Painted Faces and Long Hair.
In fact, I would argue that pretty much all superheroes that get stuck in the Savage Land have one of the following happen to their costumes:
1. They voluntarily change into some sort of Sabretooth Skin bikini.
2. Their usual costume is horribly torn up, and turns into a tattered bikini.
3. They are a male superhero, and their costume is, as such, pristine and unharmed for the entire adventure. That is, unless, they take their shirt off…by choice.
Why am I talking about the Savage Land, Marvel Comics’ Antarctic temperate area that is a secret jungle filled with prehistoric creatures? Because I’m really talking about my next couple of weeks in school, teaching “Lord of the Flies,” and submitting lesson plans about it.
In fact, the title of the post is the name of Chapter Four, which I’ll be discussing later in the post. By that point in the book, the boys have made “Savage Land” variants of their school uniforms, so it seemed on point with the art.
I had dinner with a teacher from another school the other day, and she was flabbergasted that my current principal has the teachers submit weekly lesson plans to the administration. In a technical sense, the contract demands that we have “evidence of planning.” That can be a whole lot of things…it pretty much means that you need some kind of way to prove that you actually had an idea of what you were teaching, and what students were doing, and it was related to the “teaching standards” in some way. I actually don’t mind submitting those plans, since I tend to have a weekly plan anyway, and feel like there should be some kind of accountability to what I’m doing.
We are currently short two administrators. This means that efficiency is dropping off on a number of things. For one…I have a class set of “Lord of the Flies,” but no books to go home…it is an exact class set. Arguably, that affects lesson planning, because I need to schedule reading time in class…which is often frowned upon. In addition…each administrator has a much larger load of things to approve or not…so many of the more compelling elements I would include are much harder to get real approval for…such as my outdoor “island day” activities based upon the book. We never got approval for them, but were never declined…hurling the activities into a limbo where they couldn’t really happen.
In an educational sense, it is weirdly reminiscent of the conditions in the book. There is an attempt to make things happen, to do “the right thing”, but with limited oversight and crude materials.
I felt like this would be a good time to finally do a “Savage Land” series of images, given the “Lord of the Flies” content. I’ve been considering new costume options, and often enough superheroes have their costumes ruined in the Savage Land, only to get new ones on returning to proper superhero society. I’m not so sure that this means we will see the “Savage Land” look for the entirely of the unit…it is surprisingly demanding to draw in many ways. Still…it is very on point with the book, so we might have it for a bit.
On and off…I tend to be loose about continuity.
In the book, we are currently in the chapter “Painted Faces and Long Hair,” where the boys on the island accept the realities that will allow them to finally kill a pig for meat…at the expense of the signal fire, and thus rescue. This is a pretty important point in the book…it’s about prioritizing a long term goal over short term satisfaction. Something that young people need to learn about, and also, something that adults at school sites often lose sight of, what with deadlines, paperwork, and inspections.