Wk 2, Response to Blog: Jeannine Berube

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.

I relate to everything that you have said in your blog from being excited that the Zanders are musician and psychologist respectively to the struggle you have faced with hurtful comments about yourself. I love the fact that you have embraced the Invention from the first chapter and have already seen a change in your life. This is where I am struggling along with the idea of not measuring things the way the world does.

I find it funny (as in ironic) that I did not look at the transformation that the Zanders speak of from a biblical point of view. I too went to a Bible college and I'm a pastor's wife but sometimes we can't see the forest for the trees. I spent too much time looking at the text from a teaching point of view and not necessarily as a way to help my spiritual life, too. Thank you for that insight. It is much appreciated.

Wk 2, Response to Blog: Sue Calland

MAC Blog Post 1 week 2: Art of Possibility chapters 1-4

"One Buttocks Player" and "I Give You An A"

First of all, Benjamin Zander is a wonderful speaker and extremely easy to listen to.  I was a bit confused in the beginning of the video with what exactly a “One Buttock Player” was, but then I caught his point.  You need to look at the whole, not at the individual parts.

Being a science teacher, I am constantly telling my kids to think outside the box. 

One quote from the book that stuck with me was, “…even science relies on our capacity to adapt to new facts by radically shifting the theoretical constructions we previously accepted as truth.”  Although I do completely agree that a world without measurement would be really nice and relaxing, I do not feel it is actually realistic.  The author states, “You are more likely to be successful, overall, if you participate joyfully with projects and goals and do not think your life depends on achieving the mark because then you will be better able to connect to people all around you.”  One point Zander makes is that if grades were not given, people would be more willing to take a risk.  However, I feel that also needs to be understood by the instructor.  My sophomore daughter decided to challenge herself on her Spanish assignment.  She refused to take the easy way by using given phrases and really worked hard on her assignment, but made some mistakes with it and was docked points for doing so.  If she had stuck with the easier phrases, she would have achieved all of the points for her grade.  That instructor was teaching her to just do it the easy way and don’t challenge yourself because then you will get a better grade.  In my classroom, when I ask a student a question that they do not know the answer or to think they don’t know, I tell them to just give it a try, the worst thing that can happen is they are wrong and if they haven’t been wrong yet today they should try being in my life!  This usually relaxes them and they give it a try.  They frequently surprise themselves with being right or having a new way to look at something. 

As I continued to read through chapter 3 I realized that the authors were not strictly referring to a grade, but to a teacher’s encouragement of his/her students and the manner in which the classroom is run and allowing students to be contributors. 

I just hope that I can rescue one starfish!

My students find out very quickly that making a mistake is a good thing in music. If a student makes a mistake and can keep going, I tell them that they are on their way to becoming a great musician. Great musicians make mistakes all the time but they don't let that stop them from playing. Hopefully, my students are learning that mistakes happen and we just keep going. That's what life is anyway, isn't it?

Wk 2 reading: Art of Possibility

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I thoroughly enjoyed our reading this week and found that it was not a chore to get through. (I was also able to upload the book to my Nook which is a treat in and of itself!)

I wish that when I was getting my degree in Music Education that I had a professor like Benjamin Zander. He is truly inspirational and seems to bring out the best in all whom he meets. In his book, The Art of Possibility, Benjamin and his wife, Roz, really challenge the reader to think differently and approach our lives with greater expectations. I found the material and the purpose behind the material inspiring. However, I know that I will struggle to put these suggestions into play.

If I follow what the book suggests, I should be able to look at the relationship between myself and my dad and find a way to explain the antagonism that has existed between the two of us for years. In theory, this sounds true but in reality, it is going to take some time to let go of all those negative feelings and embrace my new invention.

I found that embracing this new world of possibilities is going to be a work in progress. It would be nice to be that person who says that numbers do not matter and that it is about how we can work together as a group and how we contribute to that group. However, that is just not me. I am a numbers kind of girl!

I did fall in love with how Ben interacted with his students. I don’t know how I can shed my “measurement” skin and become the person that “gives an A” to others, but I desperately want to do it. I want to be the inspirational teacher, so hopefully the rest of the book will guide me in how to be just that. (I think maybe I have to “invent” myself as the inspirational teacher!)

Wk 1, Comment #2 - Meghan Bassett

Original Post by Meghan Bassett:

Being an Art Teacher, I always worry about my students copying work. In fact, one of my 4 rules in my classroom is no copying or ‘borrowing’ previously created characters. I do allow my students one project where they can use what they want, but that doesn’t get published anywhere.
The film brought up a great point when it comes to music. I sometimes hear a song and could swear I had heard it before. At times I have taken the time to think about it, at pinpoint what part of the song I recognized in the other song. They use such similar elements that it has to be so complicated to make a copyright infringement decision.
That being said, how much more recognizable would our work be, and how more into our work would our students be, if we could use samples of music that they can relate to? Not saying we should or could use them, but I think as far as education goes, it would be extremely useful if we could. For my screenflow videos, I use the tools taught to me in Music Theory and try to create my own music. In theory this is a great idea, but it’s time consuming and not always what I want.
I have to look a little more into artwork copyright laws at least for my students sake. My students aren’t obviously trying to steal anything from other artists, but are trying to emulate them to learn their techniques.

My Response to Meghan:
Meghan, I get that same feeling all the time, especially as I listen to pop music today and there always seems to be one or two songs that sound like something I listened to when I was a teenager. I also agree with you that it would be really nice to be able to use whatever we needed to use to get our students' attention and captivate them with music/art that speaks to them.
However, as I watched this week's videos, I felt that maybe things were not as hopeless as they seemed. There are some ways to share ideas, emulate others and incorporate other people's creative works into our own. We just have to be smart about how we go about doing that.

Wk 1, Comment #1 - Ann Cannizzaro

Original Blog from Ann Cannizzaro:

I appreciate this opportunity to learn more about copyright law and the issues that are pending with the advancing technology and access to media works.  It seems that as a society, we tend to do things in whatever way is convenient until we are made to do otherwise.  I think this is true about copyright law.  Historically, the author or owner of a work had to be the watchdog over a work, trying to “catch” anyone using it illegally.  A civil suit would be the means of reclaiming any use or damages done.  This is not a preventative measure.  Rather, it is punitive.  Unfortunately, it’s often more punitive for the copyright holder than it is for the perpetrator.

Photo courtesy of iStockphoto, Image# 5271774

As a public school teacher, I have considered copyright laws on many occasions as I stand at the Xerox machine copying workbook pages and activities for my students.  At times, I have decided that what I didn’t know wouldn’t hurt me or anyone else.  At other times, I have tried to limit my Xeroxing and pay more attention to copyright notices on my educational materials.  As it turns out, much of what I copy is allowed for classroom instruction.  Thank Goodness!

I have faced the issue of copyright again, while attending Full Sail University.  I have incrementally added to my knowledge and awareness of copyright issues and laws.  However, that “ocean of grey” still looms before me as I try to pick and choose images and ideas, as well as music, for my production pieces.  I am earnest in wanting to learn more specific information.  As an instructor, trying to promote 21^st century skills for learning, I need to be ready to help my students understand copyright, and how they can work within it’s confines, to be creative and productive in their learning endeavors.

I appreciate the ads I see now on DVD previews that are aimed at kids, to begin educating them about copyright and the issues with piracy and sharing.  It’s true that the media industry wants to prevent the illegal copying of music and video.  However, technology allows for instant access and sharing that is yet unregulated in many venues.

The film “Good Copy/Bad Copy” brings up some interesting points.  The U.S. Motion Picture Artists Association (MPAA) has an interest in stopping piracy due to a projected monetary loss of up to $6 billion dollars each year.  However, worldwide markets are an open venue for pirated media.  There will never be enough resources to stop piracy.  Rather, the industry needs to educate people about the rights and respect due to the intellectual property holders and creators.  An intrinsic incentive may come to reign at some time in our future.  The nature of technology and open and immediate access to material will require a new focus.  Laws will need to be developed that protect intellectual property rights and provide for media authorship, while promoting a creative and cultural vision for the people.

Lawrence Lessig, representing Creative Commons, argues that copyright laws “are so expansive and complex” that they will inhibit creativity.  The idea behind creative commons is that an artist can choose to what extent and in what manner, another person may “use” their work to produce something “new”.  The work is licensed for use by others.  This is a legal means of building positive relationships between producers and users of intellectual property.  Still, I found the remarks made by Ronaldo Lemos, a professor of law in Brazil, very telling.  The more recent changes to copyright laws have been made to protect industry giants primarily from North America (remember the MPAA?).  His understanding of the intent of the laws is to “prevent society from becoming the producer of culture in itself and for itself”.  I’m not surprised that big business wants to have the authority to determine how copyright law evolves.

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All of this is very interesting food for thought.  My husband wants to be able to protect his rights to a family history he is writing.  My son wants to protect his rights with regards to his photography.  I hope to be the go to person when the time comes to decide how to share, show, or publish their work.  Educate me!

My response to Ann:
I am going to comment on the same thing that Peter did. Those moments when we stand at the copier and make copies, knowing that we probably should not are more frequent than I would like to admit. As a music teacher on a limited budget, I have to look for ways to get around the copyright issue. For instance, is it legal for me to borrow copies of music from another music teacher and use it for my performance group? I'm not sure! However, I have not researched the answer in hopes that should I ever get caught, I can plead ignorance.

If my good works are allowed to outweigh my bad ones...

People are always offering to make me a copy of their new favorite song. I never accept any copies and I always make sure that I let them know why: if I made a song, I would want to get the royalties from that song.

Wk 1 Free Choice Post

I have recently had a “discussion” with colleagues over copyright. These teachers had written a grant to improve motivation to read through a program they created. Within this program, they wanted to create a video very similar to the one made by Ocoee Middle School and Full Sail using a different song but a similar message. Since I am the music teacher, they asked for my opinion on the song. I asked if they had researched the copyright issues. They told me they did not have to worry about copyright because it was for education. Obviously I argued that this was not correct and that being educators did not stop us from following the law. Needless to say, I was viewed as a dream killer but I know that this project would have run into some major issues if they did not get permission from the song writers/performers. I’m not sure what has actually become of this project but I have not heard anything about it since our discussion about copyright.

wk1 reading: copyright issues, parts 1 – 3

One of the things that I found fascinating this week is the issues with fair use and copyright and how these laws are stifling creativity. I guess I have always thought that copyright laws forced others to be more creative because others would have to create their own work instead of borrowing from others. However, after watching the videos, Fair Use and Free Speech in Documentary Film and Eyes on the Fair Use of the Prize, I have a totally new understanding of what limitations copyright laws put on those people who are trying to tell a story, especially one of historical significance. I like what Joe said in one of his videos that one should not “be sloppy” with regard to copyright but one should “not bow down to one’s perception of these things” and work with the system. The importance of this statement makes me realize that, while in the past I have been intimidated by copyright and the limitations it has put on my work (and the work of others that I work with), I should work within the parameters set and make the attempts to contact the owners of the work and ask for permission.