WEBVTT 00:00:00.506 --> 00:00:12.606 [Music] 00:00:13.106 --> 00:00:17.376 Teacher: Alright, before we begin today let's review our Socratic Seminar rules. 00:00:17.486 --> 00:00:20.756 Listen first, participate, don't dominate. 00:00:20.756 --> 00:00:25.886 If you're a person who normally likes to have a lot to say, remember to yield to others. 00:00:26.396 --> 00:00:30.376 We love to disagree sometimes but remember not to be disagreeable. 00:00:30.656 --> 00:00:34.316 And we really want to make sure we are keeping focused on our text 00:00:34.316 --> 00:00:36.856 or the question that someone else has raised. 00:00:37.356 --> 00:00:42.516 And also, you all are very good at this, but remember not to talk over or under. 00:00:42.516 --> 00:00:45.466 You don't want to talk to your neighbor; we want to address the whole group. 00:00:45.866 --> 00:00:50.726 Okay? We have a piece of graphic art today, it's by an artist named M. C. Escher 00:00:50.726 --> 00:00:52.776 and I know you all have seen a lot of his work. 00:00:52.856 --> 00:00:56.326 This particular piece is called Waterfall. 00:00:57.106 --> 00:01:01.466 And before we start talking I would just like you to look at it for a minute and think about, 00:01:01.556 --> 00:01:07.816 what do you notice and also what does it remind you of? 00:01:07.856 --> 00:01:09.686 Can you think of anything that it reminds you of? 00:01:09.686 --> 00:01:11.926 What do you notice and what does that remind you of? 00:01:11.966 --> 00:01:14.401 Just sort of think about it for a minute. 00:01:17.924 --> 00:01:22.176 Teacher: Alright, and my first question to you today is, where is this place? 00:01:22.976 --> 00:01:23.596 Student: Under water. 00:01:24.626 --> 00:01:25.656 Teacher: It's under water? 00:01:25.906 --> 00:01:30.086 Student: If it was under water why would there be a waterfall? 00:01:31.066 --> 00:01:33.916 Student: You see coral. Teacher: It's what, Devonte? 00:01:34.126 --> 00:01:35.403 Student: The coral. 00:01:35.413 --> 00:01:38.676 Teacher: You see coral and that makes you think that it's under water? 00:01:38.776 --> 00:01:40.636 Student: Yeah, but there's people out. 00:01:40.646 --> 00:01:44.527 Student: Yeah, people can't... 00:01:44.598 --> 00:01:47.528 Teacher: They're drying their clothes, okay. 00:01:47.756 --> 00:01:52.086 Student: Like the coral part could be an underwater garden or something. 00:01:52.226 --> 00:01:55.416 Teacher: So maybe part of it is under water? 00:01:55.976 --> 00:01:59.916 Did anybody have an idea that maybe it was somewhere besides underwater? 00:01:59.916 --> 00:02:01.166 Did anybody have a different idea? 00:02:02.106 --> 00:02:04.686 Student: Somewhere out in the desert because you can see 00:02:04.686 --> 00:02:10.076 in the background it doesn't look very grassy, maybe a few trees and a few bushes. 00:02:10.076 --> 00:02:15.116 Student: I agree with Sydney about the desert. 00:02:15.116 --> 00:02:17.408 Teacher: You think it's in a desert? Student: Yeah. 00:02:17.408 --> 00:02:19.003 Teacher: Okay. 00:02:19.003 --> 00:02:24.936 Student: I think it could be like underground because in the background it's sort of going 00:02:25.036 --> 00:02:30.529 up higher and the level is getting bigger. 00:02:30.529 --> 00:02:33.306 Teacher: What about the waterfall? 00:02:33.476 --> 00:02:34.796 That's the title of the piece. 00:02:35.526 --> 00:02:37.706 Who has an idea about the waterfall? 00:02:37.706 --> 00:02:40.736 Student: I'm want to sort of ask a question about the waterfall. 00:02:40.736 --> 00:02:46.846 Do you think it's running up or down because it looks like it's running up? 00:02:46.846 --> 00:02:50.746 Student: I think it's running down because, 00:02:50.796 --> 00:02:56.026 like you can see your connection right here, the little thing. 00:02:56.026 --> 00:03:00.556 The thing that spins in the water it spins out there and then it goes like that 00:03:00.566 --> 00:03:03.456 and it comes back down and it just keeps going. 00:03:03.457 --> 00:03:05.106 Student: How do we know where it starts? 00:03:05.106 --> 00:03:07.506 Student: Water doesn't go uphill, it goes downhill only. 00:03:07.566 --> 00:03:13.726 Teacher: So, K.C., you think that it could not be running uphill at all? 00:03:13.856 --> 00:03:15.724 Okay. Student: I disagree with both of them 00:03:15.724 --> 00:03:20.538 because if it's running downhill how would the waterfall be going? 00:03:20.538 --> 00:03:26.286 Student: Yeah, it has to run uphill to be a waterfall, or the waterfall is going backwards. 00:03:26.287 --> 00:03:28.933 Teacher: What makes the water run up the hill? 00:03:28.933 --> 00:03:38.391 Student: The water is probably starting to flow and then the rest of it just does itself. 00:03:38.391 --> 00:03:43.052 Teacher: Well, do you think that this is real or do you think it's unreal? 00:03:43.052 --> 00:03:46.502 Student: I think it's like a fairy tale. Teacher: A fairy tale. 00:03:46.503 --> 00:03:49.163 Why do you think it's like a fairy tale, Devonte? 00:03:49.163 --> 00:03:55.206 Student: It's like no place where the water starts, and we can't tell if it's uphill 00:03:55.206 --> 00:03:58.651 or downhill, going downhill or uphill. 00:03:58.652 --> 00:04:08.486 Student: So it's like an optical illusion because you can't really tell-because it looks 00:04:08.487 --> 00:04:15.381 like it's just going straight like a river, but then there is a waterfall at the very end. 00:04:15.381 --> 00:04:18.000 Student: And the whole thing could just be flat. 00:04:18.000 --> 00:04:19.327 Teacher: How could it be flat? 00:04:19.327 --> 00:04:24.456 Student: Well, it actually couldn't because the waterfall would be dropping 00:04:24.456 --> 00:04:28.291 from where it began so, where it ended. 00:04:28.291 --> 00:04:35.076 Student: The waterfall is going down and then maybe it's pushing it up like Sydney said, 00:04:35.076 --> 00:04:37.031 and it's just starting all over again. 00:04:37.032 --> 00:04:40.448 Teacher: Is that hard to tell which way the waterfall is going? 00:04:40.448 --> 00:04:41.257 Students: Yes. 00:04:41.258 --> 00:04:46.483 Teacher: How many people, when you first looked at this, 00:04:46.484 --> 00:04:51.480 thought that it maybe could be a real place but now you looked at it a little bit longer 00:04:51.481 --> 00:04:53.857 and you think, well, maybe it couldn't be a real place? 00:04:53.857 --> 00:04:58.575 Student: It looks like, and there are some places in this picture where, like, 00:04:58.578 --> 00:05:06.816 these stairs lead into water, and like there are places that are unexplained, 00:05:06.816 --> 00:05:14.226 like these things at the top and these little stairs and corals. 00:05:14.226 --> 00:05:18.457 Student: I am wondering about the coral. 00:05:18.458 --> 00:05:24.214 It's probably not under water, but if it's not 00:05:24.214 --> 00:05:28.427 under water how is the coral flowing, is there like a fan under it? 00:05:28.427 --> 00:05:30.855 Teacher: Camilla, you had a comment? 00:05:30.856 --> 00:05:35.311 Student: I agree with Gareth because how would the plants be flowing 00:05:35.312 --> 00:05:39.304 and wouldn't they just be dead because they're not in water? 00:05:39.305 --> 00:05:43.402 Student: The entire picture is weird, so who says the coral can't be weird? 00:05:43.402 --> 00:05:44.897 Teacher: Christy, what about you? 00:05:44.898 --> 00:05:47.345 Were you thinking of something about it to share with us? 00:05:47.345 --> 00:05:51.156 Student: There is like a gate there, I think, like, people that could go in there, 00:05:51.157 --> 00:05:57.234 but how could they go in there if some of the people think that there is like water in there? 00:05:57.234 --> 00:05:58.915 Student: Maybe it's not coral. 00:05:58.915 --> 00:06:05.563 Maybe it's something else, or if it is coral that might...since there are a lot of weird things 00:06:05.564 --> 00:06:10.356 in this it could just be like invisible water, water we can't feel. 00:06:10.357 --> 00:06:17.046 Student: It's kind of weird because, like, 00:06:17.046 --> 00:06:23.186 the picture...you think you figured out what the picture is 00:06:23.186 --> 00:06:27.329 and then there is something that, like, changes. 00:06:27.329 --> 00:06:29.262 Student: I agree with Isabella. 00:06:29.262 --> 00:06:35.295 It's like you think you figured it out and then you see something 00:06:35.295 --> 00:06:41.071 and you think it's a totally different thing. 00:06:41.072 --> 00:06:46.353 Teacher: Boys and girls, in a little while we will do our seminar response. 00:06:46.353 --> 00:06:50.562 Thank you for an excellent seminar, and I am going to keep this up because I think 00:06:50.562 --> 00:06:53.400 that we can keep talking about it, and there is a lot more I think 00:06:53.401 --> 00:06:54.976 that we didn't get to that we might want to discuss. 00:06:55.516 --> 00:07:01.190 [Music]