Making a song and dance about the nativity

A pedigree musical producer’s passion project casts a Hollywood prince in the role of Holy Land rock star regent. Krish Kandiah reviews the results.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

An angry monarch in a red breastplate and crown seethes towards the camera.

Antonio Banderas as King Herod.

It’s a teen drama. It’s a musical. It’s a classic good vs evil conflict. It’s a comedy. It’s a film. It’s a Christmas movie.

All six are rolled into one in the brilliant film, recently released, called Journey to Bethlehem.

Faith Palomo and Milo Mannheim star as teenagers Mary and Joseph, whose worlds collide with a turn of events that don’t at all match the plans they had for life and love and relationships.

In comes Lecrae, the American rapper, playing the Angel Gabriel – an unexpected visitor with some unexpected news given in a most unexpected way.

Meanwhile King Herod, played as a rock star regent by Antonio Banderas, can’t sleep. He is plagued by nightmares, and his biggest nightmare is about to come true when he receives news that his throne is under threat.

Three Persian Kings, a prince, a donkey, a star and a baby are about to make matters a whole lot worse for him – but better for everyone else. Unless, that is, King Herod’s soldiers can get to Bethlehem first.

In the middle of a global refugee crisis we are reminded that Mary and Joseph and the baby Jesus have to pack all their belongings and flee Israel and head to the safety of Egypt.

The ancient storyline is pitch perfect for a musical makeover and who better to produce it than the director behind Glee, High School Musical 3, and Camp Rock and who has written songs for Miley Cyrus, The Back Street Boys and The Jonas Brothers and Pink. Adam Anders is a lifelong committed Christian and has been planning this movie with his wife for 17 years, hoping that they could make it a hit with people of all faiths and none.

Having watched the movie, I am pretty sure he has been successful. This week I hosted a special online schools’ event with Adam Anders, inspiring thousands of children across the UK to explore their musical gifts. He explained to them why he made the film:

“There are so many amazing movies that are colourful celebration musicals for the whole family at Christmas, but they don’t tell the story of Christmas. Santa is not why we celebrate Christmas. We got to make this family movie that everyone is going to love with great music, song and dance. I have children and I made it for them.”

The film doesn’t hold back from looking at some of the tough issues: in the middle of a global refugee crisis we are reminded that Mary and Joseph and the baby Jesus have to pack all their belongings and flee Israel and head to the safety of Egypt. We are drawn into the challenges of being brought up in a patriarchal society and the societal expectations on young Mary to get married whatever her own ambitions and hopes might have been. We meet a megalomaniac dictator willing to kill children in order to have his way.
But at the heart of the film is the love story, “Mary and Joseph are the original Romeo and Juliet.” says Anders. “And that makes for a brilliant story with opportunities for some brilliant songs.”

I wholeheartedly recommend “Journey to Bethlehem”. You’ll laugh. You’ll cry. You’ll jump. You’ll gasp. You’ll wonder. You’ll want to watch it over and over.

Review

Books

Culture

Education

Monsters

11 September 2024

5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A board of experts sit at a table against a conference backdrop.

Sal Khan, left, at an AI summit.

White House via Wikimedia Commons.

I've watched enough dystopian movies to know that there are lots of reasons to be nervous about the rise of the machines. Whether it’s the Terminator universe where the internet becomes sentient and creates autonomous robots to eradicate humanity, Neo battling an artificial intelligence that enslaves humans in The Matrix, or Will Smith fending off helper robots bent on taking over the planet in I, Robot, technological advances often fuel an array of nightmare scenarios. As if to make matters worse, science fiction has an uncanny knack for becoming science fact – I think of how shows like Star Trek accurately foretold mobile phones, wearable tech and virtual assistants. The line between imagined catastrophe and reality might be thinner than we might like to admit.

Perhaps we shouldn’t be surprised then, that our creative industries are sending out dire warnings about the impact of the latest breakthrough technology - Artificial Intelligence (AI). Like Mary Shelley’s Frankenstein in the middle of the industrial revolution, and Godzilla in the dawn of the nuclear era, dystopian fiction is par for the course of scientific advancement. It all stems, I believe, from our deep human response to the unknown – the fear instinct. But I have recently come across a surprising new voice of reassurance in Sal Khan’s book Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing).

Khan’s book comes recommended by Bill Gates - a reliably voracious reader and one of the founding fathers of the global information technology revolution. But Khan also has his own excellent credentials. From tutoring his niece online using a simple online drawing programme called Yahoo Doodle, he began creating YouTube videos and soon amassed over 450 million views. This led to his creation of the now world-renowned Khan Academy which has revolutionised online education. By 2023, it had more than 155 million registered users, with students spending billions of hours of learning on the platform.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers.

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It seems to me that AI has the potential to upend the Khan Academy business model, however Khan does not take the opportunity to discredit AI or even to highlight its dangers in a bid to reinforce the advantages of his existing products. Nor does he buy into the doom and fearmongering about the impact of digital technologies on young minds, as Jonathan Haidt does in his recent bestselling book Anxious Generation. Instead, he writes a hopeful and imaginative book on AI’s potential for further transforming education for good.

Khan’s perspective comes amidst great fear in educational circles that generative AI will mean the end of education. Students can currently ask ChatGPT to generate an outline for them for an essay, suggest copy, check grammar and accuracy, offer improvements, translations, and factchecks, as well as write a conclusion, edit for wordcount, add footnote references and more. Indeed, entire books available for sale on Amazon have been allegedly written solely by AI. Teachers and lecturers are understandably concerned about the potential for plagiarism. If teachers are no longer able to discern what a student has written for themselves and what a computer has generated, the assessment process becomes meaningless.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. After years of mastering 'The Knowledge'—an arduous and demanding process requiring exceptional memory and recall—this once-essential qualification was rendered almost obsolete. New drivers now need little more than a GPS and an Uber account to compete, a shift that highlights how quickly hard-earned skills can become irrelevant in the face of technological advances. Many teachers fear a similar fate as AI continues to encroach on their domain.

While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills.

Khan offers an important alternative view. He sees the possibility that AI could, for example, help coach students on essay writing. By reading work, marking it and suggesting improvements, AI could not only save the teacher valuable time but help students take their work to an even higher level.

Khan offers a similar hopeful alternative to those who blame digital technology advances for the crisis in young person’s mental health. What if AI could help offer coping mechanisms, coaching and tailored advice that can help improve the mental health of students? His vision for the Khan academy virtual assistant ‘”Khanmigo” reminded me of BayMax from Disney’s Big Hero 6 – the large inflatable, huggable robot with a calm, compassionate and loyal personality, highly committed to every aspect of his user’s wellbeing.

Amid voices that demonise AI, Khan’s is a useful antidote, however I wonder if he has gone too far. While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. Understatement is not Khan’s strong point. Instead, sometimes he becomes so carried away in excitement that I feel his book begins to sound like an infomercial for his own, current and future products.

I wish that Khan had taken a slightly different tack – no less inspiring about the potential of AI, but also recognising its limits. After all education is as much about transformation as it is about information. It should lead to character formation as much as skill acquisition. Emphasising these aspects of moral and perhaps even spiritual mentorship, we can see that education remains irreplaceably human.

AI has huge potential to help and to hinder us in our educative responsibilities to the next generation– and so questions remain – not if AI will change our world, but how. We need to ask not just what benefits it could bring, but who it could benefit most usefully.