MAC/ Week 4, Leadership Role Model Reflection

Grady

My leadership role model is one of my mentors from high school. Grady was in charge of operating the local origination television station that was required from the law that cable operators had to give back to the community. We had a small television studio that was run by students from the two high schools in Pacifica, California. We televised the city council meetings live, and high school football games live as a remote operation.

We, as students, created original programming, in television and radio broadcasts as well as many community involved people. It opened up my worldview and gave me a focus and direction when my life was falling apart. Grady is gifted in handling people and has a wonderful worldview. His experience in varied careers at that time was impressive. Oh my, that was 43 years ago. He wasn’t tied down to a straight path.

My mom, and me!

I was accepted to Ringling Bros. Clown College and he gave me the best advice, “Go and learn, enjoy and find out who you are and if it doesn’t fit, don’t worry about it. Nothing has to be forever.”

He taught me how to hold life together under extreme circumstances and looking back I see how much he gave to us as students, to the community and to his family. He gives and doesn’t take. I pay it forward now. I try to give without wanting back. He is one of the reasons I became a teacher. Oh yeah, that clown thing did work out for a while too.

Grady's Company

You can do ANYTHING you want to. There are no limits, Grady showed me that. Grady has a really successful online company, Audio Editions, books on cassettes and CD’s. www.audioeditions.com/. 


His journey through life has a great payoff. He earned it and deserves everything he has now. Karma is a good thing.

Image Sources; my own photos & audioeditions.com

MAC/ Week 4, Response to Cherylee Gruber's Blog

Cherylee Gruber, you are so talented, invested in your students, and creative. You go so far beyond what is necessary because you really enjoy doing this and you inspire me to do my best.

I can relate to having to teach something that you don’t connect to and having to do a total mind-shift. You took Animal Farm to a wonderful creative level. I wish I could conjure up quick ideas like you do in the moment; it would have made this year much easier to live with.

You state, “I also think it is important to allow other to ignite yours, (the spark), and that we tend to shutout the “sparkers” because of the flames that they might ignite. Ignition means work.” I know that with my students, if I ignite them, the room bursts with energy and it gets loud which in my current school wasn’t allowed or understood.

You have certainly not only ignited my spark, but you have helped me continue to let it spark when at times, I really wanted to snuff it out. To rise above the system also requires much work and gets tiring. Thank you.

Image Source; Microsoft Office Clipart, MP900437381

Cherylee Gruber

Chapter 9 - Lighting the Spark

In Chapter Nine, Lighting the Spark and Enrollment are the key points.  Zander’s theory is that the universe is alive with sparks. Passion rather than fear is the abundant force. Once you realize the spark exists it is like playing catch in a field of light.  Offer others the spark you carry. I appreciate the analogies especially being a teacher.  I have observed several other teachers in action, and it is always very obvious who is carrying a spark, who is smoldering, and whose fire has long ago died. 

I have always tried to convey my passion for English Literature.  I show excitement about what we are about to read.  My one area that always concerned me was Animal Farm.  I don’t like it, yet it was district required.  My outlook however, was trying to make it exciting for the students.  I never walked in and said, “We have to read this book.”  Instead I have tried several projects to “spark” the book for my students and myself.  Once I held a “meet-and-great” where all students pulled the “Hi my name is” tag out of a bag with a historical figure or party member on the tag.  They had time to research their roles and then attended the party.  It was quite funny to see how they would interact with one another based on research.  

The point is lighting the spark.  I also think it is important to allow others to ignite yours.  Sometimes in a hectic and chaotic life, we tend to shutout “sparkers” because of the flames that they might ignite.  Ignition means work. 

MAC/ Week 4, Response to Vee Winston's Blog

Vee Winston, I just love your words. You sound so developed and present. You state, developing a mind state of being present in the way things are, is a powerful lesson. Accepting that-things are what they are involves a different level of understanding and application.

The application of all of this mind-awareness process is the key to changing how you view and live in the world. One needs to be ready to read and absorb material such as this book. That requires being ready to receive and open-up to the world of possibilities. Not everyone is ready to do that when someone else tries to expose them to a different world view.

This plays into resistance-to-change because of that individual’s level of readiness. That is the struggle of self-realization and how we move in the world. We all want to be the best we can be, but sometimes, until it echoes back to you in some other form, often we think we are on a lone journey and are confused about why the world is the way it is.

I believe human consciousness accepts new ideas en masse. WE all move TOGETHER in this reality dance that changes as we change our view of the world. As Dr. Wayne Dyer says, “If you change the way you look at things, the things you look at change.” 

Image Source: wordle.net based on Dr. Wayne Dyer's quotes.

Comment for Vee Winston

Week 4-Reading Entry Post 9-12

The idea of Enrollment sparks several viewpoints for me.  I often tell my daughter “Sometimes the answer is no,” when she is insistent about one thing or another. Children seem to naturally demonstrate Enrollment, from the time that they are able to talk. UCLA did a study a few years ago, which indicated that the average one-year old child hears the word “No” 400 times a day by their parents.  What may naturally begin as Enrollment, is drowned by the time we all hit adolescence. The rejected feeling of so many No’s can create the “dampened downward spiral “ feelings that are mentioned in the text. Unfortunately, we have to re-learn the idea of partnership and trust that exists in children.

Picture courtesy of torontoschoolofstrings.com

Developing a mind state of being present in the way things are, is a powerful lesson. I’ve often heard the phrase “Things are what they are.” Accepting that-things are what they are involves a different level of understanding and application. The author describes this “present” state of being, as a frame of mind that accepts what shows up willingly, and moves forward from that point. Thinking and reacting to life’s circumstances will surely help us avoid the “downward spiral” syndrome.

This week’s reading helped me to remember to focus on the larger beauty of life, and not the small stuff, that will interrupt an otherwise normal day.  My attention needs to be ever focused on what is happening now, and what I chose to happen next. Since I never know what will show up, I must remember that my attitude needs to remain one of gratitude, regardless of the circumstance. This mind-set, will ensure that I am “On Board.”

I am certain that we live in a world of illusions. It is written in the NIV Bible that “Now we see but a poor reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known.”(1 Corinthians 13:12). Many of us navigate the world, not realizing that we have created the framework for our experiences. I found that Chapter 12’s emphasis on the “We” was very profound. This lesson helps to remind us that our individual strengths, contributions, opinions etc., are useless without other people.  When we develop the ability to see ourselves as part of the whole, as opposed to separate from the whole, we are able to live a more realistic life.

MAC/ Week 4, Reading: The Art of Possibility: WE, US, THEM, oh MY!

As I finished reading this book, I was struck by the WE story. That is one of the current problems in my district. WE do not have a contract and WE are being picked on and bullied by OUR governor. WE are going into our third year without a contract. WE are state operated and final control lies with the governor that hates teachers. WE try to sit down and negotiate terms of the contract, but THEY won’t play with US.

WE won an award for back pay because THEY violated the block-scheduling clause in the contract. Now, THEY have to pay thousands of dollars in compensation to US.  THEY won ‘t let that go and are trying to find new language to change that part of the contract while holding up 3200 other people in the unit.

HOW do THEM, and WE get to US? WE have hired a mediator, again. Every contract year the union needs to do this to move the district to action and to develop a contract. The district has been state run for 22 years and it only gets worse. It is no wonder we are a failing district, although I believe all districts throughout the country were expected to fail under NCLB because of the business of charter schools and big business.

OUR children are the ones who are suffering. WE ask, WHERE are the parents? WHY aren’t THEY screaming foul when THEM, (the district), fired ALL world language teachers, art and music teachers, librarians, tech coordinators, and academic support teachers? ALL of US, do the downward spiral, yet WE are blamed. WE are held accountable and evaluated by test scores that are a poor judgment of how and what children really learn.

So, how do WE become US? At this point in time, WE don’t. THEY won’t let US be. What has happened here? How did it get so out of control? There is no happy ending here right now. THIS has to be played out with mediators, arbitrators, and patience. US, THEM, WE, OUR, I, it doesn’t matter, THEY are all unreasonable and ALL of US suffer. Oh MY!

Image Source: Microsoft Office Clipart: MP900309634

MAC-Week 3, Leadership Project Hub

I am a special education teacher in a large urban, economically depressed, state-run district in northern New Jersey. I decided to get my Master’s Degree in Education, Media, Design, and Technology, what follows is the journey of the Action Research Project I had to complete as part of my course work.

My Action Research Project focused on improving engagement of students with special needs to write successful simple sentences utilizing digital storytelling. This quantitative study utilized pre and post surveys to determine if digital storytelling would improve the students’ ability to use capitals and correct ending punctuation marks while writing simple sentences. The literature review determined that digital storytelling did increase motivation, engagement, writing skills, storytelling skills, grammar, punctuation, and built the students’ confidence. The results determined that the students with special needs did improve their ability to engage with the material and produced quality simple sentences with capitals and ending punctuation marks. In conclusion, digital storytelling had a positive impact on the students’ engagement and ability to write simple sentences.

I will try to share my project as a published paper in the Council for Exceptional Children’s journal, Teaching Exceptional Children. Teaching Exceptional Children is published six times a year, and features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.

Leadership Link to Week One

Leadership Link to Week Two

Link to Leadership Document

Link to the publication guidelines for Teaching Exceptional Children

Image Source: Council for Exceptional Children's Website 

MAC-Week 3, Response to Tracy Anderson's Blog

Tracy Anderson, I will comment on Chapter 7 with you on being present without resistance. The author states presence without resistance frees you and allows other pathways to begin to appear, presenting other possibilities. I get caught up sometimes in worrying about how things should be rather than accepting how they are.

I have been practicing living in the now for a few years after listening to Eckhart Tolle when he did those podcasts with Oprah. I think I will listen to them again because it was freeing to be able to just accept and be. Life took on a new perspective and I was much more able to handle the now and not resist.

This has helped me immensely in my classroom this year. I had a tough group of students and I was placed in an environment that I wasn’t highly qualified for and it was sad, frustrating, at times maddening and I felt terrible that I couldn’t give the class everything that I was capable of because I had never taught the subjects I was trying to teach.

If it hadn’t have been for those audio books and podcasts, I wouldn’t have survived as well as I did. I would just take a breath, and say this too shall pass, accept where you are, be in the moment and find something about the situation that is positive and work from there.

That worked and I learned to pace myself differently and let go of mind traps. I have become a better teacher because of this year. I did ask for a transfer. My mind isn’t that strong.

That was my crisis and it really felt like where am I in my life now? Facing the unexpected that truly confuses and disappoints and as you stated, I will now follow my own connection to the possibility.

Image Source: Microsoft Office Clipart; MP900438964

Tracy Anderson

http://twintechblog.wordpress.com/

Metal sculpture titled” Spreading Peace on Butterfly at a Time” by David Kracov

In this countdown to month 12 in the EMDT program, I indulged myself with an audiobook version of The Art of Possibility.  My thinking was, at this stage of the game I really need to multi-task.  This is something I really do not favor, as it forces my attentions in far too many directions.  Like the conductor exclaimed in chapter 5, “They need me everywhere!”  Good grief, I hope that part of my life and thinking has passed.  I have no aspirations that are that grandiose.

Now that it seems deadlines are coming as if induced by some force beyond my control and I really need a way to say I have had some introduction to the assigned chapters.  Today, I actually managed to listen, for the second time, to chapters while walking 2.0 miles around the local neighborhood track.  The weather was cooperating, a pleasant 80 degree and not a cloud in sight.  I put in my ear buds and commenced my lap count whilst listening to the narration of possibilities.

My disclaimer, my comments are in no way a comprehensive study of the Zanders.  Just my own little quips and recollections of points that made an impact, or, better still, made me laugh.

Chapter 5 offered its own bit of salve. We all know tyrants and professional bullies. If you find yourself in the company of such a person, plan your exit. No point in posturing yourself against them. I do like the white paper practice Zander described.  It’s very much like the feedback we provide at the end of each course.  No harm, no foul, just a decent way to offer comments from a personal perspective.

Fast forward to chapter 7, on being present without resistance.  Now, let me just say that I have a problem with being present with resistance or just plain tuned out. It has taken years for me to take my interests or fears  (calculating self) out of the equation to lessen my resistance to a situation, good or bad. By developing that muscle of resistance I have found myself in some painful situations.  My piano teacher often asks, “Are you present today?”  Funny how that resistance comes through in any endeavor.  Thankfully, of late, I have been fully present.  Which leads into the next chapter, Giving Way to Passion.  This is where I need some remedial help!  Where am I holding back?  I am familiar with notion of the long line but I am far too familiar with the disorientation expressed by Amanda Burr.   How many times have I felt that I don’t know where I am in my life?  Let a crisis (bar line) present itself and all but for the Grace, there I go.  Now my more mature and cooler head has begun to prevail.  I think I must be taking my lead from someone close to me who shared that he hates the bar line in music because musicians react to it as if it were a stop sign.  It is time to follow the long line and my own connection to possibility.

Photo retrieved from http://www.spiritofspider.com/2012/01/spreading-peace-one-butterfly-at-a-time-metal-sculptures-by-david-kracov/

MAC-Week 3, Response to Rebecca Girard's Blog

Rebecca Girard, I really enjoyed reading your blog entry on your reading. “I have become comfortable telling the students when I didn’t know the answer to a question. “ Because I teach special education, I feel it is really important that the students know that no one knows everything and that is okay. What we really need to know is where our weak areas are and learn where to find the resources we need to assist us in getting the answer.

I totally agree with you that we should have our students bursting at the seams to blurt out an answer. My students seldom raise their hands; I prefer a dialog rather than the “sage on the stage”.

My Vice Principal has commented on my evaluations that I need to “teach” the students to raise their hands and wait to be called upon. Yuck! As you say, “I know how controlled chaos can crate a dynamic learning environment.” Besides, my kids are ADHD, they don’t have impulsivity control, (neither do I), why fight a losing battle?

It is because of them I have altered the way I was taught and now I teach in an authentic way with the excitement and joy of discovery. Why hold that back? 

Image Source: Microsoft Office Clipart; MC900439384

Rebecca Girard

http://engageandmotivate.blogspot.com/2012/06/wk-3-reading-entry.html#comment-form

Leading from any Chair, Rule #6, the Way Things Are, and Giving Way to Passion all present information that is true and helpful, but in no way unique or new to me.I challenge my students every year to fully participate in class. I encourage them to question not just the scientific content, but the text itself and also my discussion and presentation. I want them to be empowered to fully participate in their learning and transition from elementary/middle school learning of reading, memorizing, and then repeating what they learned on a test. I hope to help them find ways to inquire, wonder, and explore their world and not just rely on another source to impart knowledge to them.

In order for me to truly welcome the questioning I encourage, I always need to remember not to take myself too seriously. I have become comfortable telling the students when I don't know the answer to a question. I give them ideas for resources for them to research the answer and ask them to share what they learn with the class. I do not find this a failure of teaching, rather I would have enjoyed having more teachers in my academic experience who could have admitted that they didn't know instead of dismissing my questions. I feel this demonstrates to my students that we are all still learning and working together to discover new information.
This give and take in my class keeps me interested and excited to teach the same subject year after year. The experience in my class is never the same and there are new scientific discoveries all the time. It is easy to be passionate about what I do. I love working with teenagers who are really craving to be engaged.

We start off as "one buttock" students...remember being that 5 year old who can barely keep their seat as your hand pumps in the air with an "oh, oh, oh" because you had the answer or a burning question? Over the years, we are taught to sit in our seat, raise our hand appropriately, and be quiet so you will be called upon. On the contrary, I want my students compelled to answer or ask questions. I love seeing their interest in a subject ignited so that they sit up straight and their hand shoots in the air...in many cases my students will blurt out answers or respond to each other directly. For many this may seem like chaos in a classroom, but in not taking myself too seriously, I know how controlled chaos can create a dynamic learning environment.

MAC-Week 3, Reading: The Art of Possibility, Silent Conductor

I was struck by the silent conductor metaphor. I think that in a well-run school, the Principal would act like the silent conductor and just quietly lead the staff to be the best they can be by observing every teacher’s strength and acknowledging that to the teacher. Seldom are teachers given any positive feedback in the current climate that bashes teachers.

A great silent conductor would also be able to lift and support the teacher toward more growth opportunities that allow the weaker areas to become stronger with proper support, guidance and training.

"It is about living life in the realm of possibility larger than the achievement of specific goals. That would be the rich, free, compassionate, expressive world of the central self." This is a world in which I hope that I have finally arrived at and I am trying to live comfortably in.

There is always the journey in which I have struggled to overcome, as described in the book, the obstructive nature of the calculating self. I over think things sometimes which plays with my real self and I work against my goals. Always striving to ignore the negatives and focus on the positive. Moving forward into the realm of possibilities. 

Image Source: Microsoft Office Clipart; MC900434889

MAC_Week 2, Leadership post: Where Do I Want to Share My Project?

NCTE

Voices from the Middle (VM) is the peer-reviewed journal of the Middle Level Section of the National Council of Teachers of English. VM publishes original contributions on all facets of language arts learning, teaching, and research focusing on young adolescents. VM offers middle level educators a practical guide to best practices in middle schools.

TEACHING Exceptional Children

TEACHING Exceptional Children (TEC) is a peer-reviewed scholarly journal designed specifically for teachers, administrators, paraprofessionals, and other practitioners who work with children and youth with disabilities or who are gifted. As the largest print journal for practitioners involved in special education, TEC has a circulation of about 40,000, including all members of The Council for Exceptional Children as well as other individuals, organizations, and libraries around the world.

These are the publications I have chosen to submit my article to. NCTE is the National Council for Teachers of English and because my Action Research Project focused on digital storytelling I feel it would be appropriate for students learning how to write and becoming more engaged in the process.

Teaching Exceptional Children’s focus is on special education and my middle school students struggle with language mechanics is exactly what the journal looks for to publish. I have been reading this journal for many, many years.

Image Source: Microsoft Office Clipart; MP900448498

MAC_Week 2, Response to Vee Winston's Blog

Vee Winston, This book is interesting because it makes you reflect on who you are now and where you want to go. The path of self-discovery is ever constant.

Being a Contribution: I agree with you about the starfish story, we are making a contribution and we do not need to measure it. In the beginning years of my teaching and now with all of my transfers, it’s like starting over every time I start a new school year; there is always so much to do, where do I begin, and how to get it all done without losing my way. Slowly taking one step and then building on that and quietly moving forward, doing the best we can do at that moment is what makes all of us successful.

Saving one life at a time because it makes a difference to that child, sometimes the parents don’t even know what has happened to evoke that change. It might be that one hug, that one statement of encouragement and belief in that child that makes all the difference in the world for them at that moment.

I too am a contribution and I will always strive to continue to be that difference for that child and not let the system tear it out of me.

Image Source: Microsoft Office Clipart; MP900178895

Vee Winston

http://valencia-winston.blogspot.com/

Week 2: Blog Post #1 - Readings on "The Art of Possibility" (Chapters 1-4)

First off, I want to say that I absolutely loved the TED video of Benjamin Zander.  He is an amazing speaker.  He definitely has a way of connecting to the audience and it shows within his writing, as well.  So far, it's been an easy read...

Chapter 1: It's All Invented
I really liked how this chapter makes you think outside of the box.  Perception is definitely important when trying figure out the world around you and it's clear that everyone's "mind maps" are different because of their different life experiences.  It was actually inspirational when thinking about setting your mind free when extending mental boundaries by "enlarging the box," or framework, around situations... creating new opportunities.

Chapter 2: Stepping Into the Universe of Possibility
I love the name of this chapter.  There are so many things that hinder us from progress because we are held to certain expectations and limitations on a daily basis, but with this new outlook of "a universe of possibility," there are virtually no boundaries that could confine you.  Instead of setting a goal and doing all that you can to reach that goal, you generally layout a context and see what happens form there.

Chapter 3: Giving an A
I really liked the idea of "giving an A" as it being not an expectation to live up to, but a possibility to live in to.  The saying not only relieves certain pressures, but also inspires greatness.  There are no boundaries or restrictions.  There is no one looking down at you... comparing themselves to you.  There is only respect that allows others to grow and realize what is actually within themselves.


Chapter 4: Being a Contribution
The story of the starfish reminds me of my first few years of teaching.  I felt like there was always so much to do and there was never huge progress and growth made within the district, but as time went by it was more clear for me... I'm not teaching because I want the recognition.  I am teaching to help all that I can feel successful and make any sort of progress they can.  I am teaching to make a difference with that one starfish that might be thrown back because it makes a different to them, even if there are many others out there struggling to survive in education.

I am a contribution.  I make a difference and will continue to make a difference in each day that life brings me.

MAC_Week 2, Response to Tracy Anderson's Blog

Tracy Anderson, I love your response. I love that you want to give yourself an A for doing an impossible job. I work in a school district that was “taken over” by the state 21 years ago. No Child Left Behind was legislation that was designed to fail and to bust unions and privatize our schools with vouchers and charter schools. Working in systems that are designed to fail… how did we get here?

I love that your perspective has been broadened and that you collected your belongings and never looked back when your position was eliminated. I especially love that you are living in yourself now and that you know that opinions do not matter as much as your own opinion of yourself. There are great things to maturing that enhance our knowledge of the world we exist in and ourselves.

The best part? We are all a work in progress and I am enjoying my journey and it seems like you are enjoying your journey as well.

Image Source: Microsoft Office Clipart; MP900387302

Tracy Anderson

http://twintechblog.wordpress.com/2012/06/05/wk-2_the-art-of-possibility-2/comment-page-1/#comment-6

Benjamin Zander flipped the script for sure with this strategy. I think it is a novel idea to give myself an A. Yes, an A, for committing 12 years to an agency that was setup, by the state, to fail. I learned that the overall mission of the public defender office is to protect the Constitutional rights of citizens, nothing more and nothing less. Politics aside, the Constitution protects the least and the best of us.  I give myself an A for having my perspective broadened in a way that helps me understand that most, not all, but most people should not be defined by their worst act or their worst day.  I give myself an A for collecting my belongings and never looking back the day I was told my position was eliminated. That was a perfect day!

Personally, I give myself an A for overcoming the naysayers that said you guys are too young to get married.  I celebrate my 28th wedding anniversary this July.  It’s been a journey, but I give my husband an A as well.  I give myself an A for being the best parent I knew how to be.  I give myself an A for realizing that others’ opinions do not matter as much as my own opinion of myself.  I am a work in progress and I like the possibilities in my own life.

MAC_Week 2, Reading: The Art of Possibility, Give Yourself an A!

As I was reading this book, I was pleased to find validity in what my practice has always been with my special education class. I have never felt comfortable grading anyone, especially special education students.

As stated in the book, “…it would be pointless to compare one child to another.” Zander, R. S., & Zander, B. (2000). “An A transports your relationships from the world of measurement into the universe of possibility.” I truly believe in the universe of possibility. I wouldn’t be able to teach my student’s that have so many challenges if I didn’t believe that.


On top of the cognitive issues my students have, they are living in an urban situation with shootings, drugs, and poverty. Most have developed emotional issues and their parents aren’t versed in parenting basics, or they may be in jail or have abandoned their child.

With all of this to overcome, I don’t want them to have to “measure-up”. I have always started the year with telling the students that they all are at the same place, they are on top and I view them as being great people and wonderful students. They all get an A to start and the only way to change that is to be disrespectful to others, curse too much, fight, not care about doing the work, and not trying to work.

If they are all trying to do the best that they can, I can’t make a judgment on a scale of someone else’s idea of what is correct. Even when the students have very, very low abilities, I have to find their strengths and build on that to improve their self-esteem. I accept them where they are that day and allow them to be who they are and move on at their pace.

I don’t believe in benchmarks that my district has pushed on everyone. Everyone learns at a different pace and everyone reaches different developmental milestones at different ages. If they haven’t reached their milestone, they are not ready to move on to the next level no matter what a system says.

Since everyone is very unique we take pride in our differences and strive to become an interesting little family.

Sources: Book: Zander, R. S., & Zander, B. (2000) The art of possibility. Boston, Mass: Harvard Business School Press.

Image: Microsoft Office Clipart; MP900385724 & MP900431702

MAC: Week 1, Leadership post: To Publish or To Present

I have been thinking about this for a long time. (I read ahead.) I would love to do a presentation but all of the events that I go to are so good, I don’t want to lose time presenting when I am able to hear the other people that are so provocative to listen to. I get so much out of hearing from others and come back to school highly motivated and energized that I get to bring new exciting sites and materials back to class. 

I will try to publish my paper. I will concentrate on publications that specialize in special education. I hesitate to publish. I have never thought of publishing. I have watched some of my very special and challenged students act out in very interesting ways and thought a graduate student would have a lot of material and possible research opportunities about how and why some students become who they are. Now, I am in that position and it is intimidating.

The EMDT program has been a re-awakening for me. I do challenge myself in the classroom and my students challenge me to do my best because there is always someone that doesn’t respond to a concept or lesson. That is in the classroom where I am used to doing that. In the EMDT program I have been challenged within my own head and the limits that I have placed on myself from a comfort level.

I never really wrote. Now I have to do it all the time. When we were all faced with the literature review, many of us were jolted into a new reality and found it very uncomfortable. Me, do what? Not possible. Then we had to create multimedia presentations using different tools. Again, my creativity had languished on a shelf and I had to dust it off and shine it up. It felt good making that first Prezi and I was proud of the final outcome.

This program has taught me that to grow, one must push oneself into an uncomfortable position, wiggle around a bit and break through into a new consciousness.

Is it because I don’t like being judged? Yup. The EMDT program once again rears its massive creative head and demands that I push myself one more time. I take a breath, settle myself into a creative flow mode and move on.

Image Source: Microsoft Office Clipart; MC900439459 & My own photo

MAC: Week 1, Response to Valencia Winston's Blog

Valencia Winston, I agree with you and have always respected artists works’ and avoided the temptation to take when it is so easy to do. Artists should be compensated for their work. Copyright has a place in this society.

I think it is also an interesting question about how far artists can be constricted. To create art an artist looks at the whole of the world and all that is in it including culture and history. Art takes on so many forms too such as political commentary, satire, documentaries, historical reenactments, painting, music, dance, and digital forms of who knows what can be done. That is a short list and could go on forever. No one can truly define what art is or isn’t.

We need a cultural shift and become more like other cultures in the world that value art for art’s sake rather than as you so finely stated, greed-based mentality that creates rot.

I love your point about the ancient pyramid’s and the value they have for the future civilizations that will eventually study them. How and why a society is successful, the contributions they make to invention and improvement, what they found to be interesting, how they governed, and how we all strive to become fair, humane and equitable people must be analyzed through all forms of human expression without thought to profit so that we can evolve.

Image Source: Microsoft Office Clipart; MP900402011 & MP900409713

Valencia Winston

http://valencia-winston.blogspot.com/search?updated-max=2012-05-31T06:29:00-07:00&max-results=7

I really enjoyed this week’s reading assignment, because I love the intricate business side of the entertainment industry. I found it so interesting that laws that were meant to protect an artist from others making money from their work, has a flip side that constricts artists from creatively producing work.  May favorite videos dealt with the ways other countries view copyright. Brazilian and Nigerian artists are not engrossed in the moneymaking elements of entertainment, as much as they are interested in purely entertaining. What was illustrated was that the corporate world in America, which is the driving force behind the copyright laws, are consumed by this “bottom line” kind of thinking, and milking every possible penny out of consumers. This kind of greed-based mentality shows up throughout America’s financial institutions, and results in the rot that drives piracy and theft.  The best example of this was the Bridgeport V Dimension Film/Music case against Hip Hop recording artists De La Soul. While Jane Peterer was right that the sample had been used, the sample was not used in the same way as the original artist created it.  In my opinion, this made the song “Me, Myself and I” a new creation. The same is true for NWA’s “One Hundred Miles and Running.” Moreover, the original artist Parliament and Funkadelic, was not even quoted in the story.

When considering these laws, in the realm of education, it becomes even more ridiculous. Every generation is taught the world around them. Imagine if ancient pyramid inscriptions, drawings, and statues were copyrighted. How many centuries of learners would have been deprived of learning and interpreting the meanings of the artwork? I believe that this example illustrates how ridiculous these laws are.  If copyright laws had existed in the past for 100 years + 70, how many generations before us would have been neglected? I look forward to more study on these issues.

MAC: Week 1, Response to Karen Sigmon's Blog

Karen Sigmon, robbery is a great way to view this. I agree that our government is operating without boundaries and common sense and they are also robbing our students of their ability to learn and we the people are going to suffer the consequences.

As far as feeling compelled to break the law, I agree with you. It gets so complicated and convoluted that you just give up and do what you think is right, fair and just. That takes some justification but I think we are correct. Let’s hope that in the future we won’t have to ponder this question and lose time and energy over our decisions. We will just have the freedom to create a new form of art or expression and expose our students to those displays so that they may continue the stream of imagination.

Here is an irony, as we are studying copyright, I lose my Internet signal. Do I have a moral dilemma right now? A storm came through the area and I have lost my Internet providers signal. They are working on it but it has now been 24 hours. I must have the Internet because of this class. It is the weekend, I have no alternate access to the Internet until I get to school and then I need to hope that where I want to go is not blocked.

As I try to create a connection I have a drop down menu that allows me to see who else around me has a signal and if it is blocked or not. I can’t access the ones that are blocked, but can I, should I connect to an open signal. At one point I did not block my signal because I didn’t mind sharing. I do now because of security. Is it okay for me to connect? Is that other person forward thinking and sharing, like I once did, or are they ignorant of how to block? Am I then taking advantage of them? Are they allowing me?

Because I have a high need now and the reality of a deadline, I am choosing “to ride the wave”, and catch that neighbors signal, that’s what neighbors are for anyway, right? Since it only works outside, I also hope it doesn’t rain.

When did society get so complex? Or was it always that way and I blissfully never noticed? Or, is it EMDT’s fault? After all, they have opened my mind up to so many things.

Image Source: Microsoft Office Clipart; MM900282993 & MP900401816

Auntie Siggy

http://www.karensigmon.blogspot.com/

After viewing the video on the soon-to-be-lost pieces of history because of exorbitant copyright expenses, I am rendered speechless.  I think of how often I've shown Dr. King's Free at Last speech to my 2nd and 3rd grade class and I am incensed at the thought of NOT being able to do that because the powers that be want to collect hundreds upon hundreds of thousands of dollars to copyright it.  It's robbery.  My students, many of whom are black, are going to lose yet ANOTHER part of their history, because another well-intentioned (governmental?) agency has been allowed to operate without boundaries (or even a little common sense) and we the people, are going to suffer the consequences.

I may be in the minority, but it just makes me want to break the law, just out of spite.  Am I the only one who thinks in this deviant manner?  I hate thinking about the fact that one day (in the not-so-distant-future), it may come to choosing lawlessness just to educate my students (and children).  And in some cases, it stems from greed.  The selfishness of people never ceases to amaze me.  Don't get me wrong.  I understand and firmly believe that copyright laws are meant to secure and guarantee that the "form" of someone's idea needs to be protected, but I also believe that we need to exercise some kind of common sense, and that is where we have fallen off the wagon and let wisdom fall by the wayside.  There needs to be a balance.

Unfortunately, unless something is done to stop the madness, it will only continue to spiral out of control and before long, we won't be listening or watching (or dancing - who knew?) to anything that isn't our OWN idea because the copyright laws will be so ridiculous that no one will be able to afford to produce any type of work due to the burden of copyright.

This certainly has me thinking.  I'm sensing some action needs to be taken here and I'm going to think about what my role will be in taking it.