Thoughts on Tech and Media History

Interview with Ron Smith, lead teacher at the New Media Academy at Hollywood High School, Hollywood CA, with Dr. Holly Ludgate at Full Sail University

I thought this was an interesting interview.  Mr. Smith made a comment that was most important to me as I ponder using technology more in my classroom.  He was discussing problems that existed in using technology in his school, with teachers being the main problem.  Later he explained that digital teaching is “front-loaded.”  That is to say, media must be purposefully created way in ADVANCE of being used.  Most teachers, (myself included) will create a lesson plan the day, even the period before students arrive.  With the use of technology, that simply will not work. Time is needed to create and/or find media resources that suitable for use in the class.  Thank goodness for summer vacation!

Ron Smith also mentioned some open source software that he uses.  Apparently he has a similar issue with budgets as most teachers do.  Free is a wonderful word for a teacher to hear!  He mentioned Scratch from MIT, Sketchup by Google and Blender.  I am looking forward to reviewing these resources and others as I look to next school year.  Digital teaching will be challenge, but one that if it reaches my students, will be worth the effort. 

sources: 

http://www.youtube.com/watch?v=h0e3YlOFPcQ&feature=player_embedded - at=386

used for educational and discussion purposes only

MAC_Wk4_Publishing_Leadership_Project

After careful consideration, I have decided to submit my action research project to the Journal of Research in Music Education.   Under their guidelines found at http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201901 I cannot submit the same article to another journal.  Also the article becomes property of the MENC and I require permission to use my own research, which is usually granted.   Those are the rules, not happy, but ok.  Those are the rules.  All I can do is try my very best.  

However, for the future, I would like to make a presentation at the NYSSMA conference (http://www.NYSSMA.org) at some time.  I think it is imperative that music educators see the need to complete research for the improvement of the field and for the sake of advocacy, especially in New York State.   

We all make a difference to someone, somewhere.  Sometimes we don’t even know it.  Watch the ripples as you continue on your journey. 

http://berubesbodaciousblog.blogspot.com/2011/05/macwk4bp4think-out-loud.html

http://berubesbodaciousblog.blogspot.com/2011/05/macwk4bp5think-out-loud.html

The link to my article is:

https://docs.google.com/document/d/1kVFgH-ufnFGJ6O8IALofZSplw3-wWz0n9_OMFSozh30/edit?hl=en_US&pli=1

sources: screen shot of Journal of Research in Music Educationhttp://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201901
and is used for discussion purposes only.

MAC_Wk#4_BP#3_Peer_Response_to_Reading

Tricia Atkinson

“As easy as it is to get into a downward negative spiral towards my students, blaming them for their negative, rude, and apathetic actions. But what about what I have done to contribute? “

the universe of possibility

How often have I blamed my students for their disrespect rather than take responsibility for their boredom, or apathy?  Too many times to count I’m afraid.  You’re right.  I have to confess it. I have contributed to their negative state of mind.  You’re right too in saying it is not in the nature of education to live in the realm of possibility.  I dare say that it is not the nature of human kind, UNLESS we become aware of it.  Now that we are, what will we do about it?  

MAC_Wk#4_BP#2_Peer_Response_to_Reading

 from Anne Alsup

“Practicing enrollment means taking responsibility for not only what you do, but also what is done to you. In many respects it asserts that you will not be a victim of circumstances. Valuable time can be wasted waiting for someone to come to the rescue when the power to change your circumstances lies within the framework you invent for yourself.”

Hi Anne,

Isn’t it easier to place blame, or look for our hero rather than to make choices and be responsible for us?  But how limited we become, how stifled, how powerless.  Invention is the key to freedom for all of us.  Things are what they are.  We have less control than most people realize.  HOW FASCINATING!  It can get lonely in the calculating world in which we often reside.  Or we can enroll others into a new universe.  Power is created in that moment the power of possibility!

Victim, “schmicitim”.  The universe of possibility is a new adventure on which we can embark, and bring others along.    What do you think?  Are you going on the ride? 

MAC_Wk#4_BP#1_Reading the Art of Possibility Chap 9-12

MAC_BP#1_Reading_TheArtof Possibility_Chap9-12

Am I willing to live in the Universe of Possibility?  That is the most honest question I can present to  myself as I finish reading this book.   Knowing now not only of this new universe, but also having been given the tools to navigate, am I ready to embark on this new adventure, to learn to be the “BOARD” on which my life is played?  Am I willing to enroll others in the “game” rather than scare them to death; to begin to create new frameworks of possibility, to truly tell the story of WE instead of me? 

I read the Coda too.  The choice is mine.  No condemnation for not practicing is mentioned.  No judgments are made.  Only possibility remains:  CHOICE.  The problem has been and continues to be about choice.  Choice is always the key to making a change, to make possibilities happen.  I can choose to be a “victim” I can choose to be a leader from any chair; I can choose to invent new rules.  I can even choose to invent the game board on which my life will be played.  What will I choose?

I can stay where I am, fearful, trying to survive, watching out for me.   I can stay here, worried about what others say or think, or long for connection to others that will not come, at least not according to “their rules”. 

I can choose to create a new universe for my life.  A universe of possibility, where connections are made, where fear or survival does not dictate, but rather love and generosity.   Where students are inspired to learn rather than forced to endure; where colleagues value each other’s gifts and do not undermine each other because their subject is more “important” than another.  To truly lead from any chair means to take the risk that others secretly want to live in the realm of possibility, and simply haven’t realized it yet.     

The practices are just that-PRACTICE!  I will not get it right every time.  I will make mistakes.  I will fail at times.  HOW FASCINATING and I AM SORRY... will become phrases most familiar in my vocabulary. 

What do I want?  Am I willing to make the life-changing effort?  Am I willing to read this book again, and again?  Am I willing to become the being that I am meant to be?  The measured self is crying out in fear and anger.  Who do you think you are?  You can’t do this!  You’re too lazy, you’re too...........

 The central self however has found her voice.  She has something to say!  And her voice is becoming more loud and more clear.  There is nothing to lose and only everything to gain...

BTFI-one moment, one day, one week, one month, one year, one lifetime left at a time...

 I CHOOSE TO LIVE 

 IN THE UNIVERSE OF POSSIBILITY!

MAC_Wk4_BP#5_Think-out-loud

The rough draft of my Publishing/Leadership project is done.  What I thought was going to be short and sweet turned out to be 5000 plus words!  As far as I can tell, I think I could actually submit it to a proper research journal.  Then again, it will need to be hammered on and corrected and improved.  But that's ok.  So I have opted to submit my project to one of the research journals in MENC.  I wasn't sure that I should, but since there is such a scarcity of American elementary music education research, I decided good or bad, I should do my part to alleviate that problem.  I was amazed at the lack of research that does not exist for general music education at the elementary level.  The typical research is for ages 3-5, or middle school aged and upward.  Then, most of the research that does exist is from other countries.  This may be a whole new realm of possibility for the future.  A doctorate in psychology or neuroscience and then research on elementary aged music students....did Full Sail create an education monster?  

sources:  www.menc.org

MENC logo is used for educational purposes only.  

MAC_Wk4_BP#4_Think-out-loud

Change of plan...?
So, I finished the first draft of my Publishing/Leadership project.  It's over 5000 words.  I didn't know I had it in me to write that much. Part of it is the Literature Review.  We'll see what happens at Wimba.  All of that work, I really would like to publish it!  :0)
We shall see what we shall see.............

MAC_Wk#3 BP#4-Free Post-My goals for Publishing/leadership

Here she is, the girl who was unafraid. Well, I'll confess, I'm still a little afraid.  I've just decided that "nothing ventured, nothing gained."  So this girl has made a decision.  She has decided to write an article on the need for elementary music teachers to complete action research-to teach by example.  One of the most difficult things that I discovered in completing the Literature Review for my action research was the lack of research that existed for elementary general music grades 1-5.  I found a total of 2 studies.  Those articles also clamored about the lack of research.  It would be "ok" if the articles were written in 2005, 2006.  But they weren't; those articles were written in 2009 and 2010.  I haven't quite formalized how I will accomplish this by Friday, but I have actual plans for submission.  I have checked out the MENC (National Conference of Music Educators) and my state affiliate NYSSMA (New York State School Music Association).  Guidelines are posted for article submission on their websites, and listed various publications. I was going to think "smaller" by trying the NYSSMA site at first.  However, they wanted articles of only 1000 words.  The MENC journals more conducive to the assignment, in particular, the Music Educators Journal.  Their requirement was for 1800-3500 words and topics that were to help teachers in their practice.  So, after much thought, that's the decision.  I will write an article, display my research and explain how it has helped me to see my practice and change it, for the betterment of my students.  Oh God, help me get this written!

MAC_Wk3_BP#3-Peer Response to Teresa Crawford

On a professional level, I will say that the way things are (Chapter 7) hits a chord with me. Our school district has problems, but at the very core (in my opinion) is the lowering of expectations amongst the teachers and administration. Many have settled for the way things are. They believe they've "exhausted all possibilities," when in fact they've just decided not to try anymore. I don't have that mind-set. We have to try, or we need to find another job.

Hey Tess

I can’t agree with that statement more. All school districts have problems, and there are solutions.  You know that or you wouldn’t be there, nor I here.  The issue is that we can and do make a difference to someone.  How can we create change in such an environment, one student at a time, or one colleague at a time?  Do you remember the movie “The Never Ending Story?” It’s about a boy who doesn’t think reading and imagination is important.  This kingdom is about to be destroyed by darkness unless he sees that it is his belief in the story that will save it.  All goes black except for one point of light.  It is that one point of light that one little glimmer of hope that saves the kingdom from utter destruction.  We, those of us here, now, we are that little point of light in our schools.  The kingdom is crashing down around us.  But it is our belief in ourselves and our students that can help restore this kingdom to its greatness again, if we only work out that belief into action, first within ourselves, and then as we relate to others.  Hang in there, Tess.  We’re all in this together!  

MAC_Wk#3_BP#2 Peer Response to Debra Atherton

@Debra Atherton

It’s complicated being me.  Sometimes I’m a walking manifestation of Rule Number Six:  I stand on desks, I make funny faces, I tell funny stories on myself.  I apologize easily if I get something wrong.  And other times I’m the queen of seriousness.  Usually when students aren’t doing what I want.  What IIIII think is important.  Why, it’s almost like I have two selves!

Ah, the crucial moment at last, when we realize the war exists between that of the created and real self...

I can’t help it but see the spiritual side of it.  The “old” man of selfishness, survival, need, fear, jealousy, and so many other things compare it to the “new” man; the giving, fearless, loving, caring, kind of person that really wants to be allowed to exist.  It all goes back to the original premise: It’s all invented.  Now all we have to do is decide which one we want to share with others.  There’s a proverb I’ve heard, the dog that eats the best wins the fight.  Which “dog” are we going to feed the central self or the calculating self?  I dare say the central self will require the most attention to survive.  It will be the most challenging and difficult.  But I think it will be worth it!  Here’s to our students, their greatness, and to us, for allowing them to be themselves. 

MAC_Wk3_BP#1_The Art of Possibility-Chapters 5-8

This book continues to change my thinking on so many things.  There is so much to think about and to try.  As a musician, it is especially true and I have seen it in action.  The Zanders are correct when they say the eyes never lie.  I've been trying to look at my students more closely during class; to really look and see what they're saying without saying a word. There are some who are bored, some who are excited, some who are frustrated, some who are eager.  But if I look, really look, there is a greatness to every student who walks through the door of my classroom.  It is unique to them and only them, each individual.  As a conductor, I need to let my students be their great selves.  The next trick is how do I really do that?

I am trying to follow Rule #6.  I've taken myself seriously for far too long.  So this week, even in the face of concerts, and expectations, I've managed to keep rather calm and collected and much less fearful.  I'm finding that since I've been trying to manifest some of these practices, as a general whole, I feel less fearful.  I feel more hopeful.  That helps everyone relax and we can get things done, sometimes.

I like the fact that seeing the way things are, does not negate my feelings.  My feelings and perceptions are legitimate, as are everyone else.  The difference, I am becoming more capable of clearing away the hurdles that allow me to find the possibilities in the situation.  I feel the frustration, anger, whatever.  Then, I can get on with the solution.  It is a very freeing experience.

And finally, in print, I am given permission to be the optimist!  My glass is indeed half-full!  That is the true state of affairs for all of us isn't it.  If we're honest, things are not perfect, but there are possibilities that exist based on what we do have, our creativity, our discipline, our gifts and talents, whatever they might be.  We all have something to offer.  Therefore the glass is never really empty.  The glass disappears, the walls disappear, the obstacles disappear, and what remains:  the possibilities....
Look at a box of crayons.  What do you see?  Do you see the limited number of colors, or do you see the unlimited possibilities of what you can do with those colors?  I am tired of my life being ruled by fear!  Fear of mistakes, fear of failure, fear of being unacceptable, fear is just one more obstacle that does not need to be given a place.  One more obstacle being slowly and carefully removed, let the statue's beauty shine through.
BTFI! I'm going for it!

Evelyn Glennie shows how to listen | Video on TED.com

what do you hear?

Evelyn Glennie shows how to listen | Video on TED.com 

This is a great video about listening, and it is given by one who is deaf! I wanted to share it with those who might be interested. If you get a chance, please watch it.

MAC Wk2 BP#4 FreePost

Conquering the Great Wall

This is my free post for the week.  I should be writing about my final project, or some other very important project.  The first thing about that is I'm not sure what I want to do and  more importantly, I'm scared to death to do it.  I should be writing or planning furiously and I'll be honest, I am not.  

Sunday School students, Darkhan, Mongolia

As I look at the picture (bad picture, but a great day!) I am standing on the Great Wall of China.  It seems like it was ages ago, but feels like yesterday.  I wasn't afraid of anything.  I was bold, and free, unhindered and sure of myself, my faith and my God.  That was 16 years ago.  What happened to that person standing on the wall? 


Just a week and a half before, I was in Mongolia.  I was the same.  Happy, sure, strong in faith and purpose. Then I returned from the city I was visiting ( I traveled to different places in Mongolia) and went back to the capital.  We had one week left and then we were flying home.  


Without going into details, I had a brief falling out with the people I was traveling with.  The problem I had was I had no place to stay!  I think it was designed to punish me for some offense, to teach me a lesson.  I still had to work with them, but couldn't stay with them.  

my hotel room in  Ulan Bataar, Mongolia

One of the missionaries in the office in which I was working got me a room in a nearby hotel, not far from where I had been staying.  I got in, got settled and cried myself to sleep.  

The next morning, I got angry with myself.  I was absolutely terrified, but angry nonetheless.  I had 2 choices; sit here and feel sorry for myself or get up and take a chance.  I got up and took the chance.  I got ready, gathered my things and walked out the door and walked to the office.  

I had done it!  I navigated the city, even the Mongolian shortcuts through neighborhoods!  I made it to the office before any of the others, ALONE!  I didn't wait for their approval, I changed the rules.  From that moment on, my life was different.  

So what has this to do with my project?  Actually, everything.  As I read "The Art of Possibility" by the Zanders, I realize there was a time when I did create new rules.  I did realize it was all invented.  

Somewhere along the way, I've lost my way again.  I think of Roz Zander's story about the rafting trip and the directions.  Tuck up, reach out.  It seems so simple and inconsequential until you are thrown overboard.  Then it can be the very thing that saves your life.  

Attending Full Sail has been to me like my trip to Mongolia.  It was scary, difficult, challenging and still the best thing that has happened to me in a long time.  It is the struggle that makes me stronger, the challenges that make me grow.   And I guess I want people to know that I may not be the most creative, or funny, or whatever, but I am me. My dad used to say, "I'm not the best, but there's nobody better."  There is only one me.  There is no one else like me.  And most importantly, the things I have learned and continue to learn, I am indeed taking to heart.

My point:  I had fallen out of the boat and I'm trying to get back in.  All of the things I've heard, felt, compared myself to, are screaming so loud in my head.  My fears, anxieties, my lack of confidence.  I doubt my contribution, and the difference I can make for others by sharing my AR project.  

the metamorphosis complete

So, maybe, just maybe, if I write all these feelings out, and share it, maybe someone will know they are not alone. Maybe this sharing will make a difference to one person.  Maybe I can chisel away and unload some of this stone that is keeping the beauty of the statue from being revealed.  Maybe by fighting my way to the end of this and walk down that aisle at graduation, I'll have found my strength again.  Maybe, I can write a new song for my life--again.

MAC_Wk2_BP#3Comments to Anne Alsup and Jess, Tricia and Debra

“Who makes the rules anyway and what were they thinking? Seriously, if we never colored outside the lines, where would we be? If we define ourselves by our perceptions of what our administrators, legislators, students or their parents think of us; where would we be? Given the current state of affairs in education, I'd much rather step into a "universe of possibilities" where I can have some control over my perception of the reality. If teachers are going to inspire their students, they need to have some inspiration.”

Dear Anne,

and Tricia and Jess and Debra...

I hope you don’t mind that I jump in on this conversation.  I think we’re only supposed to comment on one person’s thoughts, but this was too good to be passed up, an actual discussion of the need for change.  However, this is not the typical discussion I’ve experienced where everyone complains and whines about how bad everything is.  This is one where we all have an understanding that things CAN change, as we change. 

You’re right Anne, who made the rules INDEED!  And yet, in the reading, if we really examine the depths of our souls we will realize truly, we did.  Likewise, it is in that understanding, that moment of hard cold reality that the Universe of Possibilities begins to truly open!  It is in that moment that you begin to realize that in even the constraints of job requirements, testing, paperwork and attacks on teachers, you see that it doesn’t matter what any of them think.  It only matters what YOU think and that YOU CAN CHANGE THE RULES. 

No, it won’t be easy.  Change that is worth it never is, change that is required to set us free, and our students free.  It will require great effort, work and patience.  It will require that we face disappointment, and struggle.  It may not even happen in our teaching careers or lifetime.  We may not reach every student or colleague, or administrator.  But we can and will reach some.  We do make a difference-to someone.  Our existence has a ripple effect, and it lasts FOREVER because it is passed on to the one in whom our difference had helped.   Then they in turn will pass it on.  Think of the teachers that inspired you the most; did they not, unwittingly (having not read this tremendous book), do that very thing?  For those we “reach” will they not do as we have done? 

Jess talked about standards based assessment in classes.  I’ve been doing that for years in my district.  Now the state is changing the rules again.  You know what, so what!  Standards of competency are not to be ignored (Zander & Zander p. 33).    I think it is more of an approach of how we approach the challenge, how we show meaning to our students of that which they are learning, how we encourage ourselves and then our students to think “outside of the box” and create new paradigms and new rules for themselves.  It will be difficult; I have first to learn to navigate through this new universe.  Will I be perfect?  No, of course not.  Will I reach every student, teacher, administrator?  No, of course not.  But I can try.  Ask yourself, which is worse, to have a glimmer of hope that can grow into a great light of change, or to see that glimmer of hope and let it die because I was too selfish to try?

I have been afraid of failure all of my life.  I’ve never felt good enough, never felt loved, always striving, always working, always...ENOUGH!  My own rules have been my own downfall.  New universe, new rules, new game.  Who’s in? 

Tricia has a point.  There are simply rules of society and culture of school.  We need agreement about how we will act towards each other.  They are the forced rules of survival.  But we are the factors of change in our locations.  Have we not learned that throughout our studies this year?  We are the pioneers in education; we are the ones to begin to effect change.  If the rules are invented, make up our own!  Isn’t that the whole point of this book?  If the universe of possibility is there then truly ANYTHING can happen!  But we can’t look at the restraints.  That is survival thinking.  Step up, and look into that new universe.  It is there for the taking and sharing!

Oh no!  Did the Zanders create a monster?  

MAC_Wk2 BP#2 Comments to Debra Atherton The Exuberant Mind

“...At least, not this year.  As I reflect, though, on opening for my students a “Universe of Possibility,” I see that I have myself modeled that concept continually this year. I’m not only one of the “Old Farts” but had a well-deserved reputation for being, while devoutly enthusiastic, hmm, let’s just say a bit of a stickler.  This year I have continually tried one new thing after another, flagrantly experimenting and making mistakes and trying something else.  I’ve boldly gone where no one (not at my school, anyway) has gone before. When I showed our principal the tweets we did in class watching Hamlet, he looked at me and grinned, “Who’da thought you’d be the one doing this, huh?”  I’ve demonstrated categorically that one is never too … too anything to learn new stuff, no, not even if one's first pet was a dinosaur.

Posted by Debra Atherton

Dear Debra,

Another heart-felt writing of a person I have come to admire and respect.  (Really, though, stop with the age jokes.  I've stopped with the fat jokes because of this book!)  When all is said and done, when classes are over, graduation has happened and you have time to reflect, who is it will you find, an old woman, with a pet dinosaur or a new woman, with a new outlook and a new willingness to explore for herself and with her next crop of students, the universe of possibilities. 

The Zanders have one advantage over us in that they, in working with adults, and usually from the sounds of it, have nearly free reign to interact with their students, can try these bold experiments and "give an A" quite literally.  I will confess, I have tried it, in my heart and mind.  Like the Zanders, I found it "fascinating." My students made the same mistakes, some had the same attitude, but I was different.  I had an open mind and an open heart, and it changed the emotional course of the day.  It's like being set free.  Free from unrealistic expectations, free from discouragement, free from routine.   When my students made mistakes, my patience level was high.  I thought outside of the box, asked for help (which is something I almost never do) and made this huge headway with my special education students who are playing clarinet. They actually got through their songs for their concert next week!  And they played better than the general education students.  That's huge because it flies in the face of everything I've observed as a child. In those days, special education students were not even considered for band!  They "couldn't academically handle it." Bah, humbug!

I rant, and shouldn't.  The point is, change, the kind that the Zanders are speaking of, takes time and PRACTICE!  But if after only one or 2 days of trying, it has produced these results in us, isn't it worth it, for both our and our students' sakes?

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

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

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

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

 

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

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

A Site for Early Elementary Teachers

http://littlebirdtales.com/

I was checking my email this morning at school and actually had time to read on edublog.com some things that are happening in schools and technology.  I came across this site, and wanted to share it with you.  It's a web page actually designed for the younger elementary students (grade 1) and it's all about story telling.  I offer it up to you because I know how difficult it is to find things for the younger grades.  Hope you find it useful!

<p><a href="http://www.freedigitalphotos.net/images/view_photog.php?photogid=809">Image: Idea go / FreeDigitalPhotos.net</a></p>

MAC_Wk1_Comments_Ann_Alsup

I can't say that I agree with the copyright laws or the definition of what is and is not fair use, but I am sure that the laws were set up with the best of intentions. Seventy to a hundred years seems excessive. It seems that the bulk of the protection needs to cover only a few years and that some rights and protections should drop off sooner. With such an extended period, even the ability to locate the copyright holder would be diminished.

Perhaps my logical analytical side is running on overload, but when I look at the definition of fair use, I have to wonder if it is really possible to justify usage under the current definition. If the test is, if you are teaching a unit and you are using copyrighted material, can you teach the lesson without the material, then I doubt it is all that common. Educators, by nature, are extremely resourceful individuals and there is usually more than one way to skin a cat. (Mathematicians tend to think a lot like attorneys.) However, many laws, established with the best of intentions, fail to see the full picture. I for one, find the stoplight quite useful, except in the middle of the night in the middle of nowhere, when I have been sitting at a light waiting for it to change. As I see it, the best alternative is permission, so make it easier to get or more people will break the law.

Creative Commons is like a flashing red light in the middle of the night. It doesn't mean you don't have to obey the law, it just adds a little common sense to the situation. Creative Commons is a good solution for all those concerned. Most of us want to share our work, but we don't want to be taken advantage of. CC makes it possible to share, but still retain some control over your work. It would be wonderful if more artists would voluntarily submit to this common sense approach.

Posted by  Anne Alsup's Anecdotes

 

Dear Anne,

As I read your blog, and the comments of others, I too like your analogy with the red light and the flashing red light.  I also noted your ambivalence to the copyright law which to me is quite understandable.  There is a saying, by whom I do not know,nor recall, but it is said "The road to hell is paved with good intentions." By the good intentions to protect innovation and creative thought, it seems there has been a wall built round the wall of protection to prevent nearly any use by others at all and to the detriment of our society.  If the premise that all cultural expression is built on the foundation of those who have gone before, then this generation of students will not have a right to learn and grow from the "use" of the materials used before unless there is a major change in the system, or an alternative offered.  And suddenly:  TA! DAH! Creative Commons appears as an answer to this harsh dilemma.  Perhaps creativity will win out after all.

 

MAC Wk 1 Comments on Exuberant Mind

Wk 1 Post #2 Comments to Debra Atherton

Of all the videos, I liked Larry Lessig’s the best, because he promulgates an approach encompassing respect both for those who produce now and those who produced before, as well as that paradoxically ephemeral commodity, common sense.  Like the gentleman from the Jamaican music company, he recognizes that the massive interconnectivity of our world requires a different SOP from one in which few producers (“writers”) create for passive consumers (“readers”). 
            On the other hand, how much less grasping is it to wish to possess another’s creative product without returning acknowledgement—and I don’t just mean by putting their name on it!  I disagree with those who said it’s human nature to take the opportunity to grab something for free if one can; I find most people have an instinct to pay to acquire the work of their neighbors.  And the Internet, as we have experienced so richly this year, makes everybody neighbors.  We don’t take our neighbors’ property if it’s left where we can reach it.  That’s called stealing.
            So while there may be for some forms of art, as with music, an industrial framework that is decrepit and will inevitably collapse under its own weight, there is also a societal necessity to create a cultural framework that both honors and supports artistic endeavor.  This, I learned over these days, was the original intention of copyright law.  When circumstances pressure a law out of its original intention, it’s time for common sense to “revolt,” and that time for this law has surely come.  Let’s not steal from one another, but let’s allow people and art to interact with one another in ways that enrich our culture by encouraging each other to find purpose and value by contributing artistic endeavors to our society.
Posted by Debra Atherton

Hi Debra:

In reading your blog post at Exuberant Mind I agree with you.  Like you, my favorite video was that of Mr. Lessig.  It seems to me that he has the right idea of and dare I say the “spirit of the © law?”  Historically, competition seems, from Lessig’s presentation, to have been the solution for a potentially great injustice to our culture!  Music, literature, art, dance, plays/dramas/movies are all part of our culture.  The arts are the relics of our society that we leave behind.  All that I know as a musician was built on the foundations of those who have gone before.  However, we must give them credit where credit is due.  

In LMO class, I stumbled upon a creative commons use document when searching for a guitar diagram.  It had the (CC) license I could use it for non-commercial use.  But something bothered me about that.  So I decided to ask the owner about using the document.  In so doing, not only did I get to use the original document, he created 2 more, changed the permission use on the bottom of the document and gave me a version I could use for testing, with permission to make copies!  It has his branding and contact information.  That is an extremely small price to pay for such an excellent resource.  Ask and you shall receive...Thank you Mr. Daniel Magnolia at http://www.magnoliaguitar.com  

Share, by all means share, but in so doing, respect those who are willing to share with you by giving them credit for their work, however they see fit to acquire such credit.  More importantly, we need to teach this rule of respect to our students, starting now.

MAC Wk 1 Reading Post #1

MAC - Wk 1 Reading Post #1

As a music teacher, I have, over the years, become familiar with copyright law.  As a younger teacher, I admit I did not respect that law very well.  However, as I changed jobs and districts, as I began to create my own works and discuss issues with colleagues, I began to understand copyright laws importance.  I have purchased books on the subject from the Music Educators National Conference (MENC) and Technology in Music Education (Ti:ME) websites.  They have been a most useful guide in obeying the law and protecting the rights of the artists whose music we enjoy. 

Copyright law was not something discussed very much in either my undergraduate or graduate work.  Of course in writing papers and the like, citations were required.  Plagiarism was discussed and reprimanded.  However, with the changes in technology, I think a course on copyright law should be taught.  Likewise, the availability of creative commons should be discussed in that course.   How will students understand that taking someone’s “idea” is not right, unless they are taught to respect the work of others? 

For example, all during my action research, I was constantly watching my students while they worked to be sure that the images they used were copyright free, covered by fair use or not used on their project.  They were greatly disappointed at first.  As we discussed it in class, I asked students how would they feel if someone stole their idea and didn’t ask permission to use it.  They agreed unanimously that they wouldn’t like it.  When I explained that was why the copyrighted material couldn’t be used, they understood and accepted that premise.  It was also interesting to note that since that class discussion, if students had a doubt about the use of an image, they asked me for guidance in using that image.  I always say people do what they’re taught.  If students are made aware of the need to credit a creator’s work, then most often they will respect that creator’s rights.  In turn, they also learn to respect the work of their peers. 

Larry Lessig (TED TV Larry Lessig’s Talk about Remix Culture) was a great explanation of both the problems and solutions to this discussion of copyright law, creators’ rights and the changes in culture that need to provide a continuing voice for people to speak and create in their own cultural circumstances.  I find it interesting that competition was the solution for the ASCAP monopoly on music and how BMI (the competition) created the solution to the problem.  Perhaps Lessig’s Creative Commons will help to bring balance that is so desperately needed between rights and creativity. 

Watching the videos was most helpful, especially in how the creative commons license can be used.  The static cartoons that were supplemental were most helpful in describing the categories of usage.  I would like to go back and put a creative commons license on everything I’ve ever created!  However, I will from now on try to remember to include the creative common license.  I am not selfish.  I love to share and I think any little bit of knowledge, creativity or ideas that I have that is useful to someone should be shared.  But now I have a way of sharing my creativity while preserving my rights as an artist. 

Wk 1 Publishing/Leadership Project

Where do I want to go today?  That was a question I loved to ask when I was a teenager, riding my horse.  I could go anywhere as long as I was home before dark.  So, now I have to decide where to go with my action research project. 

The first situation has actually nearly been decided.  My music teachers colleagues want me to share with them all of the wonderful things I've learned since attending Full Sail.  I suppose that would be the  easiest place would be to start with my AR Project to demonstrate to them the possibilities that exist. 

The next instance would be to share with the faculty of my building.  My attendance at Full Sail will require that I complete a demonstration of what I've learned as part of completing my professional development requirements. 

From there, who knows.  I had aspirations of getting "published" when I started this whole thing.  Perhaps I could write an article for our state music educators magazine about my experiences and what I learned about technology and music in the elementary classroom.  There is such a need for research in the elementary music area.  There is just very little that I have found that is out there.  Most of it is geared for early childhood (ages 3-5) or middle/high school.  However, it's the elementary students who will be the next generation to use technology like we've never seen.  We need to research NOW on how to engage them in technology and learning in their classes and balance the new and the traditional.  My concern is this:  is the research good enough?