Why Toy Story 5 Is About More Than Toys

Posted on July 4, 2026 by Anthony_Perrotta

If you’re my age, somewhere in your mid-40s, you may remember growing up at a fascinating crossroads between the old and the new.

I still remember my four-year-old self playing with He-Man, ThunderCats, and G.I. Joe, creating imaginative alliances within epic fantasy worlds. Imagine the OASIS from Ready Player One, only without the technology. It was simply the limitless imagination of childhood. Then came the Teenage Mutant Ninja Turtles, expanding that universe even further.

We belonged to a generation that was not born with technology in our hands. Instead, we witnessed firsthand the remarkable transition from analog to digital. This year marks the 35th anniversary of Terminator 2: Judgement Day, and I still remember the awe of seeing the liquid metal T-1000 morph across the screen. It felt revolutionary. New technology was not simply another upgrade. It transformed the way we experienced entertainment.

Yes, we had Nintendo, Sega, and the VCR, but imagination still defined childhood. Toys were not quickly replaced by the next screen. They remained objects of wonder well into our preteen years. Unlike today, where children as young as five can spend hours mesmerized by tablets, I look back on my childhood with deep appreciation for growing up before technology became such a dominant fixture in everyday life.

This is not to say that technology is the enemy. Far from it. Rather, it is the way we engage with technology that matters. Balance and intentionality are essential.

This Brings Me to Toy Story 5

Director Andrew Stanton (Finding Nemo) tells the story of Bonnie, now eight years old, who struggles to make authentic connections in a world increasingly shaped by tablets, devices, and digital entertainment.

Jessie, her favourite toy, along with the regular crew of plastic and stuffed friends, finds herself at the cusp of extinction, being replaced by a digital landscape where kids connect online but are increasingly disconnected from one another in everyday life.

With the help of Buzz and Woody, Jessie embarks on a journey to help Bonnie form a genuine friendship with a like-minded girl named Blaze, all while coming to a new realization of why toys, and the play they inspire, matter.

This notion of play is important not only at home but at school as well.

As both a parent and an educator, watching Toy Story 5 brought me many moments of nostalgia and reflection. Nostalgia for a personal time when play fostered imagination and companionship, and reflection on how, both at home and at school, we as parents and educators create space for play.

Why Play Matters

In her article “You’re It!”: Thoughts on Play and Learning in Schools, Laura Warner explores the intersection between maintaining high expectations for learning and preserving play in American public schools. She examines the growing stigma surrounding play and the perception of what it looks like within today’s intense focus on instructional time.

She writes that unstructured play “can be defined as self-managed, creative, light-hearted, and spontaneous, involving rule making and breaking” (Warner, 2008, p. 1). In this form of play, ideas emerge entirely from the child’s imagination, where a stick becomes a sword and a tree becomes a castle, all within the realm of make-believe.

This type of imagination is uniquely explored in Toy Story 5, both thematically and aesthetically.

When Bonnie plays with her toys, the aesthetic of the film changes into a heightened fantasy. The photorealism of Pixar’s animation gives way to something even more magical. The stories unfolding within Bonnie’s imagination come alive with a true sense of awe.

That awe is challenged when Bonnie attends her first sleepover, where tablet play becomes the focus. Her love of playing with toys is suddenly viewed as strange and different. At that moment, she begins, albeit reluctantly, to distance herself from Jessie and Bullseye. She conforms, picks up her tablet, and enters a world where the screen takes over.

Bonnie experiences the world of a tablet-centered playdate for the first time.

This is not a sleepover where kids are going to the park, swimming in a pool, or simply running around the backyard. It is a sleepover that has become an everyday scene. Children sit on their devices, physically close to one another, yet ultimately disconnected.

Perhaps we, as adults, are partly to blame.

In a world that has become increasingly safety conscious, putting your child on a tablet is often easier. It removes the worries of letting them play at the park on their own, roam the neighbourhood, or ride bikes with friends.

Nonetheless, as the film depicts, the more children remain indoors, the greater the disconnect becomes between themselves and others. Natural curiosity begins to fade, and, in the end, we find ourselves raising children who lack social and emotional resilience, as well as the kindness that grows through authentic human connection and play.

Play matters for many reasons.

Are We Stifling Childhood?

In a world of standardized testing in schools and highly competitive sports leagues, are we, as educators and parents, unintentionally stifling our children?

Have we become so consumed by curriculum, organized sports, and technology that we have taken away the freedom and time young people need to simply play?

This sense of free, imaginative play is beautifully highlighted in Toy Story 5.

Through a flashback to Jessie and her first owner, Emily, whose story was introduced earlier in the series, we witness a young child playing openly. Her time with Jessie is cathartic, joyful, vulnerable, and deeply connected.

While Emily grows older and, from Jessie’s perspective, appears to forget her beloved cowboy friend, we later discover that Jessie was never truly forgotten. She played an essential role in Emily’s childhood, one that had a lasting, even generational, impact.

Young Emily with Jessie

Importantly, creativity and imagination, whether at home or at school, need to be uplifted. There must be intentionality in allowing children to simply be children.

As Jessie and Woody observe homes where children and parents alike are increasingly trapped by screens, the film reminds us that technology itself is not evil or dehumanizing. Our dependence on it, however, can become exactly that.

As Bonnie discovers at far too young an age through hurtful group chat comments, technology has consequences. Yet, when we use it purposefully and with balance, it can also be a tremendous force for good. Children can create with technology like never before, and it can bring them together through creativity and collaboration.

This is something worth celebrating.

However, if technology becomes nothing more than online gaming, endless chatting, and replacing genuine human interaction outdoors, then there is real danger. In many ways, technology can sanitize play by creating an artificial bubble.

Children need the beautiful mess that play provides.

Final Thoughts

As the film’s end credits fade, there is a sense of hope. Play, imagination, and remaining true to oneself allow us to feel seen, known, and loved.

As Bonnie struggles to make friends, she eventually discovers that her imagination and playful spirit are not something to hide. Instead, they become the very qualities that lead her to authentic friendship. She realizes that having one true, like-minded friend is far more meaningful than belonging to a large group where you cannot truly be yourself.

For parents, educators, and young people alike, Toy Story 5 offers a thoughtful reflection on the importance of play, imagination, connection, and being fully present.

It reminds us that while time passes and friendships evolve, what we gain through authentic play, meaningful relationships, and childhood wonder is something that stays with us for the rest of our lives.

Citations:
Warner, L. (Summer 2008). “You’re it!”: Thoughts on play and learning in schools. Horace, 24(2), 1–6. https://eric.ed.gov/?q=unstructured+play&pr=on&ft=on&id=EJ849821

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Is It Me or Them? How Media Shapes Kids’ Self-Regulation

Posted on January 15, 2026 by Anthony_Perrotta

If you work in education or with children in any setting, you may be asking yourself: Is it me or is it them? Are students, especially those in their tweens and teens, becoming more apathetic or less motivated? Or am I just in a slump? Could there be something I’m missing that would help strengthen their self-regulation and decision-making?

While there are countless joys to celebrate in schools and child-focused environments, there are also realities we cannot ignore. Students today are learning in ways and interacting with a world that looks radically different from what many of their teachers experienced.

The Self-Regulation Struggle

Many learners today struggle with self-regulation. They are easily distracted, find it difficult to persevere, and often describe themselves as bored. The need for constant stimulation is unmistakable, and their search for dopamine seems to be at a fever pitch. While research continues to examine the impacts of media on self-regulation and emotional intelligence, there is also evidence of a correlation between young children and their interactions with their parents.

As noted by Nabi and Wolfers (2023) in Does Digital Media Use Harm Children’s Emotional Intelligence? A Parental Perspective:


“Parental behaviors, including their own digital media use, as well as how they engage during their children’s media use, should be taken into account when assessing child outcomes. The purpose of this study, then, is to explore how the media diet of children, as well as the media-related behaviors of parents around their children, relate to child EI level.”

What’s Driving This Shift?

It is hard to ignore the role of technology over the past fifteen years. Children have grown up with tablets and handheld devices from a very young age. This kind of stimulation is fundamentally different from sitting in front of a television in the 1980s, 90s, or early 2000s. Television programming, whether short or long form, was paced, narrative-driven, and structured. In contrast, much of today’s online content, especially platforms like YouTube Kids, is designed to be hyper stimulating with rapid pacing, intense color saturation, and constant audio cues. It is early MTV on steroids.

I remember summers spent watching Leave It to Beaver reruns. Today, a five-year-old might be watching a rapid-fire montage of images on a handheld screen just inches from their face. This rewires the brain in ways we often underestimate.

A Personal Wake-Up Call

Just today, a snow day, I was playing video games and indulging in nostalgia with my old Sega Master System favorites: 8-bit gems like Space Harrier, Wonder Boy, and OutRun. My twelve-year-old looked over and said the games were “so boring.” That moment stopped me. It made me realize how modern games and devices may be contributing to challenges with self-regulation. Keep in mind, this comment came while he as playing on an iPad and watching his current favorite show, The Rookie, in a window on the same screen. Roblox and TV, all in one.

I was a gamer as a child and teen. I played for hours, but there was a rhythm: play, lose, try again. Three lives were the standard. Games did not save your progress until the original Xbox in 2001 made saving the norm. Yes, The Legend of Zelda in 1987 allowed saving, but it required a special cartridge and was not common. To complete a game was an achievement built on failure, persistence, problem-solving, and patience. To beat a game, like in the movie The Wizard, was legendary.

There was something formative about learning to lose and keep going. That experience is very different from today’s endless loops of Fortnite or Roblox. This is not to criticize modern games outright but to acknowledge that something important has shifted. As parents and educators, we need to recognize how constant stimulation rewrites the brain, just like the multitasking my son does on his device.

The Research Is Clear

Research shows that constant notifications and fast-paced online content can decrease attention spans. The brain needs several uninterrupted seconds of focus to form a memory, something rapid scrolling rarely allows. Teaching young people how the brain works and how to care for it is no longer optional. It is essential.

In Cognitive Control in Media Multitaskers (Ophir, Nass, & Wagner, 2009), the authors found that individuals who frequently multitask with media perform worse on tasks requiring sustained attention and working memory. Heavy media multitaskers struggle more to filter distractions and retain information, highlighting the negative impact of multitasking on cognitive control. Imagine, this study is from over a decade ago and clearly needs to be revisited given the intensity of mediated products readily available to young people today.

This speaks directly to our kids. They are inundated with media at such a rapid pace that focusing, retaining information, and slowing down enough to self-regulate, to control emotions, pause, and reframe, has become incredibly difficult.

So, What’s the Fix?

I do not have all the answers, but limiting screen time or at least altering the “screen play” is certainly a start. The question is not whether the world has changed. It has. The question is whether we are willing to slow things down enough to help our children relearn how to focus, struggle productively, and grow. The future of learning may depend on how we answer that question.

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FI the Movie: A Study in Transformational Leadership

Posted on July 24, 2025 by Anthony_Perrotta

Summer is the perfect season for diving into book lists, discovering new music, and enjoying great films.

For me, it’s certainly a time to get reacquainted with my favourite blockbuster films and also make the multiplex a common summer hideaway. In many ways, these movies act as my professional learning; leaning into stories and narratives that help me reflect on the impact of my leadership role and how relationships are at the heart of all I do as a school principal. 

While there is no shortage of education-based literature or current research worthy of deep study, my personal sensibilities make movie watching my favorite pastime and my educational literature of choice. This is not to take anything away from respected educational thinkers like Michael Fullan or John Hattie, but during the summer months especially, I find myself more drawn to summer blockbusters. There is a lot to learn from the world’s most universal art form, a medium that transcends cultural boundaries and connects us through shared human experiences..

This is at the core of this summer’s most surprisingly emotionally charged FI—starring Brad Pitt and directed by Joseph Kosinski (Top Gun: Maverick). Like Top Gun: Maverick, which offered a topical reflection on the role of authentic leadership, FI makes for the perfect meditation on the need for school leaders to be aware of their leadership style and lean fully into it. For Sonny Hayes (Brad Pitt), his redemption story is also a masterclass in transformational leadership. Whether on the F1 circuit or in a school, transformational leadership inspires others to be their personal best while achieving extraordinary goals together.

Brad Pitt (Right) and Damson Idris (Left) in FI

Spoiler ahead.

In FI, Brad Pitt plays Sonny Hayes, “the best that never was,” who feels the need to fly on the race track while coming to terms with his own demons. Like Maverick in Top Gun: Maverick, Sonny is now an older icon who doesn’t play by the rules. Called “punk rock” for the FI brand, Sonny is more cowboy than Formula One driver. He’s a maverick in his own right who comes to the APEX GP team with his own mythology. In the ’90s, he was the rising star of the league—now he’s a “never was” who seems like a long shot in helping his old friend, the APEX GP team owner, salvage the season and protect a major investment.

From the outset, Sonny stands apart. His age brings a sense of maturity and wisdom, shaped by past failures in his youth. Yet his greatest strength lies in his ability to connect with others—understanding every nuance of racing, pushing people beyond their perceived limits, supporting them, and rallying the team around a shared, ambitious goal. Much like a school leader deeply immersed in the daily life of their school, Sonny leads by empowering others and building trust through his active, hands-on approach.

His greatest success comes when he mentors a much younger teammate, helping him not only to see racing differently but also to recognize his own potential as a leader. This is transformational leadership.

The School Track

Depicted in high-octane fashion, Joseph Kosinski brings his visual flair to the world of Formula One in a way that places you in the action while keeping the experience grounded and emotionally oriented. This provides the audience with not only a visceral experience but an emotional one.

In many ways, the race track is like a school. Laps—like days, weeks, and months—provide opportunities to do the small things right, to do more than before, and to hold the team to high expectations shaped by respect, understanding, and a strong belief in one another. Like a race, schools are places of intense emotions where the team must reflect and reframe regularly. Like a driver or pit crew, the adults will make mistakes—as will the students. The race of school, like Formula One (heck, like life), is full of mistakes. If we’re not able to see and embrace this, then we fail. This means leaders must do the same.

Like Sonny Hayes, school leaders are not immune to making mistakes—we’re human, after all. But it’s how we embrace our faults that truly helps transform a team. Being a transformative leader isn’t about knowing more; it’s about seeing differently and, in many ways, being different. Too often, leadership feels like it comes with a script. Sonny Hayes reminds us that sometimes it’s okay to be “punk rock” when necessary.

His character doesn’t sit back passively. He’s committed to continuous learning, collaboration, innovation, and taking risks. He encourages others to think differently, builds capacity, strengthens the team, and—perhaps most importantly—loves what he does.

Transformational Leadership

At the core of transformational leadership is empathy. To encourage others and help them see themselves fully is to lead with empathy. This, in turn, makes others feel seen and valued. When this takes shape in a genuine, human way, the team grows stronger because people feel invested and motivated.

There’s a scene in FI when Sonny, the veteran, is forced to come face-to-face with Joshua Pearce, the young rising star. Like Sonny before him, Pearce is struggling with the pressure of stardom and the expectations placed on him both on and off the track. Sonny, recognizing a personal connection, tells Pearce that he is a good driver and could be great if he allows himself to be. In that moment, their relationship shifts. The young driver no longer sees Sonny as a threat, but as an ally who genuinely wants him to succeed.

Equally, Sonny—through self-reflection, listening, and relearning—is able to transform individuals and the team as part of his own journey toward personal growth and success.

In a 2024 Forbes article titled Transformational Leadership: The How and Why, columnist Dr. Akin Akinpelu reflects on why the ability to inspire and motivate a team isn’t just a nice-to-have; it’s a necessity. For any school leader reading this post, take the time to watch FI. I’m confident it will inspire you to reflect on how you lead your team.

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Building Success Through Relationships: Insights on Leadership from a Principal’s Perspective

Posted on January 27, 2025 by Anthony_Perrotta

Recently, I had the inspiring opportunity to connect with a fantastic group of educators who are exploring formal leadership roles. I use the word “formal” because, in reality, every teacher or staff member in a school is a leader in their own right. That said, while sharing my own journey, this dynamic group asked some truly thoughtful questions, including:

  • Would you do it again?
  • Would you rather have stayed in the classroom?
  • You transitioned from being a high school teacher and administrator to working in an elementary school—do you have any regrets?
  • What does it take to be a successful administrator?

Their curiosity and insights made for a meaningful and engaging discussion. In particular, the last question is layered, as it requires reflecting on what success truly looks like in a school. Success varies across all aspects of life, including school leadership. Every school leader has their own focus and their unique way of measuring success, making this question both personal and complex.

For me, success always comes down to the “temperature” in the building. As a school principal, I am not solely responsible for that temperature, but I must always be aware of it. Moreover, I have the power to influence it—positively or negatively. From the atmosphere in the main office to the hallways and staff room, being a principal requires a keen sense of a school’s climate and the ability to adapt to constant change.

The role involves observing and responding to shifting patterns, easing tensions, and maintaining balance. What you absolutely want to avoid is becoming the storm that frightens, disrupts, or damages the essential infrastructure that makes a school thrive. This infrastructure, at its core, is made up of the relationships that shape a school’s culture. Before you can lead instruction and influence change, you need to take the time to know people. I knowing people is also to value who they are.

For me, success means continuously learning from others while modeling the value of positive relationships. This also includes navigating conflict, as it’s inevitable in any relationship. What truly matters is how you manage and resolve it. This reflects having high expectations for engagement—professional, graceful, courageous, and purposeful.

Ultimately, healthy relationships foster a sense of trust and shared purpose, which are key to having a positive impact as a leader. As leadership author John C. Maxwell once said, “Relationships are the foundation of leadership. People don’t care how much you know until they know how much you care.”

In this video, John C. Maxwell shares his thoughts on what he believes is crucial for the success of any organization: leaders who truly value people. It’s a must-watch for anyone considering formal leadership roles, including those in school administration.

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From the Ring to the Classroom: Leadership Lessons from WWE’s Triple H

Posted on January 6, 2025 by Anthony_Perrotta

If you subscribe to Netflix, you’re undoubtedly aware that WWE is now making a big splash on the platform. Launched on January 1, the “WWE Collection” highlights a new multi-billion-dollar partnership between the world’s most successful wrestling promotion and the most dominant streaming service. For WWE fans, it feels like finding a pot of gold at the end of a rainbow—pure magic. As a 44-year-old educated individual, the time feels right to proudly embrace my fandom of WWE. No more shame!

Ever since I was a kid, I’ve been captivated by the unique blend of storytelling and athleticism that defines professional wrestling. Take, for example, the Shakespearean drama of the Mega Powers’ implosion—Hulk Hogan and Macho Man Randy Savage, whose friendship unraveled amid jealousy and paranoia as Savage feared Hogan was pursuing his manager and real-life wife, Miss Elizabeth. Or the infamous Montreal Screwjob, where Bret Hart’s controversial loss to Shawn Michaels exposed the scripted world of wrestling, a moment effectively captured by Canadian filmmaker Paul Jay in his 1998 documentary Wrestling with Shadows. Wrestling isn’t just entertainment—it’s a stage for life lessons and reflections on human nature.

Bret Hart: Wrestling with Shadows – Full Movie

Consider Dwayne “The Rock” Johnson’s return to WWE earlier this year as the “Final Boss.” He defied political correctness, turned heel (villain), and pushed boundaries with his actions and words. His character embodied the things many might want to say or do but can’t, resonating deeply with fans. These storylines and characters transcend entertainment, offering a cultural study rich with lessons.

This brings us to a crucial leadership lesson from Paul Levesque, better known as Triple H, WWE’s Chief Content Officer. WWE has evolved from a family-owned business to a publicly traded company, and Triple H’s journey offers insights for leaders across industries.

Triple H’s Leadership Evolution

Paul Levesque joined WWE in 1995 as a wrestler, quickly rising to stardom through his role in D-Generation X and multiple world championship victories. Over time, his interests evolved from in-ring performance to behind-the-scenes roles, where he became instrumental in shaping WWE’s creative vision. As the overseer of NXT, WWE’s talent incubator, Levesque’s leadership—marked by active listening and collaboration—helped foster a culture of growth and innovation.

Triple H – WWE Chief Content Officer

In 2022, after Vince McMahon’s controversial departure, Triple H was appointed Chief Content Officer at a time of low company morale. His collaborative approach and focus on long-term storytelling reinvigorated WWE’s creative direction, earning respect from talent and fans alike. Most importantly, his commitment to cultivating a culture of respect and high expectations for all stakeholders has ushered in a new era for WWE—a renaissance featuring interconnected storylines and a mix of new and legendary stars.

The return of The Rock under Triple H’s leadership underscores a culture willing to set aside egos to advance the business further than ever.

Lessons in Leadership

The cornerstone of Triple H’s leadership is morale. In any organization with many moving parts, fostering a culture of respect and collaboration is paramount.

Respect can be challenging to define, particularly in hierarchical structures like schools or businesses. In education, for example, the principal is at the helm of the school, with superintendents and directors of education overseeing them at the board level. Each level of the hierarchy plays a vital role, but the foundation is built on respect and communication.

Research from the Rotterdam School of Management highlights that leaders who actively consult with their teams, value their expertise, and treat them with respect are able to foster stronger, more effective partnerships. This approach not only strengthens relationships within teams but also promotes a culture of trust and mutual support. Triple H’s leadership style serves as a prime example of how personal experience shapes effective leadership. His time as a wrestler informs his ability to connect with others, making him a relatable and impactful leader. His journey is a valuable reminder for school administrators to never lose sight of their own time spent in the classroom, as those experiences provide essential insight into the challenges and needs of their teams.

By engaging in open conversations, leaders can create an inclusive environment where every voice is heard and valued. Valuing diverse perspectives fosters creativity and collaboration, enabling teams to come together to solve problems and innovate. When leaders show that they genuinely listen to their team members and prioritize their input, it builds a sense of community and shared purpose. In such an environment, everyone feels empowered to contribute their best ideas, ultimately driving collective success and growth.

In fact, after his return to WWE’s Main Event on NBC, the legendary wrestling superstar, former mayor, and governor Jesse “The Body” Ventura shared a few thoughts on the new regime at WWE. “The biggest thing I noticed was how different the energy and vibe is backstage. You don’t feel a battle of egos like you often did back in my day. From the executive level to the locker room level, you instead feel a very strong sense of teamwork and creativity. Everyone is running in the same direction, fueled by a desire to see everyone succeed, not just themselves. I think this speaks volumes about the leadership of Paul ‘HHH’ Levesque.”

A Playbook for School Leaders

Triple H’s transformation of WWE stands as a masterclass in leadership. His strategic focus on rebuilding relationships, fostering mutual respect, and creating a positive, collaborative environment has revitalized a multi-billion-dollar company that was once mired in a toxic work culture. Under his leadership, WWE has evolved into a more inclusive, creative, and forward-thinking organization. These same principles can be directly applied to school leadership. Just as Triple H has demonstrated, respect for others, fostering collaboration, nurturing creativity, and staying grounded in your own experiences are all essential elements for driving meaningful change and inspiring progress.

As we return to school tomorrow, I’m certainly feeling inspired by Triple H’s leadership playbook. His example serves as a reminder that effective leadership isn’t about authority—it’s about cultivating a sense of unity, inspiring others, and remembering the foundational values that shape success.

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[Movie Review] Deadpool and Wolverine – A Corporate Merger with a Heart

Posted on August 1, 2024 by Anthony_Perrotta

The introduction of multiverses in recent superhero storylines can often feel uninspired and like lazy storytelling. The MCU’s focus on the multiverse came after Tony Stark’s staggering sacrifice to save the world from Thanos, leaving perhaps nothing else as emotionally resonant since then. In fact, the MCU has been on a decline as Disney has tried to create synergy between theatrical movies and streaming programming on Disney+. With the MCU brand becoming increasingly diluted (much like Star Wars) due to a hyper-focus on this corporate synergy, it was time to reset—go back in time—and recalibrate the universe with an anchor character that die-hard MCU fans can obsess over and casual audiences would be motivated to see.

Tony Stark sacrifices himself to save the world from Thanos.

With a stable of mainstream comic characters to choose from, Disney’s decision to finally bring Deadpool and Wolverine together properly in R-Rated form is wholeheartedly welcomed. Correcting the wrongs of Gavin Hood’s Wolverine: X-Men Origins (2009), the MCU properly injects itself with the DNA of Ryan Reynolds’ Wade Wilson (Deadpool) and Hugh Jackman’s Logan (Wolverine), who, like in the original X-Men (2000) directed by Bryan Singer for 20th Century Fox, brings a sense of pathos to the comic-inspired proceedings.

Deadpool and Wolverine isn’t just another superhero flick—it’s a calculated corporate move aimed at blending the Fox Marvel characters with Disney’s Marvel Cinematic Universe (MCU) all while being a love letter to the early to mid-2000s comic film cycle that dominated screens before Iron Man (2008) officially began the MCU. During that time, Marvel licensing was shared among numerous studios. In particular, with Disney’s purchase of 20th Century Fox in 2019, the mouse house became the new home to characters including Deadpool, Daredevil, the Fantastic Four, the X-Men, and many others.

20th Century Fox was home to a stable of Marvel characters.

Despite its corporate roots and narrative flaws centered around the “sacred timeline” (yes, the multiverse again) that Deadpool is meant to protect, the movie isn’t entirely without substance. Firmly entrenched in the power of friendship and living a life full of love, the Shawn Levy (Free Guy) directed picture chips away at male action archetypes while embracing several genre tropes, such as the buddy-cop film and road movie, focusing on Deadpool and Wolverine as they grow in their relationship. Albeit the film lacks any true visual inspiration even as it aspires to pay homage to George Miller’s Mad Max world. Nonetheless, you are not coming to Deadpool and Wolverine for a lesson in cinematography.

Deadpool and Wolverine are continuously at odds.

Ultimately, the dynamic between Reynolds’ sarcastic, foul-mouthed mercenary and Jackman’s Shakespearean hero provides genuinely funny moments, real depth, and serviceable action. Their banter is what the move is sold on and it certainly excels in this regard. Although this is the third Deadpool movie, the heart of the story lies with Wolverine, with Jackman delivering a masterclass in portraying pain, grief, and F-bomb-fueled annoyance.

To fully appreciate Hugh Jackman’s return as Logan/Wolverine, one must rewind to the summer of 2000 when Bryan Singer’s X-Men premiered, earning a robust $50 million over its first three days in theatres. As a surprise hit following the modest but significant success of Blade (1998), Jackman’s Wolverine became the tortured soul of the mutant saga, adding weight to the comic book adaptation. The film’s success bolstered Columbia Pictures’ confidence in green-lighting Sam Raimi’s mega blockbuster Spider-Man (2002), which would solidify the comic book film era as we know it.

Today, Jackman’s Wolverine once again adds depth to the frantic proceedings of a comic book world brought to life. His performance, despite Reynolds’ earnest attempt, is worth the price of admission. While Reynolds offers more of the same, Jackman elevates the material. Furthermore, Jackman’s performance is a poignant reminder of the character’s legacy and the genre’s evolution. His presence offers a historical perspective, tracing the superhero film genre’s growth over the past two decades. This sense of history adds weight to the film, providing moments of genuine emotional resonance amid the otherwise corporate-driven plot.

While Deadpool and Wolverine is very much a corporate exercise, it remains a fun-filled, violent, heart-felt and escapist ride. Laced with crude humour, fan-service cameos, and Hugh Jackman’s enduring portrayal of Wolverine, the film gives MCU fans what they want and offers casual audiences a fun night at the movies where butter runs and soft drinks flow.

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[Movie Review] Twisters: A Breath of Fresh Air in Hollywood’s Stormy Landscape

Posted on July 26, 2024 by Anthony_Perrotta

In an era where Hollywood continues to search for multiverses and the next four-quadrant global franchise, the release of Twisters feels like a breath of fresh air amidst the ongoing storm between streaming and theatrical experiences. Seeing the movie last night in Midland, Ontario—a rural town that could have easily filled in for the corn fields of storm valley—was magical. The 6:30 pm screening was jammed with families, reminiscent of a time when character-driven stories, authentic relationships, and relatable motivations were at the heart of great filmmaking.

Back in 1996, Twister was a surprise box-office behemoth that introduced early May as the official start of the summer movie season. Opening to over $40 million in just three days (when the average cost of a movie ticket in North America was $4.00), the film, directed by Jan de Bont (“Speed”) and starring Helen Hunt (“As Good as It Gets”) and Bill Paxton (“Titanic”), captivated audiences with its thrilling depiction of storm chasers braving tornadoes in the heartland of America. However, what truly set Twister apart nearly thirty years ago was its focus on the characters’ emotional journeys. The film explored the complex relationship between Jo (Helen Hunt)  and Bill Harding (Bill Paxton), anchored specifically in Jo’s childhood trauma of witnessing her father perish in a massive tornado that destroyed her home and sense of self.

Helen Hunt and Bill Paxton in Twister.

A marvel of special effects that combined groundbreaking CGI with heart-wrenching practical effects, the Steven Spielberg-produced picture was and still remains a benchmark for 90s Hollywood filmmaking. Not only did it reinvigorate the disaster genre—inspiring releases like Dante’s Peak, Volcano, Deep Impact, and Armageddon — it transcended norms of heroism by placing Jo at the center of the hero’s journey. Whereas that same summer Will Smith would save the world from an alien invasion in Independence Day, Helen Hunt would save America from the wrath of tornadoes.

Although Twisters follows the formula laid out in the original film, this spin-off isn’t concerned with world-building or multiverses. Other than a subtle nod to the original with the inclusion of the Dorothy technology that can scan the inside of a tornado for data, the world of Twisters, although familiar, belongs to the new generation of chasers.

Much like the original, Twisters, directed by Oscar nominee Lee Isaac Chung (“Minari”), anchors its blockbuster appeal in the psychological impact of trauma and its power to either build or destroy the pillars of our lives. The film introduces the audience to Kate (Daisy Edgar-Jones), who encounters a storm that will forever alter the course of her life. As Kate’s story unfolds, she navigates the aftermath of her trauma and meets Tyler (Glen Powell), a YouTube star who calls himself “The Tornado Wrangler.” A cowboy with a golden heart, Tyler reminds her of the importance of confronting our personal and collective storms. As Tyler shares his own struggles with Kate, he learns from and is inspired by her brilliance, courage, and selflessness. Although a romantic bond forms between them, it remains a subtle undercurrent rather than the film’s primary focus. Together with Kate’s old friend Javi  (Anthony Ramos), they navigate a world where personal stories, ambitions, and community converge.

Anthony Ramos, Daisy Edgar-Junes and Glen Powell in Twisters.

The connection between characters and the ability to engage the audience in real emotions is the strength of Twisters. The friendships, conflicts, pain and empathy make the chasing all the more exhilarating and, yes, fun. The movie is not weighed down by character exposition but rather lifted by it. Impeccably paced, with action captured with a sense of clarity and stunning cinematography that screams Spielberg’s influence, the spectacle is never lost. Ultimately, the characters’ motivations are deeply intertwined with their past experiences, making their actions and decisions feel genuine and relatable. This authenticity is reminiscent of a golden era in Hollywood, where storytelling was anchored in character development and emotional depth.

Ultimately, Twisters is a call for resilience, addressing storms both literally and metaphorically. Through Kate and her ability to confront and embrace her traumas, audiences are reminded that new beginnings can emerge from life’s hardships. Kate’s journey highlights the power of resilience, illustrating how it is possible to rebuild and even strengthen the pillars of our lives in the wake of adversity.

Twisters is not just a thrilling disaster film; it is a poignant exploration of the human spirit. It’s a film that invites us to reflect on our own lives, our own storms, and our own capacities for resilience. In a world that often feels as chaotic and unpredictable as a tornado, Twisters stands as a testament to the enduring power of storytelling that speaks to the core of who we are. In the words of Tyler the Tornado Wrangler, “You don’t face your fears, you ride them.”

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Capturing School Life: Principal & Content Creator

Posted on April 14, 2024 by Anthony_Perrotta

In the video Myths and Opportunities: Technology in the Classroom, Alan November speaks of Marblehead, Massachusetts, a small coastal town of now nearly 20,000 that prior to the American Revolution was the fourth largest town in the colonies. November, makes note of the town’s connection to technological industry such as shipping and its global reach. He speaks of the town “thinking Globally,” as its survival was dependent on trade and the waterways of the ocean. 

This notion of ”thinking globally,” speaks to my sensibilities as a Catholic school leader who recognizes that technology can enable deep and enriching learning that extends the traditional classroom. Furthermore, as digital citizens there is a need and responsibility to nurture Catholic Social Teaching through technology, so that young people understand their role in walking with Christ; being responsive, inclusive and community minded. As the small town of Marblehead, needed to think Globally to survive and thrive, students also need to be globally minded as critical thinkers and reflective learners who learn deeply. As such, schools need to inspire a global mindset where students foster a sense of self, all-while growing as global citizens who can effectively communicate, collaborate, innovate, create and problem solve by harnessing technology as an enabler of transforming faith through practice. 


As noted by Michael Fullan in his writing Deep Learning: Engage the World Change the Word “so the role of technology is to get this equation I want to put it. The equation is what do we want to learn and how do we want to learn it? I’ve said deep learning, the six Cs, the partnership, that’s one half of our equation. And then how do we best learn that? And we learn it by tackling real problems. How do we tackle real problems? Technology gives us access to much more insight. So we’ve got to use technology to do that” (Fullan, 2017). 


At the core of my role as a school Principal is Fullan’s inquiry: “What do we aim to learn, and how do we wish to learn it?” I fervently advocate for pedagogical documentation, storytelling, and enabling students to demonstrate their learning through digital media production. Through this process educators can gain insights into students’ thinking processes, learning styles, and areas for further exploration.

Here’s an example of a video I created highlighting efforts from Mr. Watters’ Grade 7 class at my current school, St. Andrew Catholic Elementary School. The video not only showcases the incredible activities that the students are engaged in but, more importantly, their expressive and reflective voices. The students’ ability to share openly is a significant part of their learning, which, for me, is a true blessing to help capture.

Over time, I hope to encourage students to become creators themselves, producing a catalog of videos that highlight their learning. Additionally, I want both school staff and students to see my commitment to being accessible and my desire to be part of the learning experience. Ultimately, I’m deeply appreciative to share in the learning experiences of my students and to witness firsthand the amazing work that educators commit themselves to.

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Whimsical Confections: Wonka’s Guide to Transformational Leadership

Posted on January 1, 2024 by Anthony_Perrotta

As the Ontario winter break ends shortly and schools prepare to resume, students and staff frequently face what might be dubbed the “dark days” of the school year. In Ontario, the previous year marked the province’s gloomiest winter in over 80 years. Particularly notable was the experience in Toronto, Canada’s largest city, where sunlight eluded the city for 14 consecutive days last January. This underscores that the period from January to April can be an extended stretch requiring a conscious shift in mindset and an infusion of positive thinking; one could even liken it to a confectionery of sorts.

The notion of “confectionery” inspiration struck me during two recent screenings of Paul King’s Wonka. Featuring the delightfully whimsical Timothy Chalamet, his portrayal of Wonka radiates a joyful optimism, which is in stark contrast to the harsh realities he confronts in pursuit of his dreams.

Willy Wonka, a budding magician, inventor, and chocolatier, arrives in Europe to establish his chocolate shop at the Galeries Gourmet. Despite depleting his modest savings, he is compelled to stay at Mrs. Scrubitt’s boardinghouse under the watchful eye of her henchman Bleacher. There, he encounters an orphan named Noodle, who warns him about the hidden challenges of his stay and the “fine print,” of the contract he is about to sign. Subsequently, he finds himself ensnared along with others, all obligated to work off their dues.

As the narrative unfolds through moments of musical enchantment and vibrant set pieces, Wonka transcends being merely a magician, inventor and chocolate maker; he emerges as as a transformational leader able to unite and inspire in the pursuit of a common goal. Rallying his newfound friends to witness the impossible and relying on their support, he exemplifies the potential of living with optimism and hope. By transforming into a team and community leader, he dispels negativity and embraces togetherness.

Instead of harbouring bitterness about his circumstances, Wonka seeks the silver lining in life, leading to a transformation of himself and those around him. This is precisely where Wonka’s story aligns with what can be the dreary winter days of school life. As a leader, he endeavours to propel his new friends and team beyond their comfort zones, introducing new goals and embrace the power of hope. Through his charm and persuasiveness, he effectively communicates and connects on a profound level, underscoring his transformational leadership abilities and serving as a reminder for educators and school staff to uplift mood and tone as a collective.

This aligns with the concept of transformational leadership, as emphasized by the University of Waterloo’s Ivy Academy. According to their definition, “the most effective transformational leaders are charismatic because they are skilled communicators, verbally eloquent, but also able to connect with employees on a profound, emotional level.” Wonka exemplifies this description perfectly.

Watching Wonka was a brisk reminder to uncover magic and potential in my surroundings, especially during what has been a challenging time of immense personal loss and grief. Much like Wonka, who navigates his own struggles while holding onto optimism, the film serves as a call to action. As a school leader, it’s a prompt to consistently transform myself through introspection and actively contributing to the transformation of others.

As we return to school post-Christmas break and journey through the wintry weeks until the arrival of Spring, let’s energetically discover and craft our own confetti of joy and new possibilities. Let’s make a conscious effort to transform both ourselves and those around us.

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[Book Review] Working with High-Risk Youth: A Relationship-based Practice Framework

Posted on December 12, 2023 by Anthony_Perrotta

For a while, Working with High-Risk Youth: A Relationship-based Practice Framework by Peter Smyth has held a spot on my “Must Read List.” The book underscores the significance of nurturing relationships and cultivating a culture of resilience, innovation, and empowerment, particularly for students grappling with high-risk challenges such as mental health issues, abuse, or navigating the complexities of government agencies. Smyth delves into the emotions of hopefulness and loneliness that students may experience, emphasizing the pivotal role positive relationships play in reshaping mindset and behaviour. This insightful read advocates for strength-based teaching and empowering learners, prompting me to reflect on my role as a school administrator and consider promising practices for supporting “At-Risk” students through specialized programming options. The conversation sparked by the book highlighted the nuanced and intricate responsibility of guiding students through alternative programming / expectations, stressing the need to empower and mobilize learners to recognize their potential and strengths.

As outlined by the Ontario Ministry of Education “alternative expectations are developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum. They either are not derived from a provincial curriculum policy document or are modified so extensively that the Ontario curriculum expectations no longer form the basis of the student’s educational program. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs or alternative courses.”

A program I’m personally familiar with in my district is the Supervised Alternative Learning (SAL) program. As the board website highlights, “Supervised Alternative Learning (SAL) is an option under the Education Act that allows alternative programming for secondary students aged 14-18, who find they are not benefiting within the regular school system. It is the parent’s decision to apply to SAL, in consultation with the school social worker and administration, by completing the appropriate application process and creating a SAL Plan (SALP).”

The program serves students who may present with the following challenges:

  • Chronic absences from school
  • Disengaged from school
  • Difficulties coping with the traditional structured classroom
  • May benefit from a practical, short-term employment experience
  • May benefit from different life experiences to help gain personal awareness and knowledge, develop skills for problem-solving, decision-making and goal setting

Reflecting on Smyth’s “Getting Connected” framework, the pathway to a program such a SAL requires graceful navigation by school staff as both the student and their parent(s)/guardian(s) must see the intrinsic value and hope that comes from such an opportunity to be supported. It must be understood that a alternate program like SAL does not equate failure by any means. Rather, it speaks to potential, resilience and the empowered mindset required to take courageous action in the pursuit of self-improvement, leaning into personal strengths and finding personal success. Furthermore, such a program promotes the positive relationships that supports well-being. As Symth notes, “secure attachments helps children regulate their emotions so feelings they experience are not overwhelming (Smyth, 74).”

I highly recommend Working with High-Risk Youth: A Relationship-based Practice Framework for its compelling exploration of fostering relationships and creating a culture of resiliency, innovation, and empowerment for students. This insightful read offers hope and emphasizes the significance of strength-based teaching and empowering learners.

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