WK4 Publishing/Leadership Project

WK4 Publishing/Leadership Project

My leadership project is a presentation that will be offered to OAEA (Ohio Art Education Association) Members and possibly PAEA (Pennsylvania Art Education Members. I have created a keynote slide show that introduces my research regarding engaging my students through technology in Middle school art classes.
In the presentation I summarize my Literature Review, introduce on-line creative and collaborative tools, discuss assignment development, and offer additional resources.

Below are the links to my Think Out Loud posts:

http://leahfrye.blogspot.com/2011/05/wk4-publishingleadership-project.html
http://leahfrye.blogspot.com/2011/05/wk3-free-post-publishleadership-project.html

Below are the links to both my speaker’s notes and the keynote presentation itself:
Keynote:
https://files.me.com/leahfrye/rzhxta.key.zip

Speakers notes:
https://files.me.com/leahfrye/jm2pq0

Review of Tuesday May 24, 2011 and Friday May 27, 2011Wimba Session
I was not able to participate in the Wimba session on Tuesday as I had planned. Unfortunately, my teacher responsibilities had to come first. However, I did view and listen to a couple archive sessions and was pleasantly surprised by the diversity of the presentations. (even though Friday night was music night). I have believed all along that my Action Research focus was common placed. I have never been so relieved to be wrong and humbled by my classmates’ creative ideas.
With that in mind, I want to share my perspective of the presentations that inspired me the most.
-Jim Farmer-
Jim’s slides were mind blowing. I don’t think that most teachers know how to develop such a presentation. I was relieved to know that he is an instructional technology coach with experience in presentation. I’ve learned mountains worth of skills here, but my presentation was a molehill compared. I am grateful to have been able to view his work. I loved his comment, “ You know how to turn a computer on…Why don’t you show everybody how to do stuff”. Our district and the tri-county unit offers many opportunities for technical education for teachers. Many of use know how to use the programs yet I’m not seeing the creative use as Jim Farmer’s presentation offered.
-Rowdy Grandes-
Research that he conducted was similar to mine only his focus for teaching staff was wonderful. This is something that has been more of an option in our district as opposed to required training. Most of our district’s classroom teachers are familiar with the technology that he presented on slide 6. However, much of the alternative technology he mentioned later has been blocked or deemed inappropriate for school use. I loved to hear that many of Rowdy’s teachers “want to know”. The next comment was regarding policies. This is something I need to further investigate in my district. However, experience proves that teachers are most certainly not in control.

-Annie Woodle-
Wonderful job. Good for you to go out there to find the perfect classroom to work with. Best wishes for you!
-Jeannine Berube- I would love to show the applications that you explored, namely JamStudio, to my son. It sounds like he would really enjoy it.
-Amanda McGhee- I wish I could have been there to ask more questions regarding your program in Florida. It sounds like something I want to look into for the future. Thank you for sharing.

W4 comment to CKBinkley's Post

CK,
I had to giggle when I read your “crazy”s as I did when I read senior partner Graham Walker’s letter. My nephew gave me the nickname Aunt Crazy when he was little because of the silly things I did to make him laugh…15years later the name still sticks. I take it as a compliment when my family calls me crazy ☺
I agree with you that educators are exposed to downward spiral thinking both in trying to turn the spiral up for our students and the “utter lack of respect for our profession”, quoting from a dear colleague who announced last month that he was moving on to begin something new. His students don’t understand his decision; his colleagues were shocked, yet we are all happy for him to have made such a bold move.

Why do our students view grades as the be-all-end-all? “It won’t count, why should I do it?” I have seen the same thing and try to hard to help them make a better choice. Yet, I am so afraid of spending too much energy on one student who refuses to take person control only to look up and see the others suffer. It is a constant trapeze act.

I also bought a copy of the book. I’ll have to look for more on-line for Barnes and Nobles only had one copy. I would love to share it with one of my principals but am afraid that it might not be received well coming from me. Unfortunately, I am not one of this person’s favorites. Rather, I think this person might see me as “crazy”. As you said, time will tell. But I have to inquire about your words, “…break the downward spiral”, and ask, Do we have to “break it” or do you think that maybe we can help others and ourselves see the ride provided by a spiral? Does that make sense? It’s just something I was thinking about before I read your post.
I appreciate your thoughts on the last chapter. Unfortunately I was thinking too literally when I read Telling the WE Story. You’re right. It might be worth the effort for me as well.


Week 4b Blog 1 - Weekly Reading
Chapter 9 – Lighting a Spark
I liked the idea of enrollment. Sometimes you’ve got to be crazy and find other people that are crazy too. Only crazy people want to change what sane people say is unchangeable. I also liked the idea of the downward spiral thinking. I can see that in my minds eye and how it works. We see and hear so much downward spiral thinking especially in education.
Chapter 10 – Being the board
This chapter is about not loosing control of your life. I think this is the hardest area to control. There are so many things that happen to us that we cannot control. For example, I have students that do not turn work in on time. I could refuse to accept late work, but that doesn’t help them or me. I come away with a feeling of not being a good teacher. They decide that since it won’t count, they don’t have to do it. Then the next time they are late, they don’t have to do that project either. By telling them that their grade will suffer when they are late, but they still have to do the work, I am giving control to both of us.
Chapter 11 – Creating frameworks for Possibility
This chapter sums up the art of possibilities. It tells us to put our beliefs to the test and break the downward spiral. I can’t say if I am up to the challenge. Only time will tell. I firmly believe that the meaning behind this book can change my life and the lives of those I touch. I already have decided to buy three copies of this book, one for me, one for my principal and one for our professional library. Maybe other teachers will enjoy this book as much as I did..
For years I have been contemplating a video I want to make on creativity. But defining creativity is difficult. I think I have my theme now. It is “ Creativity – The Vision of possibility.”
Chapter 12 – Telling the We Story
The author starts this chapter with a story about the Arabs and the Jews as told by his father. The audience, high school students, remark what a wonderful opportunity exists between the two factions. Yet there has been nothing but war between the Israelis and the Palestinians. The “We” is missing. My classes often feel like the “I/You” situation that chapter 12 talks about. Next year, I need to develop a “We” feeling in class. I think it will be worth the effort.
Posted by C K Binkley

WK4 Comment to Michael George

http://www.youtube.com/watch?v=nfZq-70w0uk&feature=player_embedded

Michael that was COOL! I will “totally” be sharing this video with my students for one of our Cyber Art Room Scavenger Hunts next year. I have been looking for an appropriate “music” video to add to my list without butts or boobs. LOL Its hard to find appropriate music videos that I think will reach most of my middle school students. I think they will like this. Bummer I have to wait until then, but their last day was yesterday. For this one, they will need to identify: Live Film, Contemporary Architecture, Cityscape, Realistic background and characters, Music creates mood, color and light creates mood, Fashion Design creates time, creativity, and Music matters! I’ll also ask them what they think the artistic message is in the video. How does it make them feel? Thank you so much for sharing!

Wk 4: FREE POST
Since this is the last week, I thought it was time to have a little bit of fun share a YouTube video. This video clearly demonstrates the Art of Possibility. You can clearly see the spark of creativity, the flame of passion, and some really amazing robo dancing and dub-stepping. The dub-stepping by the gentleman (at 1:16) is beyond amazing. I am not sure if dub-stepping is actually a the correct term, but that is what we call it here. Enjoy and kick the bass!
Posted by Michael George at 8:02 PM
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WK4 Reading The Art of Possibility Chapters 9-12

WK4 Reading The Art of Possibility Chapters 9-12


Lighting a Spark…I almost cried when I read these words:
“a ‘no’ can so often dampen our fire in the world of the downward spirial. It can seem like a permanent, implacable barrier that presents us with limited choices: to attack, to manipulate our way around it, or to bow to it in defeat.”

I wish I had the wisdom of the ninth practice 3 years age. It may not have been so hard to keep picking myself up and try again after more “no’s” than I thought I could endure. But I did get up and I have no regrets for all the time and heart invested despite the walls. I’ve become a stronger person for it and appreciate the spirals.
The story of Eastlea can be summarized as this: In the mist of what may seem a defeat, you will have a positive effect when your intentions are honorable. At the middle level, I feel defeated when I cannot motivate some students or when most of the class offers poor reviews on a project. I still try to make changes for the better in the spirit of “HOW FASCINATING!". But once in a while I receive a heartwarming “thank you” from a parent who shares with me how much their kiddo enjoys my class and why. I hold those little comments dear and they push me to do better.



Being the Board…”there is nothing I can do about your mistakes-only about mine”. I tell my disruptive students, “I cannot make you learn. I cannot make you do anything. You are the only one who can do that. But consider this: Do you want to learn and grow with the help of your teachers now or do you want to have to do it all on your own later?
On page 143 Zander offers and example of the tenth practice by referencing the flood-plain Mississippi River. I was reading some blog comments last week on TheWeatherChannel on-line regarding people’s thoughts on the devastation in Mississippi. I wish I had read this passage then. He makes a wonderful point. If you missed it, I encourage you to go back and read it.


Frameworks… A New Children’s Story was one that had personal meaning for me. In the beginning of the year I was going through Miss Stambaugh’s 1st grade class list with the students. When I came to Paige the whole class raised their hands with a bit of commotion. OK! Hold on a minute. I can’t understand everyone at the same time. Unfortunately, sometimes I have to hear news about my students from their classmates. I called on a little one in the front who told me that Paige will not be returning until after Christmas. She has cancer. Paige is a tiny, shy girl who is well liked. As Paige’s mom kept in contact with the class, Miss Stambaugh did an amazing job preparing her class for Paige’s return. They even saved her space in the classroom with a large stuffed animal named “Jackson” He traveled with the class to all of their specials and we rolled out the only chair with a back so that he could join them at the table with whoever was taking care of him that day. When Paige returned, the class was so excited. She wore scarves and cute little hats for the first few months. She was very quiet, yet attentive. Then about two weeks ago I was walking out to my car to head down to the middle school and I heard my name coming from the busy playground. When I looked up it was Paige smiling and waving just before she ran off to play with her friends. She wore nothing on her head that day and she was just as beautiful and happy as ever.

Telling the WE Story… Unfortunately, I took a negative turn as I read this last chapter. I thought about how much I have shut out worldly or state issues just to concentrate on my own missions. I can’t stand talking politics for everyone thinks that their opinion is the right one and speaks about it as if it were rock solid truth. The blog on the weather channel was a back and forth between those who said, “Duh, you live on a flood-plain” and those who lost a house that has been in the family for generations. I don’t listen or read about the SB5 here in Ohio regarding unions anymore for the unions are only giving out half of the truth creating even more panic and frustration. My dues are paying for propaganda and I don’t have any true say about it, unless I want to be blacklisted. I’ll let the professionals do their job for whatever they do now is just going to change again in another 4 or 5 years.

WK4 Publishing/Leadership Project

WK4 Publishing/Leadership Project
As soon to be graduates of the Full Sail University Educational Media Design and Technology Master Degree program, we have been deemed responsible to make a difference. What a waste of time, thought, effort, resource, and energy if we don’t share our experiences during our time here. I have worked until my body tells me “its time for sleep”, yet so many nights I have searched for sleep and it eludes me. My mind just won’t stop. I know that if I stay up until 5Am to work on the next assignment that my next day will be one of exhaustion and I could not risk an entire day of catching up. I have done that and know better now. So I try to find the sleep to be fresh the next day and make it a full one.

I don’t have cable to bring me the “everyday” any more. Cable use to put me into sleepyville right-quick. Now I only have Netflix, DVD, and VHS. To help me sleep, I skimmed through the documentaries on Netflix. Surely, I could find peace of mind listening the calm voices in storytelling…. documentaries can be so….ZZZZ…
Wide eyed and listening, Wii controller in hand, rewinding to hear that again…Lord help me! Call me a geek, but I was totally engaged in the PBS series of the Civil War.

Among many other references, Reading The Art of Possibility and John Brown’s story has been the final push to find the ambition to make a difference despite the obstacles. No worries! I’ll not go to “John Brown” extremes. Rather my point is, I know that my work here will benefit art appreciation. I don’t want to give up on what can be in the educational value gained from the arts. The fight has only just begun and I have become, in my mind, a true leader through my journey here at Full Sail University’s Education Media Design and Technology Master’s Program.

I spoke tonight with Randy Robart about my presentation. He has been a colleague, friend and sounding board of mine since 1999 and has been an officer on the OAEA (Ohio Art Education Association) for about a decade. He told me that they are to print the booklets for the November OAEA Conference this week. Unfortunately, the deadline was May 1 and they had many who submitted to present. I told him that I have a presentation that I have never seen at any of the conferences that I have attended. Therefore, I plan to present in Ohio and/or Pennsylvania the following year. He didn’t let me finish before he said, “Wait! Is your presentation computer based?” He already knew the answer, so laughed, “Of course!” We then began a discussion based on hosting a presentation at our new state of the art facility to the ECOAEA members and affiliates. Possibilities are beautiful….

WK3 Comment To Sue Parler:

WK3 Comment To Sue Parler:



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415 × 332 - The Memphis Botanic Garden collection is comprised of 23 specialty gardens
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Blog post #4 Comment to Sue Parler:
So many wonderful images you have woven with your words. Thank you for sharing, Sue. If I may, our softball coach is a good friend of mine and I’d like to share your thoughts with her. We have talk softball several times and she is very disappointed in me that I’m not coaching with her. Maybe someday I’ll coach again. But for now getting through to my middle school students has been a major drive for 4 years now. I have one more year to accomplish this and then I too am moving on. I hope that I don’t have to go back to school as you are looking forward to (best wishes by the way ☺ ), rather hope to find something where I can teach, research and enjoy my job everyday with the free time to spend and explore new places with my son. I hope that chance will also fall on me.



Tuesday, May 17, 2011
MAC Week 3: "Art of Possibility" Reading
8:09 AM | Posted by Sue Parler | Edit Post


“…his true power comes from making other people more powerful.”


As a softball coach, I often use the orchestra conductor metaphor to create an image that I can explain to others. I realize that my team is a collection of highly talented athletes (metaphorically, musicians); and my job is to make them play in perfect harmony – each feeling comfortable enough with her own contribution to be able to praise the skills of another. In so doing, I can see tangible evidence of engagement; through which we can achieve tangible evidence of progress in terms of better play. Wins and losses are never a barometer of our greatness – simply ask the question, “Are we a better team after the game, than we were when we started?” If so – we win, regardless of the score.


Because of their comfort in contributions to the team, I often have players step up and lead. Rarely is it the same player twice in a row. They lead by example and by words. Rarely is it the best player – it is simply one who perceives a need and steps in to fill it. They do not usurp my position as coach – they empower it.


That being said, the fifth principle, “Lead from any Chair” presents a conundrum. The book is written from the perspective of the leader. What if I’m in some other chair? Other than presenting him with the gift of this book, how do I get my leader to shed his/her calculating self? How do I draw him from his competitive measurement world and allow others to lead? Hmmm… ‘tis a puzzlement.


I gave him the book.


With regard to the seventh principle, “Be present to the way things are”, since I started at Full Sail last June, I have made this a practical goal. I have much to do and much in my head. But I owe it to those in front of me at that precise moment to be present to and with them. The glass half full metaphor crystalized this even more for me; as the full portion of the glass is the only thing tangible – real. Do not waste energy on the imagined – too much energy is already required in the real world, so be present to it.



Last Sunday, a friend of mine and I went to a farm – 32 acres of beautiful flowers, trees, gardens, and animals. It was a dismal day – gray and damp, with an occasional downpour. When we made the decision to go, we both said the worst that could happen is that we’d get wet, so what.


I adore nature. If I had to narrow it down to a single passion, I would say that the outdoors tops the list. I invest every Sunday morning in reconnecting with nature. I have often said that if I had my life to live over again, I’d be a Landscape Architect.


I walked around those gardens, jumping puddles, for two hours. Then we stopped at a little rustic deli for a good country lunch and headed home. It was a glorious Sunday.


Then I revisited my “If I had my life to live over” thought. Why live it over? I am who I am today by virtue of every experience I’ve had up to this point. I’m still here living. And I can pinpoint my passion. So I made a choice. Once I have finished the program at Full Sail, I’ll be returning to school once more – for Landscape Design. I’ve put in inquiries to several local schools and several online schools. I’m excited to see what develops.


Then I sat down on Sunday afternoon and read chapters 5 and 6 of the “Art of Possibility”. Imagine my surprise Monday night when I reached Chapter 8 – Give Way to Passion.


Serendipitous, wouldn’t you say?

WK3 My comment to Joanna Puello:

Blog post #3 My comment to Joanna Puello:


I also found myself giggling over Leading from Any Chair. I was interested in your thoughts regarding the experiences that you have had specific to exactly where you are in the room. I can’t say that there is any right answer to it as I have tried to work this out myself. However, here is something that I sometimes do in my art room when the kids are working on their projects after the lesson is presented. I use one of the little computer chairs that have rollers on the bottom and scoot around from table to table. Using the little chair that my bottom barely fits on is lower then my desk chair, less authoritative and I can pull right up to the end of the table. I am engaged with my students at their level and the kids get a kick out of my visits. I know its silly and one might think it unprofessional to be zipping around in a little red chair, but it works.


MAC, Week 3, BP1 Reading: The Art of Possibility
18 05 2011

Photo by LadyHeart (MorgueFile)
I had a good laugh as I read through Chapter 4: “Leading From Any Chair” (The Art of Possibility by Rosamund & Ben Zander)! Ironically, the same day I read the chapter, my boss at the ESOL language center where I teach called me into her office. “I’ve gone by your classroom recently, and I’ve noticed you sitting a lot while you teach. None of the students have complained, but…try to stand more. You can always lean on your chair if necessary. But other than that, everything is fine!”
I nodded and said, “Ok.” (Not going to pick that one to battle!) Then I proceeded to ask her about my current group of students. When I got them, they had just failed Level 3, so I was assigned to re-teach the material. Some of the new students were ready to re-take the test even though we hadn’t finished all of the material because I had tailor-designed the classes so that their test taking would be more successful (and ultimately so that they would learn more English). “Can they re-take the test on Monday?” I asked.
“They don’t re-take the test,” she said, surprised at my question.
“They don’t?” I asked, even more surprised.
“No,” my boss responded, “Because what if they don’t pass the second time?”
Then they have a pretty rotten teacher! I thought to myself. I didn’t say anything but finally understood how my students got to Level 3 when they didn’t know many things that Level 2 students had mastered.
Later that day, I read “Leading From Any Chair”. I remembered my ESOL training through Cambridge University and how in one practice round, the trainer corrected me because I was towering of my students instead of crouching down to their desks. So which way is better? Do I stand or do I sit? Well, I stand while I teach when I need to write on the board or when the class activity naturally requires it. Otherwise, I feel honored to be “at the same level” as my students. What’s so important about standing? Is it to exert an aurora of leadership? If I’m an effective teacher, can’t I teach well from any part of the room? Evidently, standing up = effective teacher or energy or good communication or established authority for my boss. I, on the other hand, measure my success “from the twinkle in their eyes” (Ben Zander). I know that relating to my students (who are often far more accomplished or wealthy than I am) and respecting them as individual people gives me a connection with them and opens the gates to their hearts so that they will be motivated to listen to me talk about the fundamentals of English grammar. I also don’t need to stand to get control or to grab their attention. I can whisper, and they’re all ears because in the midst of the most complex grammar formula, I can insert content that touches their hearts and arouses their curiosity…and makes the keep coming back for more.
To keep my job, I’ll be sure to stand every time my boss comes around and CERTAINLY when the content inspires it. To keep my students, I’ll keep making their eyes twinkle.

Wk3 Free Post: Publish/Leadership Project

Wk3 Free Post: Publish/Leadership Project
I have been asked a couple of time to present at the annual OAEA conference. I have had some ideas, but I never gave myself the time to gather enough information for a presentation that I felt was worthy. Truth is, there are so many brilliant presentations at these conferences that I never really had the confidence to believe that I had something new to share.
Now I would like to give it go. I have never seen a presentation that dealt with digital art in a way that my Action Research can offer. I plan to present on-line applications for digital creation, utilizing YouTube and Discovery Education video, Schoology for the benefits that it can offer to the visual arts, and SmartBoard programs that I have been introduced to through a class that I participated in this spring. My outline has been recorded but I would like to have all my words worked out before I even make the trip to Dayton, Ohio this fall.

Wk3 Macemdt Reading Art of Possibility chapters 5-8

Wk3 Macemdt Reading Art of Possibility chapters 5-8


Conducting from any chair was a wonderful chapter illustrating from both a leader’s and a contributor’s point of view. My thoughts drifted by all the “chairs” I have taught from and the effectiveness of each. Just for starters, next year I’ll have students running the controls at my computer when I am engaging the class using the screen or the smart board.
RULE #6- “There aren’t any [more]” I heard myself laughing again. This chapter is all about the power of humor and lightening-up. As I read, I wrote down so many ideas but I’ll only share this one memory:
My Little Man (LM as we call him) and his friend Lucas were having a wonderful afternoon playing. They spent most of the time over here then decided to go across the street to Lucas’ house. I watched them walk over, noticed some rogue dandelions and began pulling a few out. Suddenly, from across the street came the “f” word repeated several times and the slam of a car door. The next thing I knew, a very heated argument erupted between two men in Lucas’ driveway. The “f “ word was being used for every part of speech. I just sent my son over there!! Without any more thought, I marched over. With one hand waving a finger, and the other holding up my long skirt so as not to trip, I walked between the two announcing, “Gentlemen! I am getting the boys. You can continue this once we are gone!” They both just kind of stood in place with their mouths open for a few moments, then continued the barrage of nastiness.
Both boys were scared and crying as we walked back to our place. They were still pretty tense for a bit going on about what had happened. I explained that sometimes adults say things they wouldn’t normally say when they are angry. But that didn’t really help. To lighten things up I did something that LM and me do quite often when I want to engage him in play. I walked up to LM, finger pointing, eyebrows down, eyes squinting, saying, “Yooou….Yooou!” I usually tickle him with the out stretched finger, but I didn’t have a chance this time. He returned the act with the same expression, pointing his little finger saying, “Yoooou….Yoooouu…….Boogerface!” I turned to Lucas who was sitting in the couch behind me and looking more worried then ever.
I asked, “ Did you just hear what he called me??”
Wide eyed and fingers in his mouth he said, “yes….”
“He called me a boogerface!? Who calls someone else a boogerface??” Lucas’ now confused expression suddenly sprang into a giggling smile, “…boogerface.” he whispered as LM giggled from behind me. Within minutes, they were back to the business of playing, laughing, and enjoying each other’s company.

The way things are. I mentioned in wimba the other night about how I sometimes feel like I’m thinking like a spoiled teenager, rolling my eyes (in my head ofcourse) as I try to deal with an administration with a lack of warmth and sunshine. As a matter of fact they have rained on many of our parades over the last couple years. Although I still wait for the next criticism to come (“how fascinating” I’d love to say), I am starting to relax and really focus more on my students. How can I help my students be their best, learn and enjoy my class, instead of changing who I am and my love for teaching only to please a few.

The best way for me to describe giving away to passion is something that I have felt guilt over. A good teacher has all in place and sticks with the lesson from start to finish. This has always been my belief. However, I am guilty of going with the flow of the lesson. If in the middle of creating I have a new idea of how the students my benefit more from the lesson, then I will change that part right then and there. If the students find personal connections, I let as many as I can speak before we move on. This has meant that my lesson maps are often off by a few weeks by the end of the year.

WK2 Mac Emdt Comment #2

Jeannine,
What a beautiful blog! Your choice of photography is a lovely collection. Reading your words was just as uplifting as the book. It was wonderful to read your thoughts and that you are already practicing. I understand what you meant about taking notes. As a matter of fact I love the book so much that I visited Barnes and Nobles today to find a copy for a few friends who I though would enjoy it or benefit from it too. You know, there was only one and it was in the business section? go figure. Amazon, here I come ☺ Thank you for sharing!


Wk 2 BP#1 Reading The Art of Possibility Ch. 1-4

Ok, I’m blown away. I’m a bit of a fanatic about self-help books. It’s in my nature at least according to some of the psych and personality tests I’ve taken. I like thoughts and ideas that challenge my own, especially if they make me and my world and work a better place. What makes this even better: the authors are a world-class musician and a psychologist! The reference point of world-class is a standard of competency, and is not a comparison of the "measured world” (Zander & Zander, p.33).

The most important part of the reading for me thus far has to be the “secret of life” and the first practice of the book: It’s all invented. Every thing that I have heard about how fat I am, or stupid, or any other negative thought, any positive thought too that I’ve heard, it was invented by someone. Likewise, every comparison I’ve made of myself to others, every negative thing I’ve said (every positive one too), and it was all invented. That’s huge! That one practice, principle, idea, changes EVERYTHING! I can change that invention or recreate it. I can be transformed by a new way of thinking.

Now the bible college student comes out and recalls every verse I ever memorized about this very topic but in particular, this: Romans 12:2, “and be ye transformed by the renewing of your mind...” (KJV). The Greek word is “metamorphoo” which means to change into another form. It is the same word that we use in science of the butterfly life cycle. When in the cocoon, the caterpillar goes through the process of metamorphosis-to literally change into another form, from “ugly” worm-like crawling creature to a “beautiful” colorful flying creature.

I put ugly and beautiful in quotations because those are comparisons of survival mode as opposed to universe of possibility. Some may think the caterpillar is beautiful and the butterfly ugly, for their reasons and assumptions. See how one thought begins to slowly transform everything else!


I took so many notes on just these 4 chapters, I could write for days but the REAL trick is putting them into practice. The Zanders were right, they are indeed simple practices, but by no means are they easy. Imagine taking his perspective and applying it to my daily classroom, even just to my own personal life. Since the first practice is the cornerstone the “secret of life” I will write only of that one here. However, I’ve already started to practice number 1. I feel better already. I’m just a little bit happier, just a little less critical, just a little more open. I have given myself an A, and my students. I realize that I do make a difference, to at least some of my students, friends, family, and colleagues. And if I make a difference to someone, anyone, I’ve made a contribution. Like the ripples on a lake, my little stone that I throw into the lake of life, as small as can be, will change that lake forever, whether anyone recognizes it or not. But a true and complete metamorphosis takes time. I am a butterfly in the making and I am so looking forward to the journey.
Posted by Jeannine Berube at 10:14 PM 0 comments Labels: MAC Wk 2 Readings BP 1

Week 2 MAC Comment 1

Week 2 MAC Comment 1 to:
Spencer Lunsfund

I agree with you that most of the time our students are in the survival mode. I feel that many teachers are in a survival mode as well with all of the changes that are going on in education the states. However, I have to admit,
that I have been through so many life altering changes in my life over the past three years, that I found survival is going through the motions of living. Picking the battles to walk away from and finding the opportunity to laugh and enjoy what I have has made my understanding of the book a little easier.


EDM613 - WK 2 Reading - Measurement and Survival
Hearing the TED talk and reading these first four chapters was quite eye opening. The hardest idea for me to hear was that of the "universe of possibility". Being a mathematics teacher makes measuring the world around me the natural thing to do. I am constantly concerned with understanding the world around me, so measuring things, people and resources is my daily habit. The challenging thing for me in this aspect is to realize that infinity can be more than a concept and can speak to the revolving nature that giving produces. I give to you and you give to me, and on and on and on. We are both taken care of and do not need to fight against each other for survival.

Another difficulty in changing my mindset to one of infinite possibilities is that my students are usually in survival mode. The thought I had while reading this chapter was that it must be easier for those who do not have to worry about their basic needs to move into such a thought process. But once again I fall into the world that has limitations.
Posted by Spencer Lunsford at 7:44 AM http://spencerlunsfordsejourney.blogspot.com/2011/05/edm613-wk-2-reading-measurement-and.html - comments

WK2 MAc Emdt Wimba

I reviewed the entire Archive of Wimba 2 But question 1 was the catalyst:

Question #1
1. Only copyright owner can use the work [or anyone that the owner gives permission to] Correct answer

2. Easy to understand [NOT]

3. Permanently fixed work that can be seen or heard

4. Law that protects the ideas of inventors [pertains to patents not copyright, ideas can not be copyrighted]

I was interested in Michael’s comment regarding answer 3. Permanently fixed work that can be seen or heard. He said. “ I don’t like the word ‘permanently’….I can destroy my work if I want, therefore its not permanent. Also there are permanently fixed works that aren’t under any copyright”.

I agree, I don’t like the term permanent. I thought ‘what does permanently fixed mean exactly’? Great point Michael! But, oh my goodness….Most people are not aware of how powerful media is, good or evil. If media has recorded it, it is then evidence of your work or actions. Joe’s later response was something in the back of my mind…In today’s world, this digital age…If you post it digitally in anyway (e-mail, idisk, public folder, YouTube, viddler, performing music at a local bar, personal website creation, sketch-fu, sumopaint, facebook …on and on…) your work can be copied as many times as anyone cares to without you knowing unless you are able to control the conditions….and the reality sets in…

As Joe Said “ Easy to understand, CLEARLY…Copyright is not easy to understand”


I was listening to the discussion regarding music. My son’s father invested an unrecognized amount to time, energy, thought, heart, and talent into his original music and lyrics. I have included much of his talents in my productions here with my EMDT studies with his permission. I have urged him to make a mark for all that he has accomplished to no avail. How do I convince him that his time spent is worth more than the grief that it took for him to produce???

The premise of “its not how you got the media or how you use the media, its about whether you have permission to use the media” hinders individual commentary from a teacher’s point of view. I am all for giving credit where credit is due. However, there are so many rules in digital creation that discourage commentary on digital influence that it is easier to be ignorant in comparison.

When I create, I realize, artists I have studied influence my work. However, I will not reproduce an imagine without claiming it as “Learning from the Masters”. How do I teach my art students about styles of art without allowing them to copy from the masters? So many issues when it comes to the visual arts… I know that is taking things too literally, however time does make a difference.

In regards to offering video to the student body, I was a part of a PTO meeting last year where they discussed allocating funds for a license to advertise a movie nights for our students. This was something that I had not considered before, yet our parents were aware of. Thank goodness for advocacy for the arts and for parents who go above and beyond.

Regardless of law, I give credit where credit is due at every opportunity. I want to thank everyone who has contributed to my sense of “being” no matter how the information has been delivered. To honor all is a goal in which I’ll never achieve…yet I am very grateful to gain from others experiences.

Week 2 Reading Blog Art of Possibility

I found myself laughing out loud from the very beginning. Ben and Roz’s little stories to illustrate a point are wonderful. In addition, their examples are very colorful. One of my favorite examples of perception was how animals physically see due to their needs and environment. I can see myself wanting to use a silly analogy using the sunset to a frog with my students when they are trying to get me off track again. But then I would have to explain it and we’d be off track anyway. Oh well, I’ll save that for storytime while their working on the assignment. The example of the 9 dot puzzle however, that will be tomorrow’s question of the day!

As I read the Universe of Possibility, I started thinking about how intolerant I am of narrow-minded people. You know who they are. The ones who have tunnel vision. The ones who will do whatever it takes to look after number one with total disregard for others thoughts, ideas, feelings, or situations? They are truly unhappy people. If I step into the Universe of Possibility, I can see that I may not be able to make them happy, but I can keep them from spoiling my attitude.

I loved the idea of having the students write a letter to themselves, in order for them to see the potential within. I think the idea would work with some of my middle school students. I realistically say “some”, for there is a big difference between a middle school art student and serious musician at the university level. Maybe I need to write a letter to myself and pay more attention to the grades that I am handing out.

Lastly, there were so many things that I have done in my life that I can smile about and say “yes” I am, I was and I will be a contributor. However, apparently I have a few more possibilities to consider. And maybe one of my earlier statements of “not being able to make others happy” needs some attention from an inside point of view.

Wk1 MACemdt comment 2

Jana,
I understand your frustration in the search for copyright free material. This has been a continuing discussion with colleagues. Here are some resources that have been offered to me:
http://www.jasonohler.com/storytelling/storytech.cfm#copyright
Scroll down the page until you find the sections titled: "Free Sound, Music and Graphic Resources"

More Resources: http://users.mhc.edu/facultystaff/awalter//Brim%20site/index.html
http://www.mobygratis.com/film-music
http://www.youtube.com/mobygratis
http://freeplaymusic.com/
http://creativecommons.org/
http://www.flickr.com/creativecommons/
http://www.archive.org/details/movies
http://www.sounddogs.com/catsearch.asp?Type=1
http://www.jamendo.com/en/

Several tech people in my district also offered membership sites for stock material. I have not registered for any of these sites myself, however it is another option. Hope this helps.

Original Post Jana Claybrook: Thursday, May 5, 2011

Wk1 Reading Copyright

The copyright videos were interesting and a little overwhelming. I was totally oblivious to the depth of the piracy on media. The film “Good Copy/Bad Copy” opened my eyes to the extent of the piracy not only on music but on the motion picture industry as well. I have always wondered about those advertisements at the beginning of DVD’s about piracy being against the law. I guess I thought it was geared more towards big time offenders than just everyday people.



The top ten copyright myths by Brad Templeton were also very fascinating. Several have been discussed in depth at my school. (“If you don’t charge for it, it’s not a violation”)
This program at Full Sail has certainly heightened my awareness of copyright issues. I have on numerous occasions searched for copyright free images and have been disappointed when I open the image. Most images appear with the statement “This image may be subject to copyright”.
What does that really mean? Where can I find material?
As I am immersed into the legal and illegal aspects of copyrighting this month, I hope to gain the necessary information to better educate my students.
We must prepare our students for success in the future by urging them to create original work and educating them on the laws of copyrighting.

Wk1 MACemdt comment 1

Ann,
You have addressed many of the issues that I also face as both an art teacher and an artist. I have made copies for my students out of many books from my library. I have stood at the copy machine knowing that I am in violation of the copyright laws, but I haven’t the heart to say, “Go buy your own books!” when all the student really wants is the pages on how to draw a velociraptor to practice at home.
I also appreciated the incite of Lawrence Lessig, representing Creative Commons. The concept behind the organization of creative materials encourages students to be creative in a collaborative manner.
Lastly, I was interested in your words regarding your family’s creative ventures. I saved the links and articles to send to my son’s father. He hasn’t written anything for years, and has since lost interest in his music, yet I still encourage him to gather his work together, and apply for copyrights if for no other reason than to share with his son.

Original post from Ann Cannizzaro:
Wednesday, May 4, 2011
Week1_Reading_Copyright
Ciao! Now here's something new from Ann Cannizzaro.


I appreciate this opportunity to learn more about copyright law and the issues that are pending with the advancing technology and access to media works. It seems that as a society, we tend to do things in whatever way is convenient until we are made to do otherwise. I think this is true about copyright law. Historically, the author or owner of a work had to be the watchdog over a work, trying to “catch” anyone using it illegally. A civil suit would be the means of reclaiming any use or damages done. This is not a preventative measure. Rather, it is punitive. Unfortunately, it’s often more punitive for the copyright holder than it is for the perpetrator.

Photo courtesy of iStockphoto, Image# 5271774









As a public school teacher, I have considered copyright laws on many occasions as I stand at the Xerox machine copying workbook pages and activities for my students. At times, I have decided that what I didn’t know wouldn’t hurt me or anyone else. At other times, I have tried to limit my Xeroxing and pay more attention to copyright notices on my educational materials. As it turns out, much of what I copy is allowed for classroom instruction. Thank Goodness!

I have faced the issue of copyright again, while attending Full Sail University. I have incrementally added to my knowledge and awareness of copyright issues and laws. However, that “ocean of grey” still looms before me as I try to pick and choose images and ideas, as well as music, for my production pieces. I am earnest in wanting to learn more specific information. As an instructor, trying to promote 21st century skills for learning, I need to be ready to help my students understand copyright, and how they can work within it’s confines, to be creative and productive in their learning endeavors.

I appreciate the ads I see now on DVD previews that are aimed at kids, to begin educating them about copyright and the issues with piracy and sharing. It’s true that the media industry wants to prevent the illegal copying of music and video. However, technology allows for instant access and sharing that is yet unregulated in many venues.

The film “Good Copy/Bad Copy” brings up some interesting points. The U.S. Motion Picture Artists Association (MPAA) has an interest in stopping piracy due to a projected monetary loss of up to $6 billion dollars each year. However, worldwide markets are an open venue for pirated media. There will never be enough resources to stop piracy. Rather, the industry needs to educate people about the rights and respect due to the intellectual property holders and creators. An intrinsic incentive may come to reign at some time in our future. The nature of technology and open and immediate access to material will require a new focus. Laws will need to be developed that protect intellectual property rights and provide for media authorship, while promoting a creative and cultural vision for the people.

Lawrence Lessig, representing Creative Commons, argues that copyright laws “are so expansive and complex” that they will inhibit creativity. The idea behind creative commons is that an artist can choose to what extent and in what manner, another person may “use” their work to produce something “new”. The work is licensed for use by others. This is a legal means of building positive relationships between producers and users of intellectual property. Still, I found the remarks made by Ronaldo Lemos, a professor of law in Brazil, very telling. The more recent changes to copyright laws have been made to protect industry giants primarily from North America (remember the MPAA?). His understanding of the intent of the laws is to “prevent society from becoming the producer of culture in itself and for itself”. I’m not surprised that big business wants to have the authority to determine how copyright law evolves.

http://www.rastervector.com/page3_blog_entry130...ht.jpg

All of this is very interesting food for thought. My husband wants to be able to protect his rights to a family history he is writing. My son wants to protect his rights with regards to his photography. I hope to be the go to person when the time comes to decide how to share, show, or publish their work. Educate me!


Copyright Images from Google Images.

Wk 1 4thPost MACemdt Month 11

The Documentary Good Copy / Bad Copy was is an interesting film on copyright from SO many different points of view, but one statement struck me as so ridiculous that I simply had to comment. In the clip above,(I hope I didn't break any laws by screen-flowing the clip), you were introduced to Dan Glickman, Chairman and CEO of the Motion Picture Association of America. Did you hear him state, “…People will not do things for free. It just defies human nature…”

Really? Does this man do anything that doesn’t make him money? So should I have charged the high school students for the hours I spend on the murals and decorations for the proms and theater productions? I mean, none of the chairpersons gave me any money? What do you think I should charge? Should I charge for my time? Should I charge for my creative input and teaching others involved how to paint? Should I charge for the use of my personal materials? Should charge for every time they reuse these huge pieces of work? Should I charge for entertaining the other volunteers with jokes after working long into the evening?
How about all the examples I produced for the students to demonstrate how to use the materials in my art classes. I’ve given hundreds of them away over the years. Darn! What was I thinking ?! All that money I could have made for producing original pieces of art out of the mere pleasure of sharing my experiences and talents with my students and the community!

Mr. Glickman, you poor man. You work much too hard….

Wk1 MACemdt Copyright Issues

Frankly, I don’t think I will ever fully grasp copyright laws, however it is important for me to express my point of view from a creative, artist’s perspective.
Copyright is all about acknowledgment and value. Creative work gains intrapersonal value when it is acknowledged. Exposure to the work creates interpersonal value. The more who know about it, the more valuable it becomes and therefore extends beyond both intra and interpersonal and this is where copyright comes in.

There have been several instances that I have asked for permission to use creative work in my productions. I am one of those who want to believe that if I don’t gain monetarily from using visual or audio material, then I am free to use it for educational purposes as long as I give credit to the creator(as should be!). Although I have indeed asked for (out of respect) and have been granted permission to add other’s creative work into my production assignments, I know that after reviewing the videos that I have been in violation of copyright laws. I don’t see anyone suing me for my violations for offering examples of creative works; but, can you imagine how frustrating copyright can be for a visual arts teacher in this digital age?