MAC Week #2 Comment #2 to Charlie’s Blog

He said. . .

Week 2 post on reading

I have to admit that when out instructor said that this book was not so much a "study" book and more of a book to try and see the over-arching concepts, I was a little skeptical and thought that this might not be what I was expecting out of this class. I am glad I was wrong. What a pleasant surprise it was to start reading and become engrossed in the words that the authors had written. Maybe it is because the authors are in the music field and I could relate to many of the stories that were presented, but I would rather say that it was the subject matter. I believe that one thing that helped was watching the Ted talk that the author gave on "Music and Passion" helped me visualize what the author was talking about. I have included that talk here in this post.

In chapter one of the book the authors challenged us to "Think outside of the box." At the end of the chapter there were a couple of questions that the authors presented as a kind of way to think about what was just read. At the end of chapter one the following questions were presented:How can we think outside the box we live in? What assumptions are we making that we’re not aware that we are making? What might we invent that would give us other choices? As I thought about these questions, I felt that I often had been looking at the "small picture" in my life rather than the "big picture." For example...I had some issues with my employer this year, and all I could do was focus on "how am I going to make it from this week until the next?", and sometimes even "how am I going to make it until tomorrow?" After reading the first chapter, I now am thinking "Ok, so there are some difficulties with my employer, so that just means that there is something better for me out there." I was assuming that I would be living with this over my head all the time and would have to constantly be worried. Life, unfortunately is not like office max with an easy button, but I have now got a button inside of me that says "something better is coming."
In chapter 2 of the book, the authors talked about stepping into a universe of possibilities. One questions that was posed at the end of this chapter was How are your thoughts and actions a reflection of the measurement world? Being in education, teachers are constantly reminded of measurements. Be it state tests like the Florida Comprehensive Assessment Test, or a county test, or a benchmark that somebody has set for students to reach. Teachers are almost constantly thinking of the next test that we have to give. I would like to challenge myself to start with a class of A students.
In chapter 3 of the book, the authors talked about giving everyone an A. This was a really neat chapter because it made me think about my teaching style. What would it be like if I taught my classes with the same methodology that the authors used? I would like to try this this coming school year, but it will have to be explained to my classes that they all have an A and that each one of them is an A student, but there will still have to be some sort of measurement to satisfy the "powers that be." One story that hit home in this chapter was that of the second violin-itis. This was especially eye opening to me since I play second violin with the Venice Symphony, and I cannot tell you the number of times that I have actually thought that I am just a second violin, so what does it matter if I practice or not. After reading this chapter, I have a whole new appreciation of being a second violin.
Chapter 4 picked up where chapter 3 left off in asking us "How will I be a contribution today?" I like the way that the author asked his students to think about how they contributed in the past week, then he asks them how they willcontribute in the coming week. Being in the performing arts, it is sometimes hard for students to see the end prize, so this could be a stepping stone in getting students to think how they are going to contribute and not just coast along.

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I said. . .
I too have had issues in my workplace with fellow teachers, administrators and students who make my existence a miserable one. If I had only read chapter 1 10 months ago!

I concur greatly with a lot of what you reflected in your reading particularly the second violin mentality. I played second violin for eight years and it felt so inferior to the first violin section. The Zanders say that it is all invented. And if that is true, then that whole mindset can be changed if one DECIDES to change it. This book does a great job of revealing the worth that we should see in ourselves, not in a haughty way, but in a way that helps us see what service we can be to others.

MAC Week #2 Comment #1 to Richard’s Blog

He said. . .
Wk2-Response to reading
How many times have we heard, "The person who is least committed is the person least engaged in the program?" I have heard this said a number of times. I even have that mentality, but the author goes against by stating,"The least engaged may actually be the most committed person."

Chapter 4, titled Being a Contribution was thought provoking and mind changing. The example of the woman going to her mother to borrow money every year because her and her husband didn't manage their finances correctly allows a person to see, once the disposition and frame of thinking is changed, great things can happen. It has been said, "Attitude is everything." In the case of this chapter it is true. Once a persons view of their worth is changed, it is shown in the way they carry themselves.

I said. . .
I agree that "Attitude is everything." There is such a diverse set of interests that it can be difficult to find the thing that gets your students-- or people in general -- motivated. So maybe this idea of being a contribution and likening life to a game can get attitudes to change. It can certainly change the the amount of engagement one has with that issue, person or subject. Its not people who change, but their perspective that changes. That is what makes a difference.

Week #2 Reading Post: Inventing Possibilities By Writing Into the Future and Being A Contribution

The compelling idea that stood out in reading The Art of Possibility by Rosamund and Benjamin Zander was the assignment of having students write letters into the future as a requirement for earning an A. This activity takes me to one that I do with my freshman students:

During the final week of school, I ask students to write a letter into the future that they will read as a graduating senior. I suggest that they speak about goals, reflect on the past year, reminisce or a combination of those. I promise not to read them. The Zander activity is similar. Students write to themselves in past tense about their future. But this is where a major break happens.

Whereas, my intentions are for students to set goals to measure themselves and to reflect on past experiences for self-improvement, the Zander method challenges students to see the selves they want to become in the present. Whereas, my students assess themselves for growth and change by reading their letters from three years ago, the Zander method works as a teacher/student assessment to determine which path will exact the growth needed to change now.

This gave me pause to consider that I am expecting my students to singlehandedly invent themselves based on a set of standards, when I should align with them on knocking down the barriers that block the infinite possibilities that are before them. My assignment, then, should occur 10 months earlier with a new intent on students “inventing” themselves based on their future self – validations.

In a few weeks I will be teaching an experimental writing course for incoming freshmen. One of the things that I will try is giving them an “A” and making their initial writing assignments the “A” letter and observations on “Being A Contribution.” One of the things that I most enjoyed about Film Making Principles and Gaming class was the release of pressure I felt. Kathy would assign AAA (Absolute “A” Assignments) and Dr. Dan would just have us play games. Even without the pressure, I ironically dug deeper and challenged myself creatively. I think that this can work for my future students.

MAC Post 4: Week 1, Wimba Session 1

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This week in Wimba, out class was oriented to specific protocols and due dates. I am grateful for the heads-up on the upcoming assignments as well as the suggested timeline for discussion posts. What I’ve gathered from the Wimba session is that every assignment “counts” with the Literature Review and Cap Stone Site being major percentages of the course grade.
Since the Literature Review is due this week, the session provided valuable information on the “changed” naming convention and its format (particularly removing the indentions). I am also grateful to have learned that discussion posts can be used for our blog assignments.
The AR Abstract tips for how to whittle my CBR project into 120 words was also important to know. It was interesting to learn that MAC was initially sandwiched between GSM and LMO. It was a wise decision to transition it toward the end of the year accommodate the rigor of finalizing our presentations.
The one concept that I was confused about were the readings. Originally, I posted a reflection on chapters 1-3 of The Art of Possibility. Going back to the Week 1 assignments link and speaking to a classmate clarified that issue.

MAC Week #1, Comment #2 to Tremeris’ Blog

Tremeris said. . .
MAC Week 1 Reading
Part 1
There are so many things to have in place when you want to use copyrighted material. Nowadays it pays to be proficient in Adobe Flash and other creative software where you can create different symbols, pictures or characters. The guy from Creative Commons had a great point when he suggested that there's so much legal business with copyrighted materials, that we should just loosen the law so that the people who are creating things today can use older works and still give the creator of those works recognition and payment. Also, I find it interesting the methods of sale in Brazil vs the U.S. Here in the U.S. we focus on cd sales but in Brazil the cd's are used as a promoting tool to get fans to come to the concert.

Part 2
The use of the Disney movies to explain copyright laws and fair use was brilliant. I know it took the creator(s) a long time to gather the proper scenes. It was good that Dr. Joe said something about the unassigned percent when it comes to fair use because I remember hearing something about that a couple of years ago. The documentary film on fair use seemed very on point. Even though I didn't understand most of what they were talking about, I do feel that certain civil rights videos and footage should be able to be used without the threat of litigation.

Part 3
The Creative Commons video is right in line with my line of thinking. How is this a shared culture if we can't share it. I'm glad that Creative Commons was created so that people like myself who create things without looking for a profit will have a place to share things. That second video was hilarious!!! It also cleared up some questions that I had about Creative Commons.

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I said. . .
It is a travesty to even fathom let alone allow the disappearance of Civil Rights or any historical footage. I had not known about this until watching the videos and I wonder if it is only the African/African- American experience that is undergoing this licensing issue and what can be done about it. In light of the new information we received this week, I also wonder if the copyright debate is a global or American problem. You mention how Brazil's use of music content on cds for promotional/marketing purposes versus the American system of making a profit. That same video also speaks to the differences that exist in Nigeria. Look at the Swiss! Their assessment of copyright infringement is that the information trafficked on the web is the equivalent to a library and when you think about it from that angle, there is a point to be made. I understand that no matter what, permission granted is permission to use, but has our country become too litigious? Is copyright protection really protecting the artists or the bottom line? I remember a time when people developed their craft for the love of it. Is it now just for the love of money?

MAC Week #1, Comment #1 to Marsona’s Blog

Marsona said . . .
MAC Week 1 Post - Why is Copyright so Hard????
Since we are reading and discussing copyright, I thought this was the perfect time to get feedback on an ongoing problem with students today. I teach 8th grade Computer Literacy and I think I really have some really great students. I teach a three week unit on Copyright where we discuss what is copyright, what can and cannot be copy-written, and fair use guidelines. Our students have a lot expected of them and are required to complete Science and History Fair projects where they must do research. The problem is when doing their research, they tend to just copy just what they see instead of rephrasing and/or siting their sources.
This really becomes a problem when they attempt to compete in district and state fairs and are often disqualified because of copyright issues. Some say they are too young to really understand that using someone else's material and claiming it as their own is not really a big problem. But they tend to understand everything else.
Please feel free to comment on this issue your thoughts and or solutions. Thanks

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I said...
A recent incident in my class makes good fodder for the copyright debate and when it might be acceptable to use copy written material without “authorization.” It also sounds all too familiar. During my cycle 2 phase, I explained to students that they would have to get express permission (from the artist) to use any popular music. In each instance, they informed me of fair use practice information. Their source: the iTunes store. 
Their attitudes also indicated that if the artist didn’t know, what did it matter? During their final presentations, a maverick by the name of Jason used popular artist Wiz Khalifa’s “Roll Up” as a soundtrack to his digital story. I saw this as teachable moment for information literacy skills. As a result, I did some research in hopes of getting students to understand the legality of the issue and found information from Washington State University http://publishing.wsu.edu/copyright/music.html#Education
After reading it and a class discussion, it was determined that students were correct in their assertion that popular music could be used for their projects because it was for educational purposes and would not be played in it’s entirety. Now I am not so sure. “Roll Up” wasn’t necessary for Jason to share his story. It was appropriate, but not necessary. Which is why I will revise the project and add Creative Commons as a resource.

Week #1: Copyright – Fair Use – Creative Commons

If only “Good Copy Bad Copy” had a cleaner version. While I clearly understand the definition of copyright, the areas of interpretation are very murky according to the videos. As an undergraduate student my English professor gave a lecture on oral and written literary traditions. It was based on the premise that works have a tradition of recycling themselves. One storylines inspires another and then another. How many times have we read or watched boy meets girl, boy loses girl and then gets girl back (or so the story goes.) Of course, this was nearly two decades ago.
There is nothing new under the sun. Isn’t that what the adage says? If so then the creative opportunities that bridge age, gender, culture and every gap imaginable must be allowed to flourish. Right? Wrong! (Or at least in some cases.) It appears that the speed of cyberspace and fast access to multimedia – particularly music and film – has been the culprit of this great debate of copyright rights and wrongs. Not to mention the jurisdictions that govern one’s actions are blurred. How dare the U.S. enforce its laws on an alleged offender living in Brazil? How dare a Brazilian remix American content into Techno Brega and get away with it?
Intent, then, should be a major factor concerning copyright infringement and that’s where Fair Use comes into play. What is clear from the videos is that fair use is simply a legal defense. According to law professor Peter Jaszi of American University, fair use prohibits private censorship. But can it always solve the question of whether one’s copyright has been infringed upon? Enter Creative Commons, a great start to bridge the gap of all works not restricted or in the public domain. In a real sense, Creative Commons clarifies -- artist to artist-- what can be used and how. In this way, the culture of text and media sharing – the literary and artistic tradition my professor spoke of, the read-write culture that Larry Lessig speaks of in his Ted Talk can revive and flourish.