Week 2-Comment 2

Week2-The Art of Possibility/ Chapters 1-4

Image courtesy of Zander and Zander

The Art of Possibility generates a great deal of thought after reading even the simplest paragraph. I am trying to find ways to implement what I am reading to make an impact in my teaching and in my classroom. I have come away with several nuggets to jumpstart my school year in the art room. The first light bulb came with the description of the teacher’s role described by the authors. The teacher role is to help students chip away at barriers that block their abilities and expressions.

I really love this idea of unlocking potential that is within each student, not developing it, but unlocking what is already there. To me, this means students have value and something special within that is waiting for someone to discover it.

The second gem from the book focuses on the student: A student that is the least engaged may be the most committed member of the group. I think this speaks volumes about the student-teacher relationship and how we really communicate in the classroom. For me, it illustrates how I shouldn’t make preconceived notions about the students in my room. The students that don’t seem too interested may be the very ones that are committed to learning the concepts presented in class. It shows me that I must find a way to actively engage and reach each student.

I have read various comments made by peers concerning the positive declarations found in the book. I must say I am one of those people that operate on faith, so concentrate on the positive means I spend less time worrying about things that are out of my hands. I believe in the university of the possibility and the unfettered imagination of what can be and I hope to bring this change to my students. We have so many negative things floating around us, why not embrace the positive?

Posted by Tracye Salter

My comment:

Tracye, I too am energised by the first few chapters of the reading. I am currently trying to come up with a way to incorporate the letter idea from chapter 3 into my classes. Obviously, at a public school I do not have the liberty to reinvent the grading system, but I think both can coexist. There are some other ideas and discussion points from the book that I can't wait to bring to my students. Well... Although energised I am not ready to cut my summer off just yet.

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Week 2 Comment 1

Blog Post on Reading (Week2)

graphicleftovers.com

From my reading of the Art of Possibility, the last two chapters really stuck with me and caused me to think as well. As an educator I like to think of myself as a contributor each time I step into my classroom with my group of students. In the reading the great example of the mother giving her daughters money to help them out in their situation is the way I try to pass my knowledge to my students when they come to a point on a project and they may struggle I know that I can come in and provide information to help them. The chapter on given the students an A gave me a project to start this semester for my class by letting them all see an A next to their names from day one and even attempt for them to write the past tense letter of why the deserved the A. I have some reservations on this theory because from day one students feel they should be given an A in my class just because it is an elective and they should not have to work hard to earn it. So giving it to some of them will make them lazy to a point so this will be intresting to those students who feel the are entitled to an A before they learn a thing.

Posted by Michael Chapple

My response:

I think there is a fine line between the system we have which often encourages kids to succeed for the wrong reason and the system which is described in the book. I think you are absolutely right. If I adopted this idea dull force, I think i would encounter the same issues that you are apprehensive about. Although some would be inspired and participate for the simple purity of expanding knowledge others would take advantage and attempt to drift by with their 'A" in their pocket.

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Week 2-Give Yourself an 'A"

I was struck by chapter 3 of The Art of Possibility. I have always believed that grades are an arbitrary measuring system that ultimately cheapen and sometimes pervert the desired outcome. I find the 'explain why you earned an A' activity interesting.

I often discuss this concept with my students. Of course, they look at me like I am insane. In fact, every I ask my classes to tell me why are grades important. I usually get back responses like: 'for allowance money,' 'to get into a good college,' 'to stay out of trouble at home,' or ' to be successful in life." This usually leads me to concede those points, but I then ask them to explain what making high grades really means. This is not answered as quickly. One year a Vietnamese student, which is interesting because of the author's experiences in her music class, explained that grades give you a way to compare yourself with others and they prove you are better or worse than some people. Most of the class didn't buy this assertion. I then asked them if the smartest kids always make the best grades. To this question the students, for the most part, agreed that grades were not an indicator of intelligence. It's always a fun discussion because it gets some of my slackers and 'reluctant students' talking more than they normally do. We eventually agree that grades may be a necessary evil, but there is more to true learning and scholarship than just an assigned letter.

Maybe I am being like the shoe guy he didn't see a market in a shoe less village, but as public school teacher I do not see a way around the standard grading system. It is too entrenched in the minds of the community; however, I am going to come up with a version of the letter assignment to use with my kids next year.

Ohhh, am I getting an A?

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Week1-Comment 2

Wk1_Reading response: Copyright, fair use and remix

In phase one, I found myslf really empathizing with movie creators because of the blatant piracy under Swedish law and Nigerian law. But gradually, I found myself empathizing with the remixers as creative folks themselves. The DJ Girl Talk convinced me he couldn't really do what he does without violating copyright law as it stands. And Mr. Lessig also persuaded me to rethink copyright in terms of print media.

As a lit teacher, I know a thing or two about print. I know I couldn't teach without print. I know I sometimes, okay, often redistribute a newspaper or magazine article in class to discuss the ideas or the words themselves without prior permission of the author or publisher. I might be protected with fair use as a legal defense, but I do what I do with full knowledge that I am somewhat living and working outside the law. As do many print artists. For example, my students know I like Twilight and the series. I like it even knowing it is a remake or adaptation of Romeo and Juliet, just as West Side Story is an adaptation of Romeo and Juliet (and Triolus and Cressida too). And guess what? Shakespeare didn't create that story either! He stole it from Brooke who stole it from, well, you get the picture. Stories, ideas, styles, words get recycled, emulated, copied and it's not necessarily a bad thing. Some people respond more to one version over another-- just ask my students. They have reasons for preferring any one of the star crossed lover stories. And my action-adventure fans actually find it interesting to find out that the basic story premise of most action films is the hero's journey archetype. Hero has problem, has to solve something or get something, has difficulty along the way and ultimately triumphs with a little help from friends. Boom. Archetype.

I saw a cool teacher website from a fancy prep school, I wish I had the link still so you could see it, but the students had to research a poet and complete a variety of tasks related to the poet's life and works, one of which was an emulation poem. The student studied the master and created a poem following the style of the original and showing the original side by side. Talk about remix!

I teach my students about allusion (the brief reference within a literary work to some other person, idea or literary work) and show them examples. Shakespeare alluded to mythology and the Bible. In his "I Have a Dream" speech on Aug28, 1963, Dr. King alluded to historical figures like Lincoln and his speech, current events and people and their speech such as George Wallace and his various segregationist ideas and words, nationalistic songs and African-American spiritual songs. These men are well-respected, clever, creative wordsmiths. But I want to point out that the very idea of allusion is one of remix. If they had alluded to copyrighted material, they may also be criminals under current copyright law.

How is it different if a musician does the same with a song, remixing snips from various artists to create a sound of their own? Is it okay for Kanye West to mention Gladys and the Pips in his lyrics but not include a snippet? Is it okay for Flocabulary to mention "say my name" in their song "A Love Like This" but nor use any part of the actual recordings of Destiny's Child? I agree with Mr. Lessig that we need some common sense in the law!

posted by Jen Geiger

my response.

I cannot agree with your last paragraph more. Common sense is the key. The way the law is currently laid out is way too subjective. Except in obvious egregious cases, I do not see with the current verbiage a clear way to settle copyright infringement/fair use issues. I agree with Mr. Lessing as well.

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Week 1-Wimba

Once again... The CBR rears it's ugly head. For the second class in a row a good portion of the content will be tying up loose ends and polishing the final look of our CBRs. I understand the project is a big part of the program, so I see the necessity; however, one can still hope for a different path... Right?

I do appreciate Roxanne's help, and I am glad we have been coached through the process. She did a good job of clarifying in Wimba some of the things she pointed out in the sight review email that she sent me. I also like Mr. Bustillo's definition of a literature review. I'm sure I just missed it earlier, but this is the first time I have heard or seen someone lay out the expectation so clearly. So, I would like to say thank you for that.

I am glad this course is structured and the Wimba session did a good job of going over both the weekly routine and the expectations for this course. For instance, I now know to watch the archive a little earlier in the week. In the future this will help me maximize the content that is offered during the course.

I am looking forward to the discussions and readings in the weeks to come, and to a much needed week off. Later.

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Week 1-Comment 1

Week1_Wimba

OH Wimba how I love thee! Thank goodness for archive!

My FAVORITE part was the literature discussion. Why?! Because I needed the most clarification on this (long long story), but this has been a HUGE frustration for me. So I'm SUPER thankful for this clarification FINALLY!

"lit rev is a survey [overview] of a lot of literature..."
"what did the world say about what I want to do?"

Broad spectrum - no list - not research paper
A dialogue that covers the spectrum of what you're researching.

Jen Geiger said during a conversation, "What would Diane Sawyer say about the literature?" which went along with the professor's analogy of a good talk show host!!! Where was this analogy eight months ago?! Super thankful for a fresh viewpoint to this process. Think the curtain is finally pulling away from the window. I can see daylight. Oh wait, those are street lights!

Professor Bustillo said, "hmm I had this question and I'm wondering what all these people said." So does that mean we can state the question in the introduction?

Second portion of very needed information: CBR!

I need to update the site and consistently throughout all pages. Update all pictures and videos. Basically fill in all pages that we have started thus far.

On the plan page I need to add how many participants were added. Update LR references page and the notes with the mind mapping.

Data data data...gotta put the data together and make a few statistics. Did you know that 86% of all statistics are made up on the spot!

Abstract: 120 words or less! Descriptive...Haiku -- initial questions, lit review, methodology, results, conclusion...don't defend, not why i did it, but how.

(insert record scratch here) WHAT?! We are going to apply to present or be published?! I'm wondering who the collective "we" is in the "we weren't getting as big of a payoff as we could get or should get given the amount of work that you guys have already done." Because the "we" if that includes me would mean that my payoff of a raise, job advancement, etc could be sufficient for me and therfore my choice to then go into retirement would be my choice if I chose not to get published. I'm really caught off guard by this even though a peer mentioned it in a conversation last night after class (I watched archive today). In month 1 (and 2) it was stressed that we could if we wanted to, but we wouldn't be forced to publish even though we'd be fully prepared to publish if we so chose. The analogy that has become forefront for this process is "It's all fluid"(always changing) in this Alice in Wonderland world.

I guess I now know what a fish feels like when I'm fishing. Oh this pretty lady is providing me with food, how nice is that?! "Swim little fishies over to my line." *gulp* Oh no! There's a hook! Swim away! Swim away! Nope, I'm snagged.





I was looking into getting published or presenting at some point in the future, but not necessarily with this project. The lit review is turning into a community written plan and not necessarily something that I would put my name on as a finished product. However, I am reworking it this week to see if I can salvage my voice.

As I'm listening to the archive, this song started running through my head.






The chorus keeps running through my head, "whatya want from me?" However, as I actually listened to the lyrics it fits this process pretty well.


written by: Pink, Max Martin, and Shellback and released on Adam Lambert's November 2009 album "For your Entertainment".

Posted by Jenney Grover

My reponse

Jenney,

Yes... There seems to be a surprise around every corner. I think your frustration is understandable and most of us can identify with it. We may not all admit it, but we understand.

I also think your comments about data are spot on. Numbers are often manipulated and unreliable. In particular, that which is done in the name of 'education research' definitely needs to be examined with a suspicious and discerning eye. I am not arguing that valid education research doesn't exist, but often I think liberties are taken with the data. For example, Gardner's MI theory is often quoted and taken as the gospel by professionals in education. Despite much criticism by reputable sources like Lynn Waterhouse (Child Psychologist) and John White (Emeritus Professor of Philosophy of Education at the Institute of Education University of London) to name a few, Gardner's theories are bandied about in secondary circles like they are facts and indisputable science. Even Gardner himself, according to Waterhouse, has lamented that his research lacks reliable data yet he has greatly altered the landscape of education. In my opinion, education isn't a science and in many cases it cannot be argued or have new theories and revelations proven as such. And in attempts to make it a science, data sometimes gets distorted.

I have included links to two articles below.

http://lynnwaterhouse.intrasun.tcnj.edu/Inadequate%20evidence%20for%20Multiple%20Intelligences,%20Mozart%20%20Effect,%20and%20Emotional%20Intelligence%20Theories.pdf

http://www.google.com/url?sa=t&source=web&cd=3&sqi=2&ved=0CCwQFjAC&url=http%3A%2F%2Fwww.spanglefish.com%2FMariesSite%2Fdocuments%2Freferences%2FWhite%252005%2520HowardGardner_171104.pdf&rct=j&q=white%20multiple%20intelligences&ei=ufcQTvaGFpCKsAKTyq2dCg&usg=AFQjCNHRzvGHKr6uOOgeNFf25UpXFpxbrg&sig2=3u25WU-OXGsbHKaDq2mzJg&cad=rja

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Week 1-The Thin Fair Use Line

I knew the definition of 'Fair Use" was a slippery one, but I did not realize just how slippery. I was not, I hate to admit, aware of the exact verbiage until part 2 of this weeks required material. And, I might add, I'm still not completely sure. It seems like it is a hard thing to completely pin down.

As an educator that creates media for both my students and my staff, I am most concerned about how fair use applies to education. According to Mr. Bustillos, a good barometer for whether or not an educator can use copyrighted material for instruction is to ask the question can the unit still be taught if the material in question is removed. This is reasonable and easy to apply in his example of background music; however, this criteria could easily come into question and become more complicated depending on the circumstances of usage. In situations where the material in question is less clear-cut it seems one could foster a cogent argument either way. Ultimately, one must still exercise caution because if questioned it could easily turn into a game of he said/she said with little objectivity.

The new definition for documentary film makers creates similar problems. To paraphrase the rule states fair use applies as long as the one borrowing the material contributes more to society than he/she detracts from the original creation. Once again, this is subject to opinion. It is not hard to imagine a situation where both sides could be reasonably argued. Again, it seems a difficult issue and there is not a concrete way, which I guess isn't much different from many of our laws, of viewing it.

According to the video 'Remix Culture: Fair Use is your Friend,' Fair Use brings balance between the original creator and the borrower, and I am sure it does. I am just not sure where the fulcrum point is or how the weight is stacked exactly. I guess as long as I am using the material for education, keeping the ratio of content reasonable, giving credit, not hindering the creator's chance for profit, and following the code of best practices I should be covered. I hope.

I do apologize for the lame Errol Morris allusion in my title. It's all I had.

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