As for the symphonic activities... when I was a student at the Eastman School of Music, I became exposed to a lot more musical forms, elements, opportunities, and I fell in love with strings and their uses.
I was a very good student until about sophomore year, and that's when I just became so disillusioned with the whole thing that I just became an awful student. I was still making good grades. But I was cutting class three days a week and faking papers that I got off the internet.
I was a bad student. I liked archaeology actually, I was interested in maybe becoming an archaeologist but I was such a bad student and had such bad grades that I wasn't going to get into any really good college so I fell back on acting.
I was a very good student. Procrastinating gives me anxiety, and getting a B really ticked me off. Sure, I didn't always want to do my homework, but I actually really liked school. As nerdy as it sounds, I love learning.
I fell in love with filmmaking. I fell in love with criticism. I fell in love with theory, and it made me really dogmatic in my approach to choosing roles.
She did not think it was true that women fell in love all at once, but rather, that they fell in love through repitition, just the way someone became brave.
I was a really good student, first, second grade, third grade, and then fourth grade a little bit. And then I don't know what happened. I became a very terrible student. I wish I took it more serious.
It became my first passion, the first thing I really fell in love with. I joined the Ralph Robinson Ballet company, and then went to New York and became a dancer. I thought I'd die before I did anything else.
I had a full college experience. I kind of learned how to be a good student at Bard. I had never really cared about academics, but in college I learned the power of - I don't want to say the power of knowledge, but the power of curiosity.
From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.
I just didn't really know who I was, so I didn't really know what I sounded like. And so I did a lot of writing, and I studied abroad, and I fell in love, and, like... I got to be like any other college student.
Certainly, grades only matter so much when you're in Hollywood. But I became an utterly motivated, devoted, committed student. I was a good student because I was convinced that it would somehow help me in my quest to become a filmmaker.
I learned physical comedy to a degree that most child actors never will. I really just became a student of it - became obsessed with it, to be quite honest.
I became a Communist because I fell in love with a man who was a Red and entered the Army to take care of the Fascists, and I knew it would please him if I became one
I became a Communist because I fell in love with a man who was a Red and entered the Army to take care of the Fascists, and I knew it would please him if I became one.
I'm not really smart, but I'm dedicated. I can be good at anything if I love it and dedicate myself. And I love history. I love science. I love music. I love golf. I love learning. I love life.