Top 10 Ideas on the Nature and Design of Compelling Experiences

This course has truly been an intense journey that has challenged me in many areas of learning. Despite this, the overall knowledge I have gained has proved to be very worthwhile on a personal and professional level. Below are my top ten ideas related to the NDCE. Enjoy!

10) Collaboration among colleagues is a crucial means of learning

Each student in the course provided different background knowledge based on their individual experiences. Even though the course was online,  collaboration played a major role. Throughout our discussions, I learned so much from my peers. It has been amazing to gain new insights from the blog entries and module projects as well.

9) One must observe and analyze in order to understand

For each assignment I found myself being pushed past my comfort level and into a new realm of thought. The projects required several parts. First, I had to read and reread the articles in order to gain more understanding. This took time. Then, I had to be observant as I searched for something in my own world to relate to as I worked through each module project. This required patience.

8) Technology is a tool to be implemented with a clear goal in mind

I think it goes without saying that I am an advocate for technology when used to enhance the quality of learning experiences. Each module was carefully crafted with the proper use of technology in mind. Our course Facebook page was a great resource used for discussions that added to the overall learning environment.

7) Always keep your eyes and ears open for new ideas

The assignments and projects in this course led me to view everyday experiences in different ways. For example, during my module projects I was more aware of significant occurrences in life to capture and use in my work. In addition, for the 2MM videos I had to examine my personal interests in order to evaluate the impact they had on my own life experiences. 

6) Teaching is a form of art in more ways than one

There comes a time during the school year when I seem to hit a plateau. This is when I turn to professional development or my colleagues for inspiration.   This course served to inspire me with new teaching ideas to incorporate within my own classroom. The assignments and readings kept me motivated to think outside of the box in my lesson design and instructional practices.

5) A space shapes your environment and overall well being

The architecture module really opened my eyes as to how a space plays a major role in an individuals' overall experience. The project for this module was interactive and fun to complete. It was a definite challenge, but a positive one. I find myself constantly thinking about the layout and design of my surroundings and how they relate to my experiences. 

4) Fresh perspectives spark new ideas and innovative thoughts

There were times where I felt compelled to redo projects or rewrite posts (not just for the 2MM 1). At first, this frustrated me. Then, I took a step back and realized that this was all just part of the learning process. Often times the second try was where my most significant thoughts surfaced. I made sure to really think about projects and discussions before just jumping in and participating.

3) You have the ability to transform the ordinary into something more

Each module caused me to experience and relate to the arts in ways that I have never thought of before. For example, something as simple as a  photograph was transformed into a beautiful piece in a few steps. First, one must have a clear goal in mind. Then, with the right tools and vision, this feat can be achieved. 

2) Creating compelling experiences in the classroom is key

Students become bored and disengaged quite easily. Taking into consideration the ideas I have learned in this course have helped shaped my outlook in the classroom. I think it's beneficial to be back in school myself, because I can relate to my students with more ease. Reading can be a dull task, but creating these unique experiences for students can be highly rewarding in nature. 

1) Challenging your own personal creativity can be a positive thing


At times I have found that there is a stigma surrounding creativity. Everyone has the ability to produce original, artistic work. No matter what profession you are in, you should do this to the best of your ability. This course channeled my thought process and allowed to me take my work to a new level. It also provided me with background knowledge into the nature and design of compelling experiences. As I am writing my plans, I think- "Okay, this has been done before. What could be added or changed to cause my students to really feel the topic or experience what I am teaching?". This is an ongoing and worthwhile process! 

Two Minute Moment Project 3

The focus for my final 2MM video is culinary experiences. I do not mean dining out on the run or simply eating in for comfort. For me, the act of having a meal is far more compelling and goes deeper than just meeting nutritional needs. Furthermore, there is a vast difference between throwing together some ingredients in order to make a dish and really taking the time to craft the dish. There is also a stark contrast between going out to eat at a chain restaurant, or finding an authentic spot to dine at and delight in. These points are mentioned in order to add greater insight as to my line of thought on this important activity.

In my project, I place a specific emphasis on the diverse cultures one can encounter while enjoying new foods. If you push past your comfort zone, you may learn to enjoy foods you never thought you would ever be interested in before. In order to gain from this exercise, one must have an open mind and be willing to try new dishes and cuisines. For example, instead of sticking to a tried and true favorite on the menu, select something a bit more daring. Try discussing your choice with a friend. What did you like about the dish? If you had the chance, what would you change? Go into the city to dine, and stay away from chain restaurants, if possible.

I will say that I am someone who "lives to eat". My experiences have been heightened since moving to the East Coast. Four years ago I left Michigan in order to take a teaching position in Maryland. This is when my love of food took a different turn. Since seafood is fresh and plentiful in Maryland, this became my new food of choice. It was a group of new friends who introduced me to "picking" crabs on the dock on a summer day. Delighting in good company and learning about a different culture is another way to make a culinary event worthwhile. Heading into Annapolis or D.C is also a way to expose myself to new ways of life and various food choices. I can discover something as unique as a duck fat burger in a dive bar, to something as delicious as a chicken shawarma wrap from a food truck.

Cooking is another way to add something extra to your food experiences without blowing your budget. Trying out new recipes for close family members or friends is exciting. You do not have to be an expert, simply revel in the experience. Select fresh ingredients from a farmer's market. You may even opt to choose a specific cocktail to coordinate with the meal. Play music to fit with the choice of cuisine. It is about creating an experience that is unique and different. With a little effort, you can still enjoy yourself just as much as if you were out at a restaurant.

In all, food is my passion. It is something I really enjoy and spend a significant amount of time researching. The act of eating is just as much about the taste as the experience that is created when dining out or cooking in. Each of the ways outlined above can be incorporated into a dull routine in order to challenge your taste buds through diverse culinary experiences.

Thoughts on Fashion

I must admit that these readings have proved to be some of the most thought provoking thus far. I could easily make several connections between education and fashion, but also found myself making more personal connections to these texts too. Fashion is always changing and never stagnant. Education is always changing too. For example, we discover new practices and varied methods for our work. All the while new models are constantly being developed. Just like a talented designer, a fantastic teacher has the ability to take a regular idea and transform it into something far more compelling. In this entry I am trying to zone in on the key ideas related to fashion as a "form". These ideas have the potential to aid teachers in shaping an authentic learning experience for students.

In his piece, Postrel states that "Function, not form, creates legitimate value". It took me some time to wrap my head around that thought. Here, the author was referring to a product in terms of usefulness. It is not about the way something appears, but what purpose it serves. In education, it should not be about adding unnecessary extras to our lessons. As teachers, we need to focus on the actual content of what we are teaching. On the other hand, with the rise of technology students have become much more visual learners. We still need to motivate and engage our students in some way. Postrel further states that  "Our love of sensory delights is crowding out more cognitive pleasures". I feel that teaching experiences should be filled with creativity along with a balance of hands-on/minds-on experiences. Each of us are unique individuals and harbor a "desire to be different". This is why we should strive to treat and teach each student in this manner.

Continuing on with my thoughts, there was truly a lot for me to learn from the "If Ideas Were Fashion" piece. Integrating these thoughts related to the experience of fashion into education is an innovative way for teachers to shift their thinking. In order to learn from this though, one must be willing to be open minded. Much like fashion, teaching is all about fresh perspectives and new takes. As teachers, we should let our students explore while helping to spark their curiosity in diverse areas. Supplying students with new avenues for learning can be a useful tool for teachers to employ. I carefully read over the points in this piece to create my own imaginative bridges. The ideas within "teaching as advertising, learning as shopping" captured me in a positive way. I agree with many of the points. Of course we want our practices within the classroom to be more than a mindless exercise for our students. We need to create the "buzz" that attracts students and ignites a desire within to learn. With hard work, careful planning, and dedication to the craft, this can be achieved.



Music Module Project

The song I chose to focus on for this module project is appropriately entitled "Eternal Dawn". This piece was carefully selected from the first Contra album which is named "The Epic...". This first album was released in 2010, and the band is currently working on their second. As a whole, Contra can best be described as an instrumental progressive rock band based out of Annapolis, Maryland. There is no singer, and this is one aspect of the band that makes them really stand out. I have seen the band live countless times. Each concert is a new experience. The group reaches a wide variety of listeners, young and old. Their music is diverse and varied. Fans keep coming back for the unique sounds and the wildly entertaining stage presence this band creates. 

The original sound the band showcases in their work serves to tell an interesting story. That is the main goal of their songs. Each song unfolds and progresses to create a tale. The band uses various guitar arpeggios, along with intense bass to generate their sound. Stimulating percussion and active accompaniment among members is evident on stage. This band's sound enthralls listeners as it takes you into their world. Through their work, Contra allows the audience to envision their own diverse worlds within the realm of song. For the purpose of this assignment I have analyzed "Eternal Dawn" to the best of my ability. The song is very lengthy, but in order to be specific I kept my analysis concise. I also conducted a brief interview with the band via Skype. I did this in order to gain greater insight for my module work. 

Enjoy the experience that is Contra!

Thoughts on Music (Part II)

The readings for this week led me to make more specific connections to language arts and music. Both are forms of art which incorporate writing. I appreciate the comparisons in the "Music and the Imagination" introduction piece. The words used created a very stark contrast for me. In his work, Copland references an expert who is well versed in the field. Auden states that "A verbal art like poetry is reflective; it stops to think". Yes, I feel that this is a true statement. I try to teach my students this point when we analyze lines and stanzas. In contrast, "Music is immediate; it goes on to become". Music and poetry are related. I emphasize this when I teach my poetry unit. I try and explain to my students that they can use what they know about lyrics and songs in order to provide a basis for their knowledge of poetry. A good musician is also a natural poet. Poetry requires imagination, just like the lyrics of a song. The difference is that song adds the element of instruments and voice to create a unique piece. How can I create a similar experience for my students? I often play music for them and let them feel the rhythm. I allow my students to move to the beat of the tune. We then work to identify rhyme and repetition in the lyrics. We analyze various songs using this process. It is a wonderful exercise which serves to expose students to the art of poetry through music.

Creativity and imagination go hand in hand within the classroom setting. This is why I agree with most of the points Copland makes. In both of his pieces I can find similarities among the professions. As a teacher who is under intense pressure for proficient and advanced test scores, the art of teaching is a flame that can be easily distinguished. I must be original in creating experiences that are more compelling for my class. Students are easily bored with the same dry texts and basic enrichment sheets. I need to think more in terms of their personal interests. I always feel the need to devise more meaning from my lessons. I strive for rich discussions and worthwhile activities in my language arts classroom. One example of something different that I have done in the past can be found above. With this said, I feel the "gifts" that are needed by a talented musician are also needed by an excellent teacher. Educators must be good listeners and be analytic. We must also work to compose our language in a way that reaches our whole audience, just like a musician does through song.   

Thoughts on Music (Part I)

Music has always been a passion of mine in one way or another. I dabbled in guitar and voice lessons all throughout middle and high school. College was filled with crowded concerts and loud outdoor music festivals. Each of these memories and experiences have followed me throughout the years to come. Like most, my favorite tunes have helped elevate my mood during rough times, gotten me through otherwise monotonous car rides, and more. I agree with the thought that music is an "emotional narrative". This point was referenced in "Over the Rainbow, From Kansas to Oz". The breakdown of that song was very interesting as it provided me with greater insight on the feelings. Yes, it also made me think and feel a different way about the song in general. Music is truly an art form that holds the great power to transform the ordinary to the extraordinary with a few simple notes.

 As this course continues on I began to see myself making abstract connections among these artists and teachers with a bit more ease. The readings for this week really aided in my overall understanding of how musicians think and work. "The Art of the Opening Notes" piece really did open my eyes as it allowed me to ponder many imaginative bridges. Listening to this discussion compelled me think about how an opening note can be a lot like the "engagement" portion of a lesson plan. In music, the piece needs to grab your attention from the beginning, while the teacher needs to attract the attention of the students from the very start. Without doing so, all hope might be lost! There are a few different ways to go about doing this within the classroom. The teacher can simply use his or her words, employ a variety of technological tools, or utilize other useful visuals. In comparison, the musician has a variety of tools that they can chose to selectively use to their advantage. 

Furthermore, in the discussion between Kapilow and Child it is noted that the "quiet and restrained" can be effective as well. Just as there are many approaches to an opening in a song, there are also many approaches to an opening of a lesson (or even in delivering a lesson in general). Once the appeal is there, it is noted that the artist has managed to "pull you into their world". Don't we wish to pull our students in as we strive to allow them to be part of our realm of thought? I know this is what I aim to do as I think of new ways to craft my lessons. Just as there is a relationship "between composer and audience", there is one present between educator and student. The student trusts the teacher to deliver the lesson in a way that fits their interests and varied needs. I could really continue writing more, but I will wrap up my thoughts as I close my entry for this week. In both professions, it is about the "kind of journey you want to take the audience on". I found this to be compelling in nature because I thought about my own work. I want my students to be as excited and enthusiastic as me. Music has the ability to create this type of experience within the audience, and so do we.

Two Minute Moment Project 2

I chose to focus on physical fitness for my second project. I feel that this is a topic that should be important for everyone to consider. For some individuals, time spent at the gym is less than compelling in nature. This does not always have to be the case. My rationale is that not every activity is created equal. Sticking to the same routine can become very dull and boring over even a short period time. This leads to a lack of motivation as you tend to stray away from the less than desirable experience. Some choices you can make at the gym are more intriguing than others. In order to demonstrate this, I went about comparing and contrasting two varying types of exercise scenarios. 

First, I want to discuss our less than compelling and typical fitness machines. We have the basic elliptical, the simple treadmill, and even the dreaded stair master. Each of these can be manipulated to provide the optimal workout session. You may even opt for a personal trainer. In order to do this, one must have a strong sense of self control and will to push themselves further. I can speak from personal experience when I say that this does not always work out for the best. At this point, you may become even more fatigued after another spiritless round at the gym. Just going through the motions can prove to be tedious. If you are a person who needs active engagement combined with a challenge, the options above may not be the best selections for you. What can turn a less than compelling workout session into something more powerful and often times irresistible?

In order to spice up your fitness regimen you might want to try taking a group class with an experienced instructor. Most gyms offer group classes and Zumba is one of the many options. Zumba is a captivating class that lends itself to some very compelling experiences in the studio. I was not granted permission to film my interview with an instructor, so as an alternative I created a video myself. For the purpose of this commentary, I will discuss some key points we touched on during our discussion. The instructor has an important role in creating the experience. Participants are not professionals by any means, and possess limited background knowledge related to the dances involved. Regardless of this, everyone can enjoy themselves and still have fun during the class. The instructor provides a concrete visual as the group works to mirror their actions with her unique steps. Each routine is simple enough for a beginner and easy to follow. If participants choose to, they can even push themselves to do the high impact moves if they wish to burn more calories. Furthermore, when one does not know how to do a particular move they can use their imagination and just keep their feet in step with the rhythm of the beat.

With the addition of these Zumba classes ordinary time spent working out can become something much more worthwhile. Participants feel invigorated and energized from each new routine taught by the instructor. The combined qualities of intensified movement to the beat and visuals from the instructor are vital to overall success of the group. The groove of the sound adds to the overall involvement of participants during each class session. The instructor takes an experience that is normally less than compelling in nature and through dance transforms it into something exciting for everyone involved.

"A Tale of Two Retail Spaces" Module Project

I live close to a Town Center, so I had to think carefully about my choices for this particular project. Once I decided that I wanted to focus on restaurants, I wished to select two that were very different in nature and design. This project compelled me to view these familiar settings in a very new way.

My first selection was one that I knew well, Red Robin. I have visited this location before, but never took the time to actually study the entire space. My experience was that of a typical chain restaurant, maybe slightly better. Right from the start I could not stop looking at the pictures, artifacts, and signs that were literally everywhere. There was a lot to see, but it was not overwhelming for me. There was anything you could imagine from an American flag made of baseballs, to a large neon sign advertising different flavors of shakes. The warm color choices coordinated well between the ceiling, floor, and walls. After looking at the menu once, it was clear that visitors primarily come here for the burgers. Still, I did not feel rushed to make an immediate choice. I was able to select from healthy options if I was feeling in the mood for that type of food. While deciding, I noticed that the open windows let in natural light. The dim hanging fixture above my booth provided more, if needed. The seats were firm and comfortable after a long day of work. It was clear that the staff cared about the appearance of the interior. My experience here leads me to want to come back again... and again. 

DuClaw was next on the list. As I entered I knew that the atmosphere suited me well. My experience was different than that of Red Robin because I knew I could enjoy a long evening of relaxation and conversation in the bar area. The layout was conducive to this. The varied choices for seating let me select whatever happen to fit my mood at the time. The colors were dark browns and reds. This combination contributed to an overall darker feel, a sensation of being hidden away. I did not mind this though because I could look outside if I wanted to. In doing so this made me remember that I am still part of the outside world. There was not a lot of artwork, other than the advertisements for various craft beers. The selection of beer was vast and the food options were not bad either. I could settle for basic pub fare, or get a dinner with a little more class. This place made me feel at home and settled. I could see DuClaw being my new meeting spot with coworkers or close friends. The design led to a superb experience which was just right for me.

Thoughts on Architecture & Interior Design (Part II)

Listening to Susanka's radio interviews on design provided me with a new outlook on how the layout of a particular space influences how the individual experiences that space. There are many important elements that go into making a design successful. I started thinking about the layout and design of my own elementary school building. The school that I teach at is very old, and the building is situated within an apartment complex. The outside is not visually appealing, but everyone knows this is a place of learning. My thoughts then drifted to my own classroom setup. For this entry I will discuss an imaginative bridge between Susanka's ideas and the classroom arrangement that is part of my everyday work area. 

I am aware that my classroom is not a "home". Nevertheless, my students and I spend so much time here, that in a way it becomes like a second home to us. Susanka mentions that "it's how we feel in a space" which is really key. My classroom is an open environment. There are no walls on one side, just a large hallway that leads to a stairwell. Initially, I did not favor this type of room. From the start, I said that if I had it my way I would have walls with a door I could close. Once I became more comfortable, I realized that I could work to create a feeling of intimacy and personal space without the confinement of the walls. 

Devising a plan took some time and effort on my end. I had to think about the the overall feeling I wished to create in my classroom. After several rounds of trial and error my room was finally complete. I started by blocking off the hallway with three large chalkboards. My desks were then set up in collaborative learning clusters. I did this to help foster a sense of community among students. Furthermore, I have a collection of cushions and pillows that set off my classroom library area. Each reading center has it's own private spot in the room. I hope that my students have  "a feeling of being wrapped by a space" in my room. A strong sense of place and space in the classroom is important to me. I want my students to feel comfortable in the learning space I have created for them.

Susanka said to focus on "quality" and not the "quantity" of the space. Basically, I am working to the best of my ability within my means. I would say that my classroom is set up in the most favorable way possible under the circumstances.  Overall, I believe the layout is conducive to student learning. As a teacher, classroom design is something that is crucial and must be thought out as well as planned in advance. Just like a homeowner can work to create a specific "tailoring of space", the teacher can work to set up their room in a way which supports student growth and learning. I realize that my thoughts here are somewhat related to this week's Facebook discussion. These ideas are leading me to formulate my opinions for the workplace as cubicles vs open space debate. I can't wait to read everyone's responses on this topic!

 Borrowed from Google Images

Thoughts on Architecture & Interior Design (Part I)

While reviewing the readings for this week I am having some curious thoughts relating to how architects create compelling spaces for their audiences. I suppose I never thought so in depth on this subject. I never had a reason to do so! All of the elements of design that go into creating homes and other buildings in society is vast and impressive. Then, taking the time to consider how the layout and designs relate to the everyday experiences of living must be quite a job. According to Susanka's Home by Design the "qualities of a space" are key. This point stood out to me in my reading as I found myself examining my own living space of my small apartment. There is so much more to consider besides the basic floor plan!

Now, a little more on relating this art to the domain of education. Like teachers, architects use specific tools to craft their works of art. As a teacher I use data, objectives, and a specific text to design my lessons in a way which fit my unique learners. Architects use space, light, and order as tools to design their creations. Just like in teaching, this approach does not always work out for the best. Susanka uses some modified photos to further prove her point in her piece. These examples brought me closer to understanding how a space can be less than compelling in nature. Just like in an architects' work, order allows teachers to understand what we are looking at in a more concise way too. This is an important point that was made in  Susanka's piece. I feel I can directly apply this to the field of education. I will have more thoughts next week as I delve deeper into the readings and participate in the Facebook discussions with my colleagues. 

Revised Two Minute Moment Project 1

I am exploring basic print vs. digital text in my video. This is a topic that is important to me as a language arts teacher. I use Scholastic News in my classroom as a learning tool to expose my students to informational texts. Up until recently I only had access to the print edition. As a subscriber I am now able to log on and use a digital issue while teaching the skill lesson in my classroom. 

This digital experience is more compelling for both me as a teacher, and my students as learners for several reasons. When I am using the basic print edition teaching is ordinary. This is nothing new from what my student's experience using their anthology books or other printed articles/texts in the classroom. When using the online issue the experience becomes more compelling as students are able to explore the articles in greater depth. The visuals are vital to enhancing the topics we are learning about. Students even use these digital issues at home and in the computer lab with the media specialist. 

Some key features of this enhanced issue include videos, vocabulary, maps, photographs, and questions aligned with the Common Core Standards. My teaching becomes more stimulating for students as I use these additional resources at hand. The experience becomes more compelling for both parties as a whole. I work to implement these learning tools and students interact with the technology in order to gain greater knowledge of the subjects we are studying in class.

Television & Film Module Project

South River Stroll

Director's Commentary:

I was aiming to create an overall feeling of shock and surprise in my viewer. I worked on several key aspects of my video to develop this idea. As part of the creative process I ran through many ideas before settling on a final choice. I ended up choosing an experience that is typically relaxing in nature- walking by the water. In order to create the surprise I changed direction with my subject by adding a curve ball at the end of the video. Initially, my subject appears relaxed and calm while walking down the pier. He is whistling a simple tune and taking a short stroll. This gives the viewer an overall calm feeling.  He stops at the edge to examine the pilings and check out his surroundings, still all is well. Finally, the subject leans in to a get a closer look and falls into the water. It is at this point where the mood changes as the subject yells out in shock and runs to the dry land in a dramatic escape from the coldness of the wintry water. The design of adding in an element of surprise to this otherwise tranquil experience is what I think makes my work a success. 

I think this project turned out better than I had hoped. I am a beginner filmmaker and found this frustrating. I had to take a step back and realize that I needed to start at a basic level. I was tempted to do some editing, but opted out of it in order to preserve the originality of the work. I learned a couple of lessons on NDCE while creating this project. One key learning point I discovered is that it is more difficult to chose a topic and center it around a feeling than I thought. For example, I felt that many of my ideas were too basic. From the start I had an idea about my subject walking through the woods on a beautiful sunny day. Sure, this would be visually appealing, but what would be the overall experience and mood behind the scene? Then, after coming up with several more ideas I realized I was getting too personal. This revelation made me realize that not everyone would get my vision. I actually took several rounds of thirty second clips on various topics before finally heading down to the marina and capturing this action with a more specific idea in mind. I hope you appreciate the hard work and thought I put into my creation. Enjoy!

Thoughts on Television & Film (Part II)

As I finished up the readings for the module this week I found myself contemplating deeper connections between my classroom practices and the arts of TV/film. At first, it was challenging for me to come up with more "imaginative bridges" between these arts. This seems to be a common trend! Once again, I sat down to write my entry and had to seriously consider all that I have learned. I worked over a period of several days to brainstorm as I tried to stretch my train of thought. As teachers, we often design our lessons with hopes of getting our students on the path to thinking more abstractly. With this in mind, I found myself having trouble doing the same thing while interacting with the lessons and ideas in the readings this week. Once I finally found a reasonable way to relate the realm of these arts with the field of education, things became clearer. Then I had my "AH HA!" moment. At this point I felt a sense of relief  I am attributing my minor "writer's block" to part of the overall learning process. I find it important to record my thoughts on certain areas of my learning progress throughout this seminar as a way to gauge my personal growth. 

One article in particular stood out to me this week as the ideas within proved to be very compelling for me. I spent a great chunk of time reading through the main points on tvjournalist.net. I discovered that reporters work much like teachers. I was able to pull key ideas from their field of work while relating it to my own. For example, educators must be very knowledgeable on the specific needs of our audience as we decide what objectives and skills to cover each day. Furthermore, I found the parts of the news story to be very similar to the components of a solid lesson plan. Capturing "interest" is the first step and using appropriate "visuals"/"statistics" is key to enhancing the presentation. Students and viewers alike both want to know the "why", or the reason this information is being presented to them. This explanation reinforces the overall "focus" of the goal in mind. "Conflicting viewpoints" open up the possibility for great discussions related to the topic on the table.

Teachers are like reporters in the sense that they are avid researchers. The work is based on facts and concrete evidence. Everything is data driven and in the best interest of our students. Just as a news story is created for a target audience, teachers must keep in mind the most important audience of all- their students! Communication is crucial in all areas of this line of work and in both fields. I will continue to think about these ideas and more as I finalize my module project for this week.

Thoughts on Television & Film (Part I)

Television and film are compelling in the sense that they both posses the ability to transport you to another world. If the film is done correctly, it has the ability to bring forth many emotions that captivate your attention and make you feel a series of strong emotions stemming from the unfolding story line. For example, over winter break I saw Skyfall in theaters. This latest Bond action movie captured my attention as I found my palms sweating and my heart beating faster at certain points. While watching I couldn't stop my mind from racing as the next scene unfolded on the big screen. After the movie I was certain that the filmmaker and all parties involved had done an excellent job in the creation of this movie. How can I relate the art of film making to the art of teaching?

ceasefiremagazine.co.uk

After studying the course readings for this module, several thoughts came to mind as I sat down to write my first entry. First, I considered the feedback on my most recent blogs. Initially, I had difficulty thinking of how to apply my craft to the work of filmmakers. I first read over the article that focused on film making and research, and this brought to light some key points. As teachers, we are driven by data and statistics. We must find ways to make sense of this information as we strive to teach learning objectives to our students. A big part of teaching is doing the research to prepare for lessons, but how can we make deeper connections with our students as we find where they fall short in their learning? Using graphs to analyze and plot test score data could make this experience more compelling for students. This activity could serve as a visual for their progress and a reminder of where they need to be with a clear goal of that vision in mind. 

As I carefully studied the other articles for this module, another parallel became clear to me. The "Film-Maker as Storyteller" piece explains that "story telling is about emotion". Teaching is also about emotion. In order for a teacher to make an experience more compelling, he or she must present the lesson in a way that makes students really feel and connect with the material. How can I do this in my language arts classroom? Offering contrasting viewpoints in our rich discussions may be one way. In a discussion of his work, Walter Murch states that "My job as an editor is to gently prod the attention of the audience to look at various parts of the frame,". Continuing on he explains, "And I do that by manipulating, by how and where I cut and what succession of images I work with." This technique can be compared to my lessons that are formed in a specific way. I take time editing lessons and cutting out the less than desirable parts before students even get a chance to experience them. As I teach I take different approaches as I modify my presentation. If I see that students are not comprehending I adjust the lens of my lesson in order to present a clearer view for my audience. 

In all, I consider these thoughts to be my "imaginative bridges". My understanding of these articles is personal to me. I chose select ideas in my teaching to explore in relation to these pieces. My next goal is to take part in our Facebook discussion on film. More to come next week!

Two Minute Moment Project 1

Photography Module Project (Before)

"Ego Alley" in Annapolis, Maryland

My topic is “Ego Alley” in Annapolis, Maryland. I chose to take a photograph of this landmark spot last weekend while I was out and about exploring the downtown area. I actually took several rounds of photos from many different angles. I figured I would chose a final shot once I had time to review my work at home. I care about this subject because to me, Annapolis is a special place full of intriguing history. The majority of my weekends are spent there and the town still has a lot to offer as I learn new tidbits of history at one point or another while on each visit. During the spring and summer months I spend a lot of time “yacht watching” as expensive and flashy boats drive back and forth throughout Ego Alley. This is a popular tourist spot where locals and visitors alike relax over a drink or a bite to eat while enjoying the serenity of the water scene.

After selecting a final shot I sat down to spend some time editing the photograph. I had to really analyze the picture and think about what could make it more special to someone who has never had the chance to view this area of Annapolis. I considered the type of emotion I wanted to convey and the mood I wanted the piece to create in my audience. After thinking hard, I made some minor adjustments and then… presto! My editing skills turned a simple shot into the work of art you see on my blog post below. In order to make my subject more compelling, I first added highlights. This served to brighten up the original picture. Then, I cropped the photo to minimize distractions and focus on the alley. This placed a greater emphasis on my subject.  I then added a vignette to frame the picture and add more depth to my piece. Finally, adding a level of warmth and film grain smoothed out the texture of the picture and created a softer shot. I really enjoyed working on this piece and hope to take more time capturing compelling images of this downtown area in my near future.

Photography Module Project (After)

After some time well spent my work is complete. Below you can view my finished product for this module. You are able to see the original photograph I captured and read my commentary above. What does this photograph mean to you? Enjoy! 

"Ego Alley" in Annapolis, Maryland

Thoughts on Graphic Arts & Photography (Part II)

In this second week of the module I have had some more time to reflelct on the subjects of graphic arts and photography and how they relate to my own teaching. It is my job to create activities for my student that are compelling enough to lend themselves to memorable experiences. I strive for comprehension and retention of the material. Like a photographer, I utilize specific tools to modify my lessons in order to make them more concise and appealing to my students. I put in a great amount of effort to create a lesson design that fits the diverse needs of my learners. With this in mind, I must first think about the objective I need to teach. Then, I must consider how to present this objective in a way that engages students with the material. A photographer gauges the overall quality of their photographs based on the reactions they receive from the audience, but not everyone reacts to images in the same way. This is also true of my language arts lessons. Each student reacts differently to the lessons I present. I can tell if my lesson is successful or not based on the types of discussions that stem from the teaching and the overall level of student involvement during my small group meetings.

Now I will shift my thinking as I discuss how I can actually use images in my teaching. As mentioned in my previous post, I use photographs quite often as a added visual for my ELL population. Pictures adorn the wall of my classroom. Students who have limited background knowledge benefit from photographs in language arts as well as social studies. An author tries to paint a picture with their words, but sometimes this is not enough. These students are still mastering the language, and need to actually see a visual representation of the unfamiliar word as well as hear it out loud. I must be mindful of choosing the right image to present. I carefully select images to use during my lessons that will draw attention to the term or concept I am reviewing, as to not take away from the lesson as a whole. In addition to this, I have also used photographs to inspire student writing. At times I will display an image related to a topic I want to discuss and instruct students to free write about the image. It can be anything from a firefighter saving a building burning, to a lush tropical landscape. They use this visual to express their feelings about the subject, and then this leads me into my whole class discussion.

Overall, teachers work much like photographers as they try and achieve the right presentation. You may only get one shot at teaching a lesson, but you can go back and tweak the design as you improve the content for your specific group of learners. A teacher must have passion, patience, and time when creating lessons. These are all traits that photographers also encompass. They must keep their eyes open for students who are struggling, and take action as needed. Working through this module has made me realize how much these two professions are aligned (to a certain degree). As I continue on with my work this year, I will keep these important comparisons in mind for the benefit of my students.

PGCPS Logo, keeping graphic design in mind



Thoughts on Graphic Arts & Photography (Part I)

Photography is indeed an art that takes a fair amount of skill and practice. I recently read through the article "How to Make Great Photographs" and am going to focus on some of the points I agree with. I do not have a high tech digital camera, but with the right angles I am still able to capture some decent shots. I use my camera for many reasons. For example, in the last grad course that I took, I happened to capture several photographs of my students working through various learning tasks in language arts. I did this as a way to document my course work, but this is not the type of photography I prefer. 

I enjoy taking photographs when I travel or visit new places. I stop in front of anything different that I see that interests me. I agree with the point that photography is abstract and not every person thinks of, or views images in the same way. An example that reinforces this point is the work that was completed for the first Facebook discussion. Each individual shared a different perspective which was unique to their background knowledge of the select image. The article stated that "Art is the expression of imagination, not the reproduction of reality". In relation to photography this means that you must think outside the box and dare to take risks in your work. Even then, there is no guarantee that anyone else will be captivated by your photograph. This is an art that can be very personal to the author.

I do not focus on taking pictures of people, but I love to take pictures of my Molly!

I am also thinking about how I can apply this information gained to my own teaching in the classroom. I will admit that I use images and photos each day as a way to support my English Language Learners. Many of my students have limited background knowledge, especially when it comes to the difficult terms in our reading selections. As a way to differentiate, I have asked select students to look up unknown words and then create collages of images to relate to new vocabulary words learned. In addition, I have photos posted on my word wall for future reference of unfamiliar terms. This is a work in progress!

I have taken the time to read through the majority of the articles on photography because this is something that interests me. My next challenge will be to thoughtfully chose a subject for my project. With so many options, making this choice is the most difficult part for me. Once I have chosen a subject I will capture several images in various ways. I plan to examine my work carefully. From there I will try different techniques I have learned in an attempt to manipulate my image in order to make it more compelling in nature. 

Introduction and Aesthetic Modes of Knowing

This year I am teaching a diverse group of forty amazing fifth graders. The subjects of focus are reading, writing, and social studies. The setting is a Title I school in Prince Georges' County. It can be a definite challenge to create innovative lessons which are unique and engaging for my wide variety of learners. To provide you with some background knowledge- many of my students are far below grade level, while others are new language learners from another country (who recently enrolled in our school system). After completing the reading for this week, I have some new ideas which I can relate to my classroom experiences. Writing is a passion of mine, but it can prove to be a very difficult subject to teach young students.  This is where Eisner's forms come into the picture. For the first meaning of "form", it was vital for me to teach the basics to my group of learners. They needed to know how to form sentences, compose paragraphs, and write in a way in which their pieces would flow in a logical manner.

Once the basics were down I needed to zone in on the quality of my students' work. This is an ongoing and lengthy process. In his piece Eisner states that "The literary in literature resides in the aesthetic capacities of language to influence our experience" (Learning and Teaching the Ways of Knowing, pg.25). How do I get my students writing on the level of well versed authors? Well of course my students have a long way to go, but I have read some excellent final products at a fifth grade level of writing. This does take great effort, planning, collaboration, and patience on behalf of the teacher and student. I have developed a writer's workshop in my classroom which employs set routines and rituals to enhance the writing experience for my young authors. It also provides more of a focus on the topics we are working on for the week, or just that on that particular day. Some days I read touchstone texts to my students and ask them to describe what they hear, see, and feel. What picture is the author painting with their words? Focusing on sensory language is key.

Eisner writes that " All experience is the product of both the features of the world and the biography of the individual" (pg.25). It is my job to come up with ways to spark my students' interest and make writing personal to them. Another way I have done this is to take time to hold conferences in which I ask students to share their personal experiences with me. Often times we can use these ideas as a beginning point for our writing pieces.  Each individual student is essentially the product of their experiences and the world around them. On this note, I have also found it to be helpful to open up the floor to a variety of different discussions on grade level appropriate social issues. These rich discussions serve to give me an idea of where my students stand in terms of their passions and interests. They help me open the door to more abstract writing ideas, which require more of an effort. 

On another note, I wanted to touch on one last point that Eisner made in his work- the increase in the focus on standardized tests. I am fairly new to the field (four years experience in a testing grade), but I will say that testing has impacted the majority of experiences in teaching. Without being specifically told, I am basically being instructed to "teach to the test". Yes, I agree that students need to be assessed and teachers need to be held accountable for student learning, but where do we draw the line?

Note- The author of this cartoon is unknown to me, but I do find it fitting.

Furthermore, I agree that students should be interested in what they study. Unfortunately, on some days I barely have the instructional time to fully immerse my students in one topic before it is time to teach the next. Eisner states that "The absence of the attention to the aesthetic in the school curriculum is an absence of opportunities to cultivate the sensibilities" (pg.34). Students are less likely to take an active role in their learning if they are disengaged in the material. The same can be said if the teacher seems to be jumping from topic to topic without fully carrying out a complete lesson. Even with this said, I do still have a passion for teaching. While keeping the realities of the profession in mind, I will remain positive while I work with the best interests of my students in mind. With my new knowledge, I will strive to find ways to bring the "aesthetic modes of knowing" into my lessons for the benefit of my unique group of learners.