The Art of Possibility
I am currently reading “The Art of Possibility” by Rosamund Stone Zander and Benjamin Zander via Adobe Digital Editions. The first statement that really caught my attention in the book “the Art of Possibility” was how they stated that markets are becoming the authority in society, not government or religion. I can see this statement in action today.
We perceive what we are hard wired to perceive. Out experiences in life may alter this hardwiring. Our minds try to build a narrative out of the stimuli that they receive. In our dreams we can piece together unconnected events to make these stories. In sleep we do not have logic to control these little story lines that we concoct. Our perception in invented from our brain.
I tried the 9 dots puzzle in which we were instructed to connect all the dots using only 4 lines, without picking up the pen from the sheets of paper. I failed miserably.
This was a great analogy for me. It was a non cliché way to make the cliché statement of “think outside the box”. I was thinking in the box and did not even realize that there was a box holding me in.
I too believe that are experience and our history “wire” us into a frame of mind and then the measurements continually are like chains linking us in place-almost creating a static life-one with limited possibilities that are hindered by fears and background inhibitions. I think that because we are teaching in environments that tend to be linear based and definitely measure based, that we find our own inventions are limited and stoically planned. I believe that Zanders’ motivational techniques inspire us to realize that we are all wired to be “outside of the box.” Did you ever complete the task once you realized that it was okay to move beyond?
Ben and Roseanne Zanders book Art of Possibility touched me in so many ways. I sat down and read the book in 2 sessions before the class even started. After a very stressful year of new innovations at my school, my father going through cancer again, keeping up with my assignments and a class of students that I could seem to reach, this book opened my eyes. Maybe I had reached a few of those problem students, maybe I had not, but at least I had tried. After reading chapter 4 of this book, I have decided on new rules for my classroom next year. Each student must as themselves: “Am I a contribution?” Because that is what I will be doing everyday.
After reading the story about the girl and the starfish, I asked myself. Am I the little girl or the man, that asked what will it matter? I shared this story with my team at school on the Monday after reading the book. I do believe that it made an impression on the other teachers. I recommended the book to the other teachers and a few of them actually wrote down the title, I just hope they read it.
Watching the TED talk video re-enforced the lessons in the book so much and I could see in his face the power that his attitude gives him to change his part of the world. I went to a John Strebe presentation where he said to start small to change the way you teach. I’m going to use Benjamin Zander’s Art of Possibility to make small changes in my own life and I’m starting by asking myself often: “Am I a contribution?”
Your post about being consumed within our own turmoil and strife reminds me of a painting by Breughel titled “Landscape of the Fall of Icarus.” In the painting, Icarus is struggling in the water after falling from the sky because he flew too close to the sun-even though his father warned him of the dangers. The shepherd, man fishing, farmer, and the ship that passes right by do not notice a man drowning. It doesn’t matter that he fell to his death by his own choice because what is more powerful is that no one contributed to his life at that moment. Given the message in the book, he failed to understand his own possibilities, and those around neglected to invest in a new invention-compassion and concern. Within our hectic and crazy lives as educators, we do find that we forget we need to chip away the exterior to promote a new understanding and guide students into creating their own world, despite where they come from. I know that you are compassionate and you teach the whole student, and I hope that your colleagues and my colleagues will open their eyes and remember the “Art of Possibility.”
At first glance, you may have misread the title and thought to yourself, “Okay, this one I have to read-mutilation-what is this woman thinking?” Although I do not have mutilation in the title, it still will fit perfectly into my connections and insights into this week’s reading assignment. I don’t see mutilation within the message, but the ideas of how we move and progress and step away from challenges and stay within negative moments can definitely represent a figurative mutilation, but that isn’t the message to remember from within the first four chapters of The Art of Possibility by Zander. The message is to manipulate your moments, your events into something that can be beneficial.
I know, I know. It sounds like one of those self-help books that become as addicting as cocaine, but this one is different. I will admit that initially I was not pleased at being ‘forced’ to read The Art of Possibility by Zander and Zander in grad school, but after reading the first four chapters, I no longer see this assignment as a glass half-empty. Instead, I get the message-life is a half-full scenario. While reading chapter 1 about practices, I related. I have three older brothers and two younger brothers. Most of my brothers tended to practice belief that mirror the shoe salesman that claimed that there was no need to invest in Africa because no one wore shoes. They saw our lives as a hindrance-as unfair. They practiced the pity me story line; consequently, they didn’t graduate high school. They wrote their story line, and within their minds, they invented what their lives would become-a continuation of our family’s history. Initially, I practiced the same ideals, until someone showed me life and choices were up to me. The moments and events of my life are what I invent, what I choose. My life and the lives of students that I encounter on a daily basis is one concept that (although hindered by the modes of measurement) is essentially a “universe of possibilities (Zander).”
I wonder if my brothers and family would have struggled as much as they have if someone had just given them the ‘A,’ and chipped away at the measurements that encompassed them (us). If one person had provided them with this new invention by shifting their perceptions, I believe that drugs, alcohol, and failure would have not been so prevalent. I was provided this shift in thinking because Theresa Smith gave me an A-for me; she gifted me the art of awareness and adventure. By inspiring me to see this new world and show me that I can invent my own future, she taught me the value of contribution.
Oral Verses Written
At this moment, I am sure all that know me and read my posts, are finding this debate quite hilarious, given my tendency to talk; and some may claim that the amount of my oration tends to be synonymous with Homer’s epic tales The Odyssey and The Iliad. However, this is a debate for me. Do I wish to present my knowledge gained from my Capstone project to the educational world via a National Conference, or should I have my words written down and preserved for years to come and seek out national publication? Yes, I love to talk and share my thoughts (even when they may not be wanted), but for the past nine years or so I have been presenting knowledge about education in relation to English extension and learning development for Laying the Foundation and the National Science and Math Initiative. I thoroughly enjoy this and gain a tremendous amount of knowledge each time I present to teachers. I am comfortable with passing on lesson ideas, student success, and leaving others with the thoughts of “what if.”
However, sometimes these messages can be fleeting and they only empower those that attend the trainings or presentations. I know that not all will read educational national publications, but when I thought about the novels, short stories, poems, and articles that I have read, I realized that most were gifts from others-meaning that someone else recommended I read them. As I considered this aspect, I thought about how many others have been gifted this form of communication by the same process. When I am reading educational articles and something impacts me, I pass the article link onto others that may glean something powerful from the message as well. I don’t believe that I am as powerful as Bradbury or Hemmingway, but I do feel that the results generated from my Capstone Project can benefit an entire generation.
To critically think effectively means that the world can find solutions to problems and create ideas to expand our society. Based on this idea, I have thrown out the microphone and my love for speaking with the purpose of creating something worthy of written publication, so that perhaps someone out there will pass this gift onto someone else. The message can echo from educator to educator and hopefully the impact will generate a world of thinkers and contemplators.
Regina Grant’s Blog:
Fair Use and Free Speech in Documentary Film
Fair Use- legally quoting somebody else’s copyrighted music, pictures or words without paying or ask permission, if it benefits society more than its hurt the copyrighted holder.
According to Peter Jasz, Law Professor, American University, explained that copyright is not an absolute, but a conditional one. In our country under our laws in our constitution copyright exist for one purpose and one purpose only to promote the progress of science and use force. Because art doesn’t come from nowhere cultural progress depends on the ability of artists to make reasonable use of preexisting material and that includes copyrighted material. This is especially true today filmmakers who operate in media saturated environment in order to be able to comment on that environment in order to be able to depict that environment they need reasonable access to other people’s copyrighted material.
Attribution (by)- I didn’t know about the different symbols that creative commons possesses. Like the picture of a man, which is attribution is that you must attribute the work in the manner specified by the author or license
Sharealike (sa)-Licensees may distribute derivative works only under a license identical to the license that governs the original
Noncommercial (nc)-Licensees may copy, distribute, display, and perform the work and make derivative works based on it only for noncommercial purposes.so copyleft.)
Non Derivative Works (nd)- Licensees may copy, distribute, display and perform only verbatim copies of the work, not derivative works based on it.
Creative Commons is a license platforms that recognize that there needs to be an easy to understand and a way for content creators to communicate their sharing choices that falls between “All rights restricted and public domain.”
Larry Lessig-Ted talks about remix culture
He explained that the content of the industry was a terror created by this technology, because broadcasting is a new way to spread content and therefore a new battle over the control of the business that will spread content. One side builds technologies, such as one recently announced that will enable them to automatically take down from sites like YouTube any content that has any copyrighted content in it, whether or not there’s a judgment of fair use that might be applied to the use of the content.
Youtube video: Fair Use and Free Speech in Documentary Film produced by Center for Social Media School of Communication American University, http://www.youtube.com/watch?v=GY-2YshuJ8o retrieved on 7/18/2009
Blip.TV video: A Shared Culture produced by CreativeCommons.org, retrieved from http://blip.tv/file/1192356/ on 01/13/2011
Blip.tv video: Mayer and Bettle explain Creative Commons produced by Creative Commons Australia and the Queensland University of Technology (QUT), retrieved from http://blip.tv/file/1708858/ on 7/18/2009
TED Talk video: ReMix Culture by Larry Lessig, retrieved from http://www.ted.com/talks/view/id/187 on 01/14/2011
June 8, 2013 at 5:35 pm
The icons you included are excellent! I love these so much I copied and pasted them into a separate word document, so that I can create a chart to help me navigate Creative Commons. I enjoyed your knowledge about YouTube and copyright issues. I recently posted on YouTube our cheer and dance teams spring show performances where it was necessary to include remix of music that they performed to. These were taken down because of the mix of songs included. Now, what is interesting is that YouTube actually supplied me with new music options to still allow the videos to be posted.
I’m a Teacher, Not a Legal Consultant
One almost needs to hold a Law Degree to understand all of the copyright issues out there. Then again, if I had a Law Degree then I would just be contributing to the problem. Attorneys have made the copyright law much more complicated than I think it needs to be.
A friend once told me no great idea was ever original it was just modified by enough people that it became better. I’m not quoting… I’m paraphrasing, but it was so long ago that I’m not sure it is even accurate… Uh, oh! Did I just infringe on his rights? He didn’t write it down, so I guess not.
I am glad that Fair Use helps educators with this problem. The idea of passing down the stories of each generation is critical in the realm of education. The teaching profession would be horribly behind if Fair Use was not available. Imagine a classroom where you could not share anything that was not purchased only because that was the only acceptable form of permission. After all, permission is king when it comes to copyright.
I teach K-5 Music and I am constantly looking for new versions of songs, music arrangements, video performances, and new ideas for presentation of materials. Without the ability to glean from these resources it becomes a mess where I would need to have a legal consultation to be sure I’m not infringing on the rights of the original artists.
Now let’s briefly look at the other side of things.
I’m also a composer, musician, and writer. I want to be paid for my original works. There is a reason why musicians have to tend bar, wait tables, or… “Do you want fries with that?” Selling the original works, or at the very least being credited for the original work is the only way to increase exposure and gain progress in the industry.
This brings about Creative Commons. Maybe that’s the key. Share, give permission, and restrict what you, as the artist wants to… That’s the ticket!
How about we just use common sense? That is a novel and rare idea in law.
June 7, 2013 at 11:59 pm
I agree with your analysis of copyright and fair use. The idea of using common sense to guide judgment is priceless. Wesley’s idea of emphasizing using “Creative Commons Sense” is just as empowering and wouldn’t it be nice if we could find everything we could possible want housed in Creative Commons? However, what if there was something we needed that we couldn’t find? What would we do?
My suggestion is to follow your insight and add some of Wesley’s spark and use Fair Use Common Sense because if we wanted something and we couldn’t find it, imagine the time a teacher would spend with creating lessons that would connect to prior learning or even for that matter generate a personal connection. Given today’s media driven society, learners need engagement, and teachers need more time. Adding the creation of something that would blend perfectly within a skill or lesson would further consume educators. Fair use, creative commons, and plain ole’ common sense is the path that will allow us to further prepare our students for future success.
Media Asset Creation-Week 1 Reading (Copyright and Fair Use): Blog Post 1-The Copyright and Fair Use Conundrum
I momentarily considered including a picture to represent the battle between good and evil and evil and good (depending on which side of the fence you are standing, at the moment), but it wasn’t from creative commons, so then I had to start questioning myself about the involvement of this image. I wasn’t going to use the image to necessarily teach a unit or lesson, and I think I can still deliver the chaos associated with copyright and fair use without utilizing this picture; however, it would be a great lead into the lesson, but would it really be as attention getting as I am imagining, and what if by some chance it spurs some massive world-wide movement like the “Obama: Hope” image by Shepherd Fairey, and I find myself in the midst of a huge debate and scandal? Now, that is one long compound-complex sentence, but it is a necessary parallel to this whole copyright issue.
Copyright is complex and the idea of fair use is just as complex. Both are necessary for the development of ideas and preservation of history, yet they are also too complex and can end up costing society iconic and empowering images, text, and video. What is the perfect answer? I have no idea, but I can’t imagine teaching in today’s society without being able to utilize media as a source of engagement and as a mode of connecting to the multiple learning styles that fill classrooms. My solution-make sure that if I want it that I have it as a necessary component, and ask for permission first. I have found that since joining Full Sail’s Educational Media and Technology Masters of Science program that the videos I want to use snippets of simply require asking, and every time the owners grant permission.
You see no one really wants a world lacking creativity, ingenuity, or vision. We want people to not be too careful in explorations because they will solve the problems of tomorrow. If we are continually questioning if we can use this or do this or that, then, well, let’s face it, some people will do just as I did and err on the side of caution. Regardless of how we view copyright or fair use, the area will stay a mixture of the sinful black with the pure angelic white (depending on what shoulder the copyright or fair use devil happens to be standing upon). Caution won in my battle, and the picture that I almost included, that might just have motivated someone to move forward in greatness, still sits in Google, waiting for stardom.
My 12 year old daughter gave her speech today-I thought it took courage, so I am sharing it because it is a message we all need to be reminded about-I think. 🙂 She was running for President of Student Council-I wish I had half of her confidence when I was in Junior High.
Wouldn’t upload-so here is the link. 🙂
Poetry, Movies, and Critical Thought
The purpose of this project was to analyze and create poetry based on previous analysis of two distinctly different genres, to understand, evaluate, and apply grammatical techniques with specific focus on dependent clauses and phrases, to implement poetic elements and structure to create meaning while maintaining the theme and tone, and to utilize iMovie or Windows Movie Maker as a tool to enhance the meaning of their poetic creation.
Upon completion of scenario 2 of my thematic relevant and innovative learning scenario, students will Raise Rigor and Meet 21st Century Standards. Upon completion of Poetry Analysis of “A Long Walk” by Robert Frost utilizing TPCASTT, student partnerships or groups of no more than 3 will create poetry that matches the theme and tone from scenario 1 “OMP-Oh My Popplet” and students will follow the grammatical format/structure of Robert Frost’s poem, “ A Late Walk.”.
Students will create stanzas to create an insightful and meaningful poem. After the revision and collaboration, students will script out their poem and create a visual production of their poetry with music, images, and narration (unless only Movie Maker is available-if this occurs, students must choose between narration or music.) Students will then load to You Tube and imbed their video in our class Prezis for peer analysis.
Movies are a creative means for students to become actively engaged and invested in critical thought, organization, creating transitions, solidifying transitions, evaluating purpose, theme and tone. Movies generate an avenue for students to practice publication and understand the significance of creating connections within poetry that reflects critical thought.
As you can see in the pictures and video, the students were actively engaged and invested into the analysis and the creation of their poetry. The pictures indicate that students continued to revise and edit their poetry to meet the requirements and ensure that their purpose, tone, and theme were not lost in their video translation.
Due to limitations of access to iMovie, some students used Windows Movie Maker for their productions, consequently, their productions are not as engaging as those that were able to utilize iMovie. Students that used Movie Maker had to choose to either narrate or include music; however, those that were able to utilize iMovie were able to incorporate more transitions, more sounds, narration, and music-their productions were more powerful. Due to the inability to provide access to iMovie for all students, the rubric had to be adjusted so that students were not penalized for not including all aspects of the initial requirements.