luke watching TV passively


I just ran into a great quote that expresses what I always felt about advertising:

"Societies need to consider the powerful impact of advertising on young children, for whom all information has an educational and formative impact. Children constitute an important market for consumer products, but society has a responsibility to educate them, not exploit them."

--United Nations Development Program

This was quoted in a paper called "See Change: Learning and education for sustainability" [Jan 2004 by the Parliamentary Commissioner for the Environment], which I had picked up at the Kaipatiki ecological project a long time ago but hadn't had the focus to read it until now. Packing away thing, I opened it up, thinking of this, and saw this quote. The material in it is perfect for what I need to learn right now. It is further study in depth on all the issues that concern my mind, every waking moment. Advertising, people's awareness, this sleep humanity is in right now-- compared to how we have been in the past. It is so lovely to see something spelled out which previously felt like a secret underlying truth which no-one else saw.

The full report is at here.

And here is the cut-and-pasted section on Marketing and Advertising-- how it shapes our psyches (especially young psyches). It is my personal view that we need to create a wall or protective barrier by conscious choice, and help our children learn how to do so as well-- as in turning off the tv most of the time. Here is the fabulous report chunk (with only the footnote numbers deleted due to their decontextualization on my blog):




5.4 Marketing and advertising

Marketing explicitly aims to influence people. It involves planning the conception, pricing, promotion and spread of goods, services and ideas. It is often used by businesses to create awareness of, and desire for, their brands and products. However, marketing techniques are also used by many non-commercial organisations and government agencies to sell their messages to the public. Tools of marketing include market research, advertising and public relations.

Market research is used to understand the needs, wants, desires and values of people. Marketers often claim that they are merely finding out what people want and matching this with what they have to offer.

This is because most marketing is based on the assumption that it exists “(1) to discover the needs and wants of prospective customers and (2) to satisfy them”. In reality, many organisations also begin with what they want to sell and try to develop a market to suit.

A major part of marketing is advertising. Advertisements come in many different forms, “from the tiniest classified newspaper advertisement to a TV spot, from a small leaflet to a massive outdoor sign, from a message on the Internet to a letter delivered to one’s door, or a sponsored cultural or sporting event”.

Advertisers assert that they are providing information to consumers to enable
them to make informed decisions. Simple forms of advertising, such as classifieds, may meet this goal. But the most pervasive forms of modern advertising, especially those used on television, aim to influence and persuade people instead of informing them. Advertisers often play on people’s emotions to build connections between products, brands and people (see also section 6.5).

Advertising long ago discarded the practice of selling a product on the merits of its useful features. Modern marketing builds symbolic associations between the product and the psychological states of potential consumers, sometimes targeting known feelings ... and sometimes creating a sense of inadequacy in order to remedy it with the product.

Advertisements do not make people buy things, but they are incredibly influential in shaping human behaviour. Marketers use techniques that they have learned from psychology, sociology, economics and anthropology to shape consumer preferences. In doing so, they often help to socialise people as willing and wanting consumers. As an example, think about the marketing of four wheel drive ‘sports utility vehicles’ (SUVs) in New Zealand. These vehicles were initially used almost exclusively by farmers and commercial operators such as builders. Marketing has been used to successfully sell them as ‘urban safari vehicles’, playing on symbolic associations that have been fostered and developed in people. It is not their useful features that are marketed. Who wants to buy a vehicle that is generally more dangerous, polluting, difficult to park, and more expensive to run than the average car? It is their image as masculine and adventurous off-roading objects of desire that is marketed, even though they seldom leave the sanctuary of urban streets. The irony is that the beauty of New Zealand’s environment is often used to market these vehicles. There are countless shots on television screens and in the print media of SUVs doing damage to dunes, streams and riverbeds. Similarly, images of New Zealand’s 'clean and green’ environment are often used by many businesses to brand and sell their products to the world.

Increasingly, advertisers are targeting children to shape consumption preferences early in life and to take advantage of the growing amount of money that people are spending on children. For example, American children between four and 12 years old spend over $24 billion in direct purchases and influence another $188 billion in family household purchases. An average ten-year old in America has now been socialised to learn 300-400 different brands. In Britain, characters from a Japanese card trading game called Pokemon are far more recognisable to the average eight-year-old than animals and plants. There are therefore growing concerns about the impacts of advertising and marketing on children. Societies need to consider the powerful impact of advertising on young children, for whom all information has an educational and formative impact. Children constitute an important market for consumer products, but society has a responsibility to educate them, not exploit them.
– United Nations Development Programme

To reduce children’s exposure to marketing, countries such as Denmark, Greece, Belgium restrict advertising to children. Sweden and Norway totally ban it.

The Swedish government believes that “children have the right to safe zones” and that advertising can compromise their safety and well-being. This sentiment is strongly supported by the majority of people in Sweden, as well as by their national association for advertising agencies.

Marketing and advertising to children is permitted in New Zealand, although there are voluntary codes of practice in the advertising industry to moderate some of its effects. While there is little research on this issue, a recent survey suggests that there are major concerns among parents about the levels of advertising to children on television. Among those surveyed, there were strong feelings that television encourages children to want products they do not need. There was also a strong sentiment that advertising should not be regulated by the same people who sell products to children.

The current framework for advertising in New Zealand is mostly based on self-regulation by industry. This framework, and how it relates to the environment, is
examined in a background paper to this report.45 There is a code of practice for product claims related to the environment, but there is no code for how the environment is portrayed in advertisements. There is also a lack of consideration
given to the effects that saturation advertising can have on people. This is despite the fact that advertising expenditure in New Zealand, as a proportion of GDP, is one of the highest in the world. New Zealand ranked third in the world for advertising expenditure in 1996, and the amount of money spent on advertising has steadily increased since then. In 2002 it reached $1.5 billion per year and in 2003 it was predicted to exceed $1.7 billion. What sort of culture is all this advertising helping to create?

As noted above, advertising is just one tool of marketing. Marketers use a variety of techniques, such as product placements in movies and using celebrities and role models to shape consumer desires. Public relations skills are also used by businesses, government agencies and non-governmental organisations to ‘spin’ their stories and manage their images in the media. Public relations usually involves intensifying (playing up) some messages and downplaying others that could be detrimental to an organisation’s reputation. There is a growing awareness among the public about the ‘greenwashing’ that many organisations use to shape their environmental image. This may undermine the effectiveness of some public relations skills, while contributing to a fundamental lack of trust in big business and government to be open and honest about sustainability.

It is important to keep in mind that marketing techniques are not just used by commercial enterprises. For example, government is showing a growing willingness to use social marketing to achieve outcomes related to sustainability (see section 4.1). It has also been suggested that ‘demarketing’ can be used to encourage people to reduce their consumption of some goods or services.

There is a major potential to market the messages of sustainability, although it is important to consider that social marketing is very expensive. It is also important to question how effective government agencies can be at getting their messages across when people are already swamped by so many other marketing messages in the commercial media. In some areas, such as road safety, there is good evidence that social marketing can be very effective.

However, social marketing campaigns need to be carefully researched, planned and organised as well as well-financed to capture people’s attention, and to avoid switching people off.

ENDQUOTE

As you can see from the photo of Luke above, and know from personal experience of course, watching TV is a very passive experience. I would just like to add one more note to the wonderfully well researched think-piece above-- as I learned in university communications studies, Marshall MacLuhan's "medium is the message" theory-- perhaps the actual message is less important in forming an impression on our minds than the technology of the message. My personal intuition confirms this as well, in the case of television, I can feel the harm to my children is more the passivity of watching tv than what is actually on TV. They aren't doing something, living, doing something challenging-- they are passively being entertained; and that's a message that should more often than not-- be avoided.

Huge worms found in our little piece of earth!

Worms are cool.

That's what I was thinking yesterday, feeling ill after working on the computer, rushing around the house or out, eating, resting, doing chores but still feeling weak. I finally had to get out and do something earthy.

I was going to walk to the dairy to get some cell phone time, rush, rush, acquire, acquire, but got tripped up by a weed on the way. My neighbour-- we share this house, three units of a building, she was really good and pulled the weeds out of a part of our garden, a wedge shaped part on the side of our driveway. I saw a weed she had missed. Then, my fingers in the dirt trying to get it out, I had to go get a stick or something to get the roots out. When I got the root out and had a metal tool in my hand which was useful, I noticed that none of the roots of the weeds had been pulled out. I could feel that the roots needed to be pulled. The earth drew me in, and after a bit, I was pulled in by the earth, and pulling out roots, churning up the dirt, and freeing it from this horrible plastic layer some misguided soul had put in years ago. I was lifting and pulling up a root-twined layer of earth like a carpet, as the plastic had made a barrier, roots in the ground white below-- somehow got most of it out, and then churned it all up, free to breathe. AND I found these ginormous earthworms, 10 inches long and very fat, that lived large enough to churn through that soil. My little children had come home from school, and right into the house to the TV. But for once I wasn't needing that sickly babysitter, and I forced them to come out with me, little children, similar to the white starved roots that I found under my plastic layer. COME! I yelled. COME LOOK! Dubious, they eventually came, and they loved it. Soon Troy was holding 5 huge earthworms. Luke was too scared, he kept saying

"look, a worm"

"a worm"...with with the voice of the young child whose mouth is new to making those sounds. He was frightened to touch them, once calling them "-nake baby" (he can't say s's). But fascinated to watch them as I kept finding them and throwing them over to him to see.

It was great. I felt really well after that.

Worm trying to crawl back into the soil, a good symbol for us!