|
|
Friday, July 10th, 2009
| |
6:31 pm - Life in Bushwick
|
I wrote the beginning of this nearly a year ago (see below). I finished it a few weeks ago.
Life in Bushwick
Those are the new ones, With aggregate smiles, Laughing in English. Jumbled walks in heels That split concrete and leave Gardens in their wake Shuffle under the wrought iron Fire escape gossip queens Shouting over music. Stoops here are settled With scrambler laughs, Isogloss gerrymanderers— Can't even pidgin. Grief is as liquid as glass For the new kind of sleepers Who settle on bedframes And traipse under lintels. Rumblerap cracks open car alarms along Irving, Its ordnance sounds among the gumblack spangles.
|
|
(1 comment | comment on this)
|
| Wednesday, June 3rd, 2009
| |
3:36 pm
|
I wrote this in like twenty minutes for a friend who didn't have a fiction assignment ready. I like it enough.
Thursday came and Google was down and this was the apocalypse. There were no people on the internet and the streets were filled with garbage like every other day but today the sense of uneasiness was so pervasive that the garbage felt like the only thing connecting one person to another on the street. But those were the people on the street and they were few because most people were cursing their computers and realizing that all the documents that they had e-mailed to themselves were unavailable; they were always unavailable at least in a physical sense just dots of light around dots of black piled into letter shapes.
So then the apocalypse came. Or rather, apocalypses. Lots of small apocalypses occurring in and around the world in each and every person like vacuum sucking a membrane through the void. It was the end of infrastructure; a world of only obsolescence and crumbles of buildings etc.
There’s an old joke: How many techies does it take to screw in a light bulb? None—that’s a hardware problem.
So I guess there weren’t other things to do. My Laundromat had wifi but it was on fire because of the apocalypse. Why didn’t they just turn the washers on? Probably because there wasn’t Google.
|
|
(comment on this)
|
| Monday, March 9th, 2009
| |
6:20 am
|
That Sounds Fantastic by Kevin Timothy Dugan Amherst had frozen over, so Tyler and Claire huddled in the oversized living room, next to the fireplace, which was unkindled and strictly for decoration. It was his fifth time up this year, up to where she studied, away from the city. For the first time, his visit was not precluded by ambivalence or antagonism. Also for the first time, those feelings were not extinguished at the sight of each other.
They were eating marshmellows while sitting on a couch, watching TV. The landlords decorated the room in the gaudy but earnest fake aristocrat style that grandmothers are fond of, and Claire had bought an overwhelming number of poinsettias in elaborate pots to give the room some winter spiff. Tyler crossed his right leg against the other, and his arm limped around the back of the couch, which was also behind Claire.
"I'll tell you what," he said during a commercial. Claire turned her head towards him and leaned in a bit closer. She was not wearing eyeliner. "I'll start making dinner, then we can have sex and take a long nap together. How does that sound?"
Claire burrowed her hand in between his legs to hold on to him. "That sounds fantastic."
Tyler hesitated to get up, and his girlfriend rubbed her forehead against his clavicle, gently, not unlike a pestle in a mortar. His arm snaked around her, with fingers splayed above her breast, as if he could stimulate his every nerve against hers; as if his body had to compensate for not feeling as engrossed as his brain.
The show came back on. It was some new reality program about washed up rock stars living in a halfway home, and you're supposed to watch them relapse; that's the fun of it. With Claire's attention divided, Tyler kissed her on her crown, centimeters away from her cerebral cortex, and rose, his hand retreating from her, dragging, languid.
In the kitchen, Tyler started making crab cakes, and brought out from the refrigerator everything they had bought from the supermarket because they were all still in plastic bags. Tyler moved with aptitude throughout the kitchen, even though he lived in Canarsie apartment without a stove. Claire was stretching on the couch, halfway watching the show but really considering moving some of the plants into other rooms.
"I'm glad we didn't go out today," Tyler shouted from the kitchen. Claire turned her head in the direction of the room and bit into a marshmellow. "We always go out, get lost in the museums. I miss being close to you. Here." Claire muttered a positive noise in agreement. Words would have been superfluous on that point. Tyler cracked two eggs into a mixing bowl and looked through the window into the glinting white yard. "I know that you wanted to come down to Brooklyn this time around, but I'm glad I'm here. I needed to escape for a little while." He moved towards the cabinet and took out the paprika. "I'm never going to make any money doing this, so we might as well take advantage of having two places. It's like having a winter cabin." "Mmn," she said with some bite. She missed New York, but that wasn't really the problem. She didn't want to talk about work or bustle. The thought alone made her more tired. She was also peeved at Tyler's recent hints at marriage. Marriage was not on the table. Tyler had been interning at MSNBC, working for the nightly news. He also bartended for money. He was more stressed than normal. The producer laid off every paid staffer and shoveled the work onto the unpaid interns. He hadn't been sleeping much. Claire, in her last undergraduate year, had kept herself busy with work as well. On top of that, she had finally made friends, and was determined to catch up on the social life from which she had abstained. But there were fights. She and Tyler had opponent schedules, and sometimes felt that their doings were extensions of who they were; it was as if asking, pointedly, 'can you really love me for who I am?' Claire got up and walked into the kitchen. She put her arms around her boyfriend's waist and watched him add lemon juice and paprika into the bowl. "I'm happy you're here," she said, kissing him on the neck. He kissed her cheek and squeezed her hand. He said her name in a descending two-note jingle--Claa-aire--and continued mixing the batch for dinner. * * * Tyler had never made crab cakes before. The idea came up the day before, in the supermarket with Claire, when they decided to try to cook something new. Claire was the one who suggested the crab cakes. He looked up the recipe on his phone. They had to buy all of the ingredients, except the paprika and salt, plus other food for his weekend stay, and the grocery bill came out to well over sixty dollars. But, Tyler found, crab cakes are not difficult to make. First, in a mixing bowl, put together a melted half-stick of butter, one fourth tea spoon of ceyenne pepper, one table spoon paprika, four large eggs, two table spoons of lemon juice (freshly squeezed, if possible), six table spoons of sour cream (tartar sauce is fine, too), one table spoon of Worchestershire sauce, half a teaspoon of salt, and a cup of parsely. Whisk it together until it's fairly consistent. Once it's pretty even, add two cups of bread crumbs and two pounds of crab meat. Make sure to pick any remaining shells out of the meat. Stir it with a wooden spoon. It shouldn't be too watery. Measure them out in half cups; this recipe makes twelve. Sprinkle a baking sheet with one fourth cup of corn meal, and then place the crab mixture evenly on the sheet. Sprinkle them with another one fourth cup of cornmeal, cover in plastic wrap, and chill in the refrigerator for about an hour. After they have cooled, melt six table spoons of butter in a skillet until the foam subsides. This should be on a medium high heat. Each crab cake should get about 3 minutes on each side, or until golden brown. By the time that Tyler had put the crab balls into the fridge, Claire had fallen asleep on the couch with the TV on. She was still in her sweat clothes, under a blanket, which she must have gotten from her room. He went back into the kitchen and read a magazine article about a thirteen year old British boy who fathered a baby with a fifteen year girl. After that, he turned on his phone, which he had kept off for the last day or so, and listened to his messages—all work related. He noted them, but decided not to answer until he got back to New York. He set the table with place mats and napkins under the utensils, put some tartar sauce in a small bowl, and uncorked a large bottle of cabernet sauvignon. Before he started frying the crab balls, he went into the living room and woke Claire with a kiss on her forehead. He brought the rest of the marshmellows back into the kitchen, knotted the bag and placed them atop the refrigerator. Claire came in and watched him fry the crab balls, four at a time. It only took fifteen minutes or so, and he placed them on a plate lined with paper towels. Claire poured the wine. "These are great, honey," she said. They were actually still cold in the center. "Mm," he said, swallowing. He noticed they weren't cooked but figured she got the better batch. "How was your nap?" "I had a dream that I was graduating. I was going up to the podium to get my diploma, but there was nothing in the case. I know that nothing is supposed to be in the case, and they mail it to you later, but everyone around me had the piece of paper and were showing it to their parents. I tried to hide it under the gown, and everyone asked where it was, so I said I had lost it. My dad started searching everywhere, and I pretended to also, but I just wandered as far as I could down the lawn." "I had dreams like that last year." "I don't think I found anything. I mean, why would I? The end is hazy. But yeah." They both ate a crab cake. "This dinner is nice," she said. "Mm," he said, looking her in the eye, smiling. Her eyes looked younger, smaller. "And next time, let's make something that won't take so long." And he winked. * * * They made love on the couch and it was familiar and sweet. They were both drunk from the wine, and Tyler lost his balance a bit when she gripped her leg around his lower back. They had made love three times the night before; the first two were one right after the other when he first arrived around 9 PM, and the third was at 4 AM, when he couldn't sleep. Still, this time was just as inspired. They were both slicked with sweat afterwards, spooning on the couch. Tyler fell asleep not long after. Claire removed herself from him and showered quickly. After her shower, she remembered to take the pill, which she should have taken that morning. This was the first time she had ever forgotten. She returned to the living room and sat in the void left on the couch by his curvature. She ran a hand through his hair. When he awoke, she leaned in, kissed his ear and said, "let's go to bed." She got up, lead him to her room by the hand, and unmade the bed for him. He went with his clothes on; she took hers off. * * * The bus came late. They were waiting across the green, on a stoop, amid a group of backpackers and other college students in the midday sun. "You don't have to wait," Tyler said. "It's fine." "You're going to be late." "No, I'd rather be here." They reminisced about the weekend, and Tyler promised that Claire could come down to Brooklyn the next week. "It's actually a really nice day, without the wind," Claire said. Tyler tugged on her coat, under which she wore her sweat clothes. "That's ok," he said. They looked in the direction from which they expected the bus to come. Its silloughete was there, elaborating in the background. "I see your bus." He kissed her hand. "I miss you. You know that," she said. "I know." The bus arrived. They kissed briefly. She watched him board the bus and sit in the back, by the window. Happiness, she thought, was a weekend like this. The bus drove away, and Tyler turned on his phone. He was very behind on work.
|
|
(comment on this)
|
| Tuesday, November 11th, 2008
| |
9:27 am - Budget
|
|
| Saturday, October 11th, 2008
| |
12:02 am
|
|
| Sunday, September 7th, 2008
| |
3:22 pm
|
|
| Thursday, August 21st, 2008
| |
2:59 pm
|
|
| Saturday, July 26th, 2008
| |
10:08 am
|
|
| Tuesday, July 1st, 2008
| |
3:26 pm
|
|
| Thursday, May 1st, 2008
| |
9:44 pm
|
|
| Wednesday, December 19th, 2007
| |
2:19 pm
|
|
| Tuesday, December 18th, 2007
| |
9:41 am
|
The blog, she is revived. This'll be for my articles. Here's one:
( Autism Piece #5 ) P.S. #31 stands near Journal Square in Jersey City. It seemed like the same kind of public grammar school I went to; student murals decorated the walls, classrooms burst with holiday slogans cut from construction paper, and everything smelled like paint. Soon after I arrived, a wiry woman named Rosemary collected me and brought me up to the fourth floor.
Outside of her office was an intern working for the child study team, a group that monitors the special needs classes. I didn't catch her name, but she was an Indian woman in her mid-twenties who had her arms wrapped around a boy. The kid was bouncing up and down, and she was acting as a sort-of reverse trampoline, giving him a ceiling so he wouldn't fly off and hurt himself. Rosemary stops and tells me that the kid has to jump around to "feel normal."
People with autism commonly have problems with physical sensation. This kid was giving off signs that he felt understimulated, and he had to jump around to achieve a kind of equilibrium. Most people get just the right amount of stimulation by wearing their clothes, feeling the air around them, sitting at a desk, etc. It's almost like tuning a guitar; if all the strings are tuned, you already assume that the sounds will work in harmony. But if a string is flat or sharp, you need to adjust it so that the instrument is workable. For people who are understimulated, they need to move around, or, in extreme cases, mutilate themselves just to feel right. Deneesha, a girl who goes to Regional Day School in Piscataway, NJ, bites her hands compulsively. Her fingers are covered in calluses that her mother peels off every day. By contrast, people who are overstimulated might be unable to sit in direct sunlight, or certain textures or fabrics might make them sick. Eilleen Llaneeza, a special needs teacher at P.S. #14, told me about a student who hates touching shaving cream. That kid is at the point where even the sight of it will make him throw up.
When you are trying to think blue And end up thinking black You can be sure to be frustrated Time and again it happens to me And I get quite helpless Otherwise why should I get up and spin myself Spinning my body Brings some sort of harmony to my thoughts So that I can centrifuge away all the black thoughts
--Tito Mukhopadhyay, poet with severe autism.
The boy keeps on bouncing. Rosemary tells me that he's an otherwise good kid, just hard to manage. He's no more than four feet away from us, and I can't decide if it's insensitive to talk about him while he is right there. I don't think anyone actually knows if he could understand what we were talking about, but my instinct is to handle these explanations behind closed doors. My mother, who coordinates the autism program at the Jersey City Board of Education, later told me that "he probably heard the conversation, but he just didn't care."
Autism: ORIGIN early 20th century: from Greek autos 'self' + ism
--Merriam-Webster's dictionary
I dropped off my coat in Rosemary's office and she escorted me to the classroom of Mina Buratsz. She's young, 22, with shoulder-length brown hair and a raspberry colored sweater. She and two other TA's--Mimi and Vivian--look after a class of six students. I walked into the room still feeling miserable.
"Can everyone say hello to Mr. Kevin?" Mina said.
The class greeted me in unison. One girl, Ariana, a tiny Indian girl of 6, got up and hugged me. She then mumbled, "can everyone say hello to Mr. Kevin?"
Ariana has delayed echolalia and is otherwise non-verbal. People with this disorder either repeat back what they had just heard, or they have a repertoire of sayings gathered from past conversations, movies, TV shows, etc. Otherwise, they can't articulate their feelings, and when they repeat something, it's impulsive. Several teachers have told me that people with echolalia have a high rate of violent outbursts and self-mutilation since they cannot say what's on their minds. I had come across another student with delayed echolalia at P.S. #14 who could repeat entire scenes from the movie 'Cars.' He was prone to running away and throwing fits.
Mina told me that I came in just as they were about to head to an assembly. An orchestra from another school would be performing holiday music. The kids lined up single-file on construction paper cut-outs of feet. We walk into the auditorium and sit in the back with the other special needs kids. The other two classes with autistic children were in the rows in front and in back of me. The rest of the auditorium was filled with the regularly performing kids.
I sat next to Ariana, and down the row sat two other boys, Khalife and Carlos. When the band started, Carlos sat rapt and quiet, but seemed to lose interest after about thirty seconds. Khalife spent most of the time covering his ears. By the third song, Carlos was sitting indian-style, eyes closed and palms outstretched, rocking back and forth like he was deep in meditation. Ariana danced in her seat and clapped along with most of the songs, but she occasionally lapsed into just playing with her hands. Behind me, a boy that looked like Dennis the Menace grabbed onto the chair next to me and jumped up and down with the music, smiling and staring straight at me. When I looked over at him, he ran back to his seat. After I turned away, he started dancing again, albeit on a chair a little further down the aisle. I noticed kids from other classes, special needs or not, turning around to point and stare at me.
We stayed for the entire performance, which went on for about forty minutes. Afterwards, we went back to the class and I did a little bit of exploring. The room was fairly large with foam mats and rainbow rugs on the ground. The kids sat at three separate tables. Taped onto the tables were pictures of the students, marking where each kid was supposed to sit. Something similar was on the back of the chairs. One boy, Cameron, sat in a chair with a seatbelt.
I sat next to a chubby boy in a gray turtle-neck sweater named Liam. Liam, 7, has Asperger's syndrome, a high-functioning variant of autism. He could speak pretty clearly, and he may even go on to classes with other regular-performing students when he gets older. His problem was behavioral. Mina told me he would purposely scare or tease the other students, and he has to sit at a table by himself. Reprimanding him was tricky because, Mina said, he would take that as encouragement. The teachers use positive reinforcement to manage his outbursts, so if he can go for four hours without teasing, running or screaming, he would get a small prize like a pencil or a toy. Mina told me that, although many people with Asperger's do well with structured fields of study, like music or math, Liam was more interested in violence. He would come to school telling and retelling gory scenes from movies, building guns out of Legos, and drawing violent scenes. While most boys around his age are fascinated with violence, Liam's interest in it severely distracts him from his schoolwork. Until he calms down, the school won't place him in regular classes.
People with Asperger's tend to function more independently than others on the autism spectrum. A few have gone on to win Nobel and Fields medals in the last couple of decades. I knew a kid named Conor in high school who had the syndrome; he was in my school's orchestra and was an unbelievable vibraphonist. He would stay late after school practicing the same pieces until the conductor had to go home. Like Conor, Liam has the same kind of singular obsession. He just focuses on guns.
I watched Liam as the class built a life-sized snowman out of construction paper. Mina had given him a cup filled with Elmer's glue mixed with silver sparkles. His job was to paint that on one part of the snowman's body. He went along with it for a little while, but his teacher didn't mix in enough glitter into the paint, so he couldn't tell that it was actually there.
Liam balked. "I don't need this on a snowman! He's already white!"
He continued to paint the glue on the body after his protest, but something about that grabbed me as profound. Maybe it was just me, but at his age I probably would have done what my teacher told me to do and hoped that I was doing the right thing. Because he didn't see the glitter in the glue, he judged the task useless. I can imagine him a little bit older, quitting a job or yelling at a professor, telling whomever that he's 'wasting his time.'
The rest of the class worked on the remainder of the snowman, gluing on his felt-coal buttons or felt-carrot nose. Mina and her two TA's would make the rounds with each child, helping them with whatever they were doing. More often than not, they would also wipe a students hands to get glue or sparkles off. The 2:1 student-teacher ratio is manageable, Mina said, but the work was still exhausting.
"The hardest thing is dealing with different boundaries," Mina said. Since every student's disorder is unique, the teacher has to be an expert on each child. Well, maybe 'expert' is the wrong word. She has to be their best friend, someone who knows everything about the other person and loves them anyway. Or at least looks out for their best interests. I guess the fundamental difference between a regular grammar school teacher and one who works with autistic children is that the latter needs to construct an entire world with hard boundaries and tough love. Her job, essentially, is to micromanage every second of her students' lives.
"At the end of the day, I'm like, shit. I want a martini," Mina said.
But to neglect that could spell disaster. Eilleen, the teacher at P.S. #14, told me how she watched one of her students regress beyond her control. Joe, a pre-schooler, came to Eilleen's class as non-verbal and only started vocalizing when she rewarded him with food. Typically, she would give him crackers. But his parents restricted Joe's diet after they read that casein-free foods, which exclude wheat and gluten, could encourage progress for autistic children. Since Joe lost the one thing that encouraged his progress, he lost almost all the gains he had made during the year, and Eilleen's hands were tied since the law deferred to the parents. This was at a crucial age, where all gains or losses would affect Joe's development for the rest of his life. Eilleen met with the parents and tried to dissuade them from issuing a casein-free diet, but they ultimately decided to keep their son on it for a full year.
"The kids know what they want to eat," she said. "He sees what he wants and can't understand why he can't eat it."
All happy families are alike; each unhappy family is unhappy in its own way. --Leo Tolstoy
* * *
At 12:15, the class went down for lunch. The room was packed with about 45 students, mostly the regularly performing kids. The cafeteria was serving something that resembled pizza. My lunch was a large red-eye that had gone cold hours ago.
Mina's class had a table to themselves, although Liam hung out with a 1st grader who wasn't in a special needs class. I sat next to Carlos and tried to ask him some questions, but he avoided answering me. At one point, he leaned in like he was going to whisper something in my ear, but then he kissed me on the cheek. The only other person who talked was Khalife, who told me how much he liked pizza, and kept on touching his lunch. The cheese was so greasy it looked like it was covered in water droplets. I wrote in my notes: This food looks so disgusting.
I chit-chatted with Mina a bit, and then the class had recess. They crammed into a room not much bigger than the cafeteria, probably 400x400 ft., running and yelling about like they had been waiting for that all day. Most of Mina's class stayed together near a slide, although none of them went down it. Liam kept on lifting up his shirt in front of girls who would go 'ewww!' and run away. I made small talk with another teacher who tried to set me up with Mina (I told her I had a girlfriend) and then the bell rang.
Mina went off to lunch, and Mimi, one of her TA's, was charged with bringing the class back upstairs. I tagged along in the back. After recess, they were still excited and started shouting in the stairwell, so Mimi made them line up along the far banister and told them to be quiet. As they made their second attempt to go back to the room, they replaced their hyperactive yelling with "Shhh!"s every few seconds. The stairwell turned into an echo-chamber where all the shushing sounds hung sostanuto in the air. Ariana was the only one who broke rank, and was quietly talking and laughing to herself the entire way. To be honest, she sounded almost maniacal with all those ambient fricatives bouncing off the walls. Maybe she was completely submerged in her own world, or maybe she was trying to mimic her classmates and just couldn't do it. I don't know. For some reason, I thought of the scene in Full Metal Jacket where all the soldiers sing the Mickey Mouse song, flanked by an exploding Vietnam. In the movie, the narrator says, 'Sure, I am in a world of shit, but I am alive. And I am not afraid.' Those soldiers weren't singing for the Vietcong. They were doing it for themselves. These students, too, were shushing themselves, trying to stay quiet by uncoiling their energy into pleas for silence. Perhaps war analogies aren't entirely appropriate here, but I can't help but wonder if, like those soldiers, these kids are just trapped in a situation they didn't create, that they have no control over. For as much as they seem in their own world, these kids are at least aware that they're separated from the quote-unquote normal students. They're also aware of their own emotions, and when they can't find a way to express them like their parents or teachers they break down.
Who am I, and what can I do but enter into this play of foliage and light? --Albert Camus
I left soon after. I had plans for a date and I wanted to see a new museum. My hangover had already dissipated, but I wanted to go home and take a shower. I grabbed my coat and walked into the classroom.
When I said goodbye to the class, half of them already had their heads down and were ready to take a nap. The rest mumbled a "Bye Mr. Kevin." I felt slighted. I had expected the class to yell out their good-byes and for Ariana to hug me. Instead, I left with little fanfare, like they expected to see me the next day. At that moment, there was no way to tell them that they would probably never see me again. But maybe they wouldn't care.
</div>
|
|
(1 comment | comment on this)
|
|
|
|
|