Week 1 Reaction Post - What I LOVE About FSO & EMDT

So here's my latest post on video. From a (mild) rant in my last post to an ode to my general program here. In addition to what I say on the video, I can add this to why I love the EMDT program at FSO.

1. It's practical and directly applicable to my endeavors as a teacher.

2. It's flexible and works around my full time job.

3. Scholarships make it a pretty cheap Master's program.

4. You really do learn a lot.

5. It is, occasionally, FUN! (Call me crazy....)

Week 1 Reaction Post - AR Troubles

As an educator conducting research for my Master's program, I find the most frustrating part of doing the work is finding the motivation to do the work.

It's not as though I don't find the work or the research interesting. Obviously I do, or I would not have chosen the topic I choose. So I have to ask myself, what is my problem? Is it my fundamental procrastinator nature? Is it that housework suddenly becomes far more interesting when it competes with homework?

The truth is, I think the biggest dilemma is that I sometimes feel like I might be missing out on something....I have to say better, but that is the possibility. I could be spending time with my family, my friends, or even my colleagues.

The worst part is, I don't mind doing my assignments for my program all that much. The assignments force me to acquire new skills and assess myself as a teacher. Not bad, right? I enjoy gaining new skills and working with my classmates, and connecting with them and my professors in different parts of the nation. I also have to admit, I think the fact that assignments have grades attached is more an incentive than it should be for me, a graduate level student. I'm being honest here, though, so I have to admit, an A motivates me. Like I wrote in my first week one blog post, I use it as a tool to motivate my students as well.

So, if my problem is that I feel I'm having to miss out on fun experiences, I have to reason it out. I have to be honest in saying I find reporting part the research portion of my program the least interesting of the program. It may be a confidence issue as well, I sometimes think, "who's going to care about this research of mine in a few years." I also have trouble finding relevant research that aligned with my own research, and am having a bit of trouble revising my literature review as of.

While there is no real solution to the problem of lack of interest in this part of my program, I know I will complete it to the best of my ability. I know from speaking with classmates that I am not the only one who feels this way. I also know I enjoy a lot of the pieces and parts of this program, and since there is no clear project to report on this week, maybe my next blog can be an ode the things I LOVE about this program.

Vent session over and out.

Week 1 Reaction Post - Therese Josephson

Week 1 Reading: The Power of Mahler 9 (and Beethoven) by Therese Josephson

There was one anecdote in the first three chapters that really grabbed me--the story about the 5 year old girl, Katrine, and Mahler’s 9th Symphony.

Zander’s point is clearly summarized in his last sentence on the topic: “It reminds me how seldom we pay attention to, or even look for, the extraordinary in children--how seldom we give children an A” (p. 46).

This is certainly true, even for educators, I think. How often do we fail to recognize the unlimited potential of the young minds we work with on a daily basis? I know that I am guilty of it on occasion--though I’m taking Chapter 2 from the book as a strong reminder not to. What would our students be capable of if they knew that we thought they were capable of anything?

But, honestly, that’s not why this passage was so powerful for me. The thing that is really striking me about this book is that, because it is written (or half-written) by a musician, there are a lot of implicit messages about the power of music. That a five year old girl can be so moved by Mahler’s 9th Symphony, largely because of the (autobiographic) story that the music tells, is a very moving idea. I had a similar experience with a 7th grade orchestra class the other day.

This group is collection of nice kids, but one of the least focused that I work with, and not always easy to motivate. They are working on an arrangement of the final movement of Beethoven’s 5th Symphony. (For those without a music history background, Beethoven’s 5th Symphony starts with a very ominous 4 note motive--I can guarantee you’ve heard it before, but ends with a very triumphant Finale. It is generally assumed that the piece was Beethoven’s statement that he would overcome the tragedy of losing his hearing.) They love it! Mostly because, I think, they can relate to the idea of someone or something telling them that they can’t do something, and the desire to prove the world wrong.

When they played it in class the other day, I asked them, “Why do you think you sound better on this piece than anything else you play?” It is definitely not the easiest piece they are working on. They replied, almost in unison, “Because it’s our favorite.” I asked, “Did you think you were going to like Beethoven?” and they told me, “No.”

Music is powerful. It speaks to us in universal themes, even when it was written centuries ago. My seventh graders now understand this. That is cool.

My reaction to Therese's blog post is as follows:

I find it so interesting how we all read the same three chapters, and are all moved by different stories or parts.

As an art teacher, I identify with a lot of what you say, even if it's in a roundabout way. It is a wonderful feeling when you have those moments of elation where a student connects with what you're teaching; because music is, of course, something that is very important to you. It's not only a validation for us as teachers, but also for us as appreciators of our own speciality.

On another note, I'm enjoying the reading very much. I'm also pleased to be reading stories from another specials teacher, and I'm enjoying the fact that I get to see things from a music teachers perspective in that way. Your blog also allows me to do that, and I certainly feel in our current economy that we specials teachers need to stick together; to display our passion, intelligence, and love for the arts.

Saturday, May 8, 2010 - 01:41 PM

See the other Therese's blog post here:

http://web.me.com/josephst/MAC_Blog/Blog/Entries/2010/5/5_Week_1_Reading__The_Power_of_Mahler_9_(and_Beethoven).html#

Week 1 Reaction Post - Beckie Lamborn

Blog Post Title: Wk1 activity (eg. reading) BY BECKIE LAMBORN

When reading the Art of Possibility, the first thing that came to my attention and started my head swirling about the world of possibilities in our lives was the idea of varied perceptions and how some things can be important to one person but not to another. The example in Zander’s book pointed out the Me’en people of Ethiopia who viewed a photograph and did not know what it was or that there was an image of something depicted on this piece of paper reminds one to be conscience of differences in people and cultures. NOt everyone views things with the same weight or measure of importance. While others may not agree, the above video shows an African culture that sees the expansion of lips as a beautiful thing,.

With the shrinking of our world we are bringing more cultures together that are different in many ways, and it is important to respect those differences. And now in this developing age of open source writings and knowledge building fueled by Internet communications and connections, sharing with others becomes a central theme. From the time we are little toddlers we are taught to share and play nicely with others, and now as adults the toys we must share consist of information, knowledge, and communications. Whether that sharing is done “freely” or not is still evolving, but the community mindset that is evolving is encouraging.

Exercising and activating the mind through the sharing and building of ideas, makes for a rich and stimulating life. Setting up a mindset that looks beyond assumptions and perceptions and embraces differences, while including values such as respect, compassion for others, and sharing, may be the common values that bring this big world of differences together.

My response to Beckie is as follows:

Beckie,

As usual your insights are on point. Our world is certainly shrinking culturally, and as our exposure to other worlds increases, so should our curiosity and empathy.

I agree fully that we should respect other cultures and allow exposure to those other cultures to expand our own horizons. As a fellow art teacher, I know as well as you that without cultures meeting, mixing, and then overlapping, that our worlds would be weaker for it. And not only in the realm of art.

The video is a nice addition to your thoughts. Art and expression are everywhere and our cultures are a direct reflection of that. Thanks for the thought provoking reaction and video!

See Beckie's blog here!

http://web.me.com/blamborn/Media_Course_Month11/Week_ONE/Entries/2010/5/5_Week_One_Reading_%22Possibilities%22!.html#

Therese Lunsford - Week 1 Reading Reaction Post

Many things we read can be inspiring and stick with us for some time. Other things we read pass through our minds and don't stay.

In reading "The Art of Possibility," I see the reason why this text could be valid in our course. It could be valid in many courses, because the stories shared there are practical and applicable.

Personally, two things stood out to me in the first three chapters. The first was in the very first chapter. A game was introduced in chapter one, a reminder of a game introduced to me first back in elementary school. I recall the feeling of betrayal after the initial introduction to that game very clearly. As an educator myself now, I can't help but to wonder if I was part of some social experiment. The game was clearly laid out, or so I thought, and I entered into trying to solve the proposed problem of the game readily and eagerly. As I tried to solve the problem, I quickly lost my eager attitude. As time progressed, I actually became extremely frustrated by not being able to solve the problem. Other students around me were also frustrated, but we tried our best to help one another come up with solutions, throw out those that didn't work for us, and consult with one another to come up with new, untried solutions. None of use seemed to be able to solve the problem. Although I don't specifically recall, I'm sure there was whining all around. Not until the teacher divulged the information that we need to "think outside the box," did we have any chance of solving the problem. Of course, in our young minds, we had no idea what thinking outside the box actually meant. After a few more hints from our teacher, eventually one of us came up with the golden ticket and solved the problem. The teacher happily shared the solution, and the result was that one student felt glorious and inspired, while the rest of us were left to feel inadequate and a bit stupid.

I wonder if the experiment worked out the way our teacher anticipated. Did she anticipate our very unhappy reactions? Did she know we would get as frustrated as we did, or that we would feel so betrayed by the feeling that we'd been duped, that upon seeing this puzzle again years later in a required reading, we'd run off on a tangent about the poor feelings this simple little puzzle brought back?

The second thing that stood out in this reading was in chapter three. This example was of regarding how one of the authors informed his students they would all get A's in his class. Of course, the A was conditional, but the condition was clearly set out for his students, and was easily obtainable.

This also sent my mind back in time, to a junior high teacher who, upon our entering his classroom, informed us that we were all starting his class with an A. We exchanged puzzled glances, but were all of course, intrigued. He went on to tell us that we were indeed all starting with A's, but that we could lost them. That we would start with A's, and must do what he asked to keep them. He outlined what we would do in the course, and clearly defined what we would have to do to keep our A's. His outline included behavioral goals, instructional goals, and more. So it seemed too good to be true, but as time went on, this teacher reminded us that we just had to do the work and simply learn to keep our A's. It was a great feeling, and our experience in his classroom was very positive for it. Kids who typically were behavior issues suddenly weren't, and effort on everyone's part seemed to go up. The great thing about all starting with A's was that is was a simple change in attitude, in belief in ourselves, that caused such a positive commotion. The reading this time brought back feelings positive feelings and emotions. I've used this same tactic in my own classroom numerous times, and while kids are skeptical, it does work with some of them. Like the author of the book, the tactic takes away some of the anxiety for some students, and just reassures other. Either way, the experience for the student is usually a bit better. We feel like a family in our classroom, and students relax a bit for it. It's a great feeling.