Perfect Pairings: Wines for Thanksgiving

November 13, 2012 8 Comments

When pairing wines with a big turkey dinner, it’s time to take sides. 

By this—taking sides—I do not mean that you have to get involved in every family feud that comes up around the dinner table. (oh. please. no.) Rather, I mean that it is a good idea to choose your wines with a mind to the varied tastes and flavors of your side dishes.  Turkey—typically the main event on T-day—is actually quite neutral in flavor and can pair nicely with a variety of wines.  Side dishes for turkey, however, include the sweet (think yams topped with mini marshmallows), the spicy (sausage stuffing), the salty (gravy), and the tangy (pickles, olives, and cranberry sauce).

It takes a fruity, acidic wine with no chance of clashing flavors to match that schizo of a meal.   

I know this subject has been talked to death, that opinions on the matter run hot, and what the world needs now is hardly one more blog post on what wines to serve on Thanksgiving.  So, it is with humility and a bit of trepidation that I offer the following ideas on choosing wine for Thanksgiving.

#1—Choose a wine with lots of crisp, lively acidity:  Tangy foods, such as cranberry sauce, citrus, or anything from the relish tray, need to be paired with wines that can stand up to the challenge.  To be safe, serve a wine that has lively acidity to begin with and your wine will maintain its balanced flavor even in the presence of acidic foods.

#2—Choose a wine with fruit-forward flavors:  Cranberry sauce, sweet potatoes, creamed corn and yams…due to the fact that they have a degree of sweetness, these foods pair best with a wine that has a very fruit-forward style. A wine with a hint of sweetness is ideal, as any sweetness in a food will diminish the fruitiness or sweetness of a wine.  For these reasons, it is a good idea to start with a wine with a good deal of fruit flavors—and maybe even a touch of sweetness—in order to preserve the wine’s balance with these types of foods.

#3—Choose a wine that is low-to-moderate in tannin:  Tannin is an integral part of the taste, flavor, and structure of most red wines. It’s also the component that gives many wines their structure and grip while lending a velvety mouthfeel to others.  However, as beloved a high-tannin wines may be, it pays to go moderate with the tannin in the wines we serve on Thanksgiving. The reason—simply put—is that too much tannin can clash with spicy flavors; those sweet tastes can also be anproblem (as they can bring the bitterness and astringency of a tannic wine to the forefront).  To avoid a clash of the titans that might end up with a metallic or bitter taste in your mouth, keep those red wines low-to-moderate in tannin. You might look for a red wine described as smooth, ripe, or velvety.

#4—Choose a wine with low-or-no noticeable oak influence:  Oak is a beloved flavor enhancer of many wines, and lots of people love oak aromas and flavors.  However, highly oaked wines can clash with some food flavors; to avoid this clash, choose a wine (or wines) with no overt oak flavors (especially the bitterness that often can be sensed on the back of the palate). These oak-derived tastes can clash with foods that are slightly sweet, a bit fruity, or a tad spicy (and there will be plenty of all of these at a typical Thanksgiving feast)!

#5—Choose a wine that is moderate in alcohol:  Alcohol, while part of what makes wine so delightful, has a tendency to clash with certain tastes and flavors, and with all the flavor mingling going on at Thanksgiving, this cage match is likely to happen.  all possible, keep your wine choices in the moderate alcohol range (lower than 14%, dessert wines excepted). On the other hand, if you enjoy the sensation of throwing gasoline on a fire, go right ahead and serve a 15% abv Napa Cab.  And then there’s this…turkey already has enough drowsiness-inducing tryptophan to put you and your relatives to sleep before the first kick-off of the first football game of the day. We don’t need any help from excessive amounts of alcohol!

#6—Remember the reason for the season: American Thanksgiving is a US-centric holiday, a celebration of the bounty of the fall harvest, and a time to be grateful. As such, sometimes I like to choose my wines for Thanksgiving with these ideas in mind. As this is a US-centric holiday, it’s a great time to focus on the wines of the United States. To accomplish this, you could focus on the well-known American wines such as Monterey Chardonnay. Napa Cabernet, Paso Robles Zinfandel, Oregon Pinot Noir, or Washington State Riesling. You could also focus on the lesser-known but still fascinating wines of Idaho, New York State, Virginia, Texas, or any of our other wine-producing states. To add the aspect of celebrating the harvest, try a Beaujolais Nouveau from France. It might not be anyone’s idea of the finest wine on earth, but it represents a true celebration of the harvest, as signified by the early release of the just-made wine of each year.  As a way of expressing gratitude…choose a wine to appeal to those you are most thankful for….seek out your father’s favorite Burgundy, your granddaughter’s beloved white zinfandel, or your oldest friend’s favorite wine. You can’t go wrong.

Bubbly Professor’s Wine Suggestions for Your Turkey Dinner:

  • Riesling from Alsace, Germany, or Washington State
  • Viognier from Texas, California, or The Rhône Valley of France
  • Unoaked Chardonnay
  • Bubbly—any dry or semi-dry sparkling wine; pink versions pair well with a wide range of food, and Prosecco is always a good choice
  • For the adventurous…Sparkling Shiraz
  • For the less-than-adventurous…Moscato d’Asti
  • Dry rosé—an all-around great choice! Serious, French rosé—such as those made in Tavel or Lirac—is a great choice. American rosé of Pinot Noir will work as well.
  • Zinfandel from Lodi, Paso Robles, Sonoma, the Sierra Foothills (Amador or El Dorado County)
  • Pinot Noir from Burgundy, California’s Central Coast, or Oregon
  • Beaujolais
  • Or, of course, you can use this philosophy:  serve anything you like…it’s just one day out of life!

Happy Holidays, Everyone!! No matter what you serve, enjoy the day and give thanks for all the good things in your life! 

The Bubbly Professor is “Miss Jane” Nickles of Austin, Texas… missjane@prodigy.net

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Train the Trainer: Mirror, Mirror

November 3, 2012 1 Comment

Several weeks ago, as I was reviewing about 5,000 end-of-the-semester course evaluations reflecting the work of 25 full-time instructors (plus a slew of adjuncts), I noticed a trend.  Oh sure, there were the usual comments about grading policies and reading assignments, but I also noticed that a large number of the surveys mentioned the instructor’s enthusiasm.  It was no big surprise that the positive evaluations mentioned the instructor’s obvious love of the subject matter and their enthusiasm in class.  This I have seen before.  However, I noticed an overwhelming amount of the less-than-perfect evaluations had statements such as “the teacher just didn’t have any passion” or “instructor showed no enthusiasm for the class or the material.” Ouch.

As educators, we are always looking for that spark that will engage our students, and we’re always told to “be enthusiastic.” I’ve told myself and my faculty that very thing a thousand times.  But reading those surveys brought out the Academic in me and I wanted to know “why”.  Why is it that gusto of the teacher has such an impact on the student in terms of both engagement and learning?  The answer, it seems, is something called “Mirror Neurons.”

Mirror Neurons are a recent discovery, having been first identified in 1980 by an Italian Neuroscientist named Dr. Giacomo Rizzolatti. Dr. Rizzolatti and his team discovered that in a monkey’s brain, the exact same neuron is fired when a monkey performs a specific act, such as grasping a peanut, as when the monkey observed a human perform the same act.   It seems that “monkey see, monkey do” might be the exact same thing, at least to the neurons in the monkey’s brain! 

This initial discovery, soon termed “mirror neurons,” led to research on human mirror neurons, and some fascinating implications for education.  The two facets of mirror neurons that I find the most interesting and relevant to adult education are:  (1) Mirror neurons allow us to feel what someone else is feeling, and (2) Mirror neurons allow us to learn through observation as well as action. 

Mirroring Emotions

We’ve all experienced the effect of mirror neurons on our emotional state; in fact, we experience it everyday.  You are walking down the street and somebody barely misses getting hit by a car – woah! Your heart starts racing, you recoil in sympathy, you actually feel the fear in your gut. Or you find yourself enjoying a nice movie, having a great time, but as soon as the leading lady gets her heart broken, you can’t stop crying! For decades, such responses puzzled neuroscientists. Now we know that on a certain level, watching something happen to someone else and having it happen to us fires up a reaction in the same part of the brain – right down to a single neuron. 

The implication for education is pretty strong; if the teacher is in a good mood, that good mood will rub off on the class. If the teacher is enthusiastic about the subject, your students’ mirror neurons will fire off a corresponding enthusiasm in their brains as well.  And we all know that enthusiasm, engagement, and attention all equal enhanced knowledge retention, so anything I can do to enthuse my class is a good start. I don’t know about you, but just knowing about mirror neurons makes me feel much more responsible for my mood in class; who knew we really could affect one another’s outlooks so directly?

Of course, as teachers we have all experienced the flip side of the mirror neurons in action:  one student in a foul mood can bring the whole class down, and quickly.  Thankfully, as the person standing in front of the room, you  can reign in or remove Debbie Downer from the back row before the negative classroom phenomenon that I have always called “the feeding frenzy” gets out of control. 

Mirroring Knowledge

One of the very cool “tricks of the trade” we have as educators is to tie new information to something the student already knows. This is known as “anchoring information” and involves finding an aspect of some a topic that might be familiar to the students– such as  the “Charlemagne” of “Corton-Charlemagne” – before introducing new information -such as the geography of Aloxe-Corton.  The familiar topic, already safely present in long-term memory, provides an existing framework that  helps working memory grasp onto and make sense of new information.

This technique is so profoundly successful that I have often wondered just how we aquire that first bit of new information about a topic.  If we have no knowledge to anchor to, what lights the spark that leads to the acquiring of original knowledge? Rote repitition?  I hope not.  Relevant visuals?  They only work some of the time.  The answer could lie in mirror neurons. 

It seems that new knowledge, including that which occurs in babies learning to make sense of the world and the ease with which young children acquire new languages, is the direct  result of the action of mirror neurons.  A baby watches the people around her and soon figures out how to move, and walk, and talk.  

It sounds amazing, but it just could be true that without the direct learning of new knowledge and skills that is afforded by mirror neurons, there would be no basis on which to build (“anchor”) new learning. 

Maximizing the Mirror

There’s one more fascinating implication for education:  the effect of mirror neurons is amplified with study.  This was proven at a 2003 study at the University College of London, led by Dr. Daniel Glaser, that tested mirror neurons at a dance demonstration. The test found that people who had studied ballet showed more mirror neuron activity during a ballet demonstration than those who had not.  It’s a fascinating conclusion, but do you think my students will do their textbook reading assignments if I tell them it will amplify their mirror neuron reaction during the next class? 

Perhaps I should just keep that to myself.

The Bubbly Professor is “Miss Jane” Nickles of Austin, Texas

missjane@prodigy.net

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