MAC Week 4 Publishing_Leadership Project

The following is a link to my publishing leadership project that describes how I demonstrated how my students used technology appropriately to enhance retention.  I have in my presentation a few examples of the end product of my student’s project-based activities.

 https://docs.google.com/present/edit?id=0AahKsVTuDmuMZGZ4eGNud2tfNTFwN3NuNDhncA&hl=en_US&authkey=CKXjjuYH



Publishing/Leadership Thinking Outloud Blog #1

http://joannethegogetter.blogspot.com/2011/05/week-4-publishingleadership-project.html



Publishing/Leadership Thinking Outloud Blog #2

http://joannethegogetter.blogspot.com/2011/05/mac-week-4-publishingleadership-project.html

MAC Week 4: Publishing_Leadership Project Part 2 of 2

logo from: NCTM website

My first choice is to attend and present at the Florida Council of Teachers of Mathematics (FCTM) in Jacksonville, FL this October, 2011.  My second choice is to attend and present in Atlantic City, New Jersey's  National Council of Teachers of Mathematics (NCTM) this October, 2011.  I chose these locations because I feel it would be a privilege to demonstrate my different project-based examples that I had the chance to show my students.

logo from: FCTM website

MAC Week 4 Publishing_Leadership Project Part 1 of 2

I want to present my publishing leadership project because I really think it is very important to explain why I think I should be able explain how I had the privilege to demonstrate to my students with my only Mac Brook Pro how to use technology appropriately.  Also I would like to share why it is so important to use technology to enhance retention.

MAC Week 4: Blog Post 4: Free Reflection

Wk4 Reading: Art of Possibility Chapters 9 – 12

Photo By: Rellie Manl Photo

Brenda McGee’s Blog Post

In my reading this week two chapters really stood out with me which were Chapters 9 and 11. In Chapter 9, the catchphrase “Being the board”…is my new focus and understanding that I am the framework for what happens in my life. “If I cannot be present without resistance to the way things are and act effectively, if I feel myself to be wronged, a loser, or a victim, I will tell myself that some assumptions I have made are the source of my difficulty”. Working to avoid questioning all of the bad things that happen but accepting that, it is a part of life will return the control back to me. Letting go of the past because I have no control over the past and being the board rewards me with self-respect. If I try to exhibit courage and compassion, I can move forward.

Chapter 11 discusses removing the “me, me, me” and replacing it with “we, we, we” and everybody wins, everybody moves forward. The world has moved away from “we” and this has caused a downward spiral in the world. Our kids have not learned how to respect, share, love, or have compassion for each other. I miss the village because it appears to have disappeared from the concept of rearing children. I try to leave a mark with every child I meet. I leave them with positive words of wisdom and a feeling that someone cares about their existence and they do matter.

JoAnne Green’s comment to Brenda McGee’s Post

Brenda you are so right when the “board” example gives you self-respect.  I also inform my students to leave the past behind you and let my students know that life goes on and we do learn from our mistakes.  The challenges life brings our way can be achieved when I encourage my students to be a leader and not a follower. I tell my students to stay motivated in spite of and I tell them that once we learn from our mistakes it also keeps us stronger.

MAC Week 4: Blog Post 3: Peer Reading

Wk4 Reading: Art of Possibility Chapters 9-12

Meghan Basset' Blog Post

Lighting a Spark

This chapter reminded me to let my kids go with flow a little more. I’m an art teacher, as most of you know by now, which means a few things. Number one, I have to give some set of instructions to make sure students are learning what they need to learn from my curriculum. However, sometimes I make them do a few specific things, but leave the rest up to their creativity. For example, we do two clay projects a semester in my class. The first, I require the students make a rattle. This is so they learn a few basic techniques like slipping and scoring to attach clay, how to create a hollow shell without letting the clay explode, and how to form objects out of clay. I have a few students that ask me to make certain objects that aren’t hollow, and I usually shoot them down. This is to try to keep everyone on the same page and make sure they are learning the same things. In reality, I should probably hear them out, see what they want to make, verify they know how to do what they are being taught, and let them run with their ideas. Let the spark of passion come and flow!

Being the Board

I like the idea of this chapter more than I comprehend its complexity. It is much harder to say you’re the board and to take responsibility for everything that happens in your life than to actually do it. At the end of the day, it is easier to point fingers than to accept that you are responsible for everything that happens in your life. A good thing to try, but I’ll admit, going to be tough to implement and remember.

Creating Frameworks for Possibility

I like the quote, “She vowed not to say anything that she could not stand as the last thing she ever said.” I love the notion here, but in the heat of the moment how hard is it to live by? Setting a framework for possibility seems more of a change in mental state than something you think about. I liked the story of the teacher who shaved her head. Instead of trying to get the kids to stop making fun of the little girl with cancer, she made the baldness something she owned instead of lived with.

Telling the WE Story

The idea of telling stories and looking at everything from all angles and looking out for the best interest of all people involved is tough. I teach in the South, and my students still fly the rebel flags and talk about the South vs the North in the Civil War. It seems ridiculous to me that so many people want to put a gap between us, but also making everyone else feel like an outsider. Being from the North, I get comments about being a Yankee and trying to make everyone think like me. I think it would be beneficially to try to see things from all perspectives here. What can we do to get over this gap? Why do we all feel the need to keep this barrier between us?

JoAnne Green’s comments to Meghan Basset’s Post

I enjoyed the Being the Board section the most.

Meghan you are so right it is easier to point fingers, however if our student’s parents would start teaching their children at a young age, around 3 or 4, to be responsible for their own actions and be like the metaphor, chess game board, then when their children approach primary and secondary school, we as educators would constantly reinforce responsibilities with examples to our students.  As a result, this may not be so challenging for our students to be responsible individuals.

MAC Week 4: Blog Post 2: Peer Reading

 Wk 4 Reading Activities Post 1

Tom Turner’s Blog Post

The one thing that stood out to me in this week's reading has to come from Chapter 11 "Creating Frameworks for Possibility." The reading revealed three main areas for a person to create the frameworks needed to make change happen.

1.              Making a new distinction to help reframe the current one.

2.              Become a part of the framework around you.

3.              Distinguish what is part of being off-track, while remaining on-track.

This chapter describes the very reason I became an educator. I usually get laughed at when I refer to teaching as being an art form. It truly takes a special being to become one. It's become open season lately on teachers. Yet despite all the pounding we take, we trudge on because we know what is at stake.

Each day we walk on campus we MUST check our egos at the door because something more important is at stake. I strive everyday to instill the desire in my students to look introspectively and make decisions that will positively impact their lives. Unfortunately, success is not 100% and I'm not naive to think that I will ever be 100%. It's like I hear football coaches being interviewed on television saying that they put their players in the best possible position to win. Very few football coaches are successful at accomplishing this, as history has shown, this has only happened once. This fact does not stop me from trying my hardest every day though.

This endeavor goes hand in hand with the third area. Part of making or reframing the current possibilities of life involves distinguishing between right and wrong. I, like the example given in the text about the orchestra in Sao Paolo, Brazil, was faced with something similar when I was playing high school baseball. We took a trip to New Orleans for a tournament. Our last instructions were to NOT go down to the quarter. When 16 to 18 year old young men are faced with being told not to do something, we chose to do the exact opposite. Our coach took a similar tact as the orchestra leader. We did not get the beat down reaming that we all probably deserved. Although we did not win the tournament, we went on to play some of the best baseball we had played up to that part of the season. Rather than playing for someone who we resented, we were playing someone who we felt we understood.

JoAnne Green's comments to Tom Turner's Post: 

I had a similar story when I was younger.  I attended the same school where my mother taught and I was at a Saturday afternoon carnival. My mother told me to stay in the car until she returned because she had something to do first before we actually went into the carnival.  I chose not to follow her direction and I just got out of the car for a few minutes outside the car door and stood there.   In minutes, I was covered in ants because I was standing right in an ant bed.  Instead of being yelled at by my mother, my punishment was getting bitten by the ants because I chose not to listen. 

This is a prime example of rules are every where, whether is a small or a large rule.

We all have rules to follow and when we are off track while staying on track, following rules the best way you can be a benefit.

MAC Week 4: Blog Post 1: Art of Possibility Chapter’s 9-12

photo by: google images

Chapter 10. Being the Board: It’s not them. It’s not the circumstances. It’s me. It’s my choices. Now what do I do?

I enjoyed the reading “Being the Board” the most, because it reminded of the many occasions when I have told my students that whatever choices we make, we as a human race will have to live with our choices. Also I talk with my students about being responsible leaders and taking responsibility of your actions.  I tell them we all make mistakes and that none of us are perfect.  As positive leaders we live and learn and life goes on everyday. I not only teach Algebra and Geometry, but time after time, life skills on occasions have to be embedded into the lesson.

For example, I always stress to my students to be a leader and not a follower. These high school classmates that they think are their friends right now are just acquaintances and after high school, more than likely, they will never meet again.  Keeping our students encouraged to take the positive leadership role, “being the board”, would motivate others to emulate and become positive role models/leaders also. With even more temptation that our youth face every day even more so that I had to face 30 years ago, I reinforce to them that they still can make a success story out of themselves.   It will be very challenging, however, not only that it can be accomplished, but also by using the proper resources for the road to success, if it is worthwhile it is more difficult to achieve.

MAC Week 3: Blog Post 4: Free Reflection

From Week 3 Wimba I have some clarification on the Publication/Leadership Project which is a rough draft.

Now I know where the presenter’s notes for the keynote presentation that is under the prompt, view.  The presentation is about our Action Research (AR) site and you have at least 5 slides with 300 words per slide that are your presenter’s notes.  Bullet points can be written on your keynote or power point slides.

  

If you do the 2000 word paper, that can be published and it is more centered around your Literature Review along with your Action Research Project (ARP).

MAC Week 3: Blog Post 3: Peer Reading

Terrance McNeil's Post:

I have done my best. I have steadily added to the whole of my being through positive and consistent works. Zander spoke of the ongoing pursuit of what is always out of reach in chapter 4. I did not make mention of this last week but I thought it really showed me one of the demons that I have fought. I have always looked for the next best thing or thought towards the future attainment. The grass always seems greener on the other side. Learning to live in the now or free oneself from the world of measurement can be a tremendous help. Contribution. I am a contribution and I am now set on a relentless journey to be a contribution on the regular.

A great point made in chapter five dealt with recognizing that we are all just pieces of the puzzle and together we achieve greatness. When in a leadership or facilitator role such as that the of the conductor or the teacher, the real challenge is in getting the most out of your students or whomever you are leading. It is easy to say, “look at me and all that I have done.” I would rather look at how much I have enabled others to do. Eventually credit goes where it is due so it make no sense to focus on how many accolades one will receive. In doing so you display a selflessness that others can see. You also are giving them an “A” because you place more emphasis on the value you see in them. As a result everyone takes ownership, which usually leads to positive outcomes. I think it is big to realize that everyone can make a contribution from whatever seat they may be in.

The limitations of the calculating self are amazing. This process of measurement and its significance can’t be understated to the adult seeking to move into the world of possibility. Rule Number 6 was good but “Have the best ___ever” was in my opinion a great way to visualize successful achievement of a goal. Naturally you are forced to eliminate barriers and forge a way to your goal. I think it is also about being fulfilled, content in a very healthy kind of way.

Dealing with the central self can be brutal. It is unforgiving but really cuts to the heart of a matter. I have said before that I want to see a world that is honest with itself. I think Many of the issues we face as a human race are dealing more with the calculating self and not with the central self. If someway we were able to deal with that I believe the world would be a much better place.

I like the phrase “presence without resistance” (page 101). It helps a person to live in the now, perhaps in a circumstance that is not so positive and accept it. It’s important to do that so one can move forward. Doing this can allow a person to make the most out of some very dismal circumstances.

I also thought the story of the young man whose parents were convince he had a communication problem describes situations that happen far too often for us all. I have seen many parents talk about what their child does or cannot do. I think this provides a huge limitation and in many cases causes a child to act in a particular way. I have also seen this many times in relationships. The “Alchemy of Language” of language as it is referred to in the book is real and something that we must be constantly aware of if we want to change our situations and to empower others to change.

JoAnne's Comments on Terrance's Post: 

I also feel the leadership role and “giving an A” go hand in hand.  I try to instill in my students to be a leader and not a follower and try to work for everything and not expect to be given grades.  Working to you potential does make you an A student anyway and also above and beyond.  That positive reinforcement and keeping our students encourage can lead our youth to leadership roles as well as to become” A” students.

MAC Week 3: Blog Post 2: Peer Reading

Wk3 Reading The Art of Possibilities 5-8

Judy De Los Santos Post:

Chapter 5 had me thinking about how much we can learn about ourselves and our teaching by having those you teach observe you. I am now trying to see myself through their eyes and asking them about their input into the class.
Rule number 6 is a good one to live by in everyday life. Observations about situations in my school have in a way forced me to retreat into my classroom, staying away from other teachers. There are many good reasons for this. I try not to things too seriously around me, although it can be difficult to do on occasion.
I’ve never been the negative type and always try to see things in a better light than they appear. Being negative can be draining to the body and soul and also to those around us. Having a good sense of humor helps. Seeing things the way they are with a hint of humor and a good nature is always beneficial. Reminding ourselves to see things that way is at times a challenge.
As a fine arts teacher, passion for the subject comes naturally and projecting that passion to students is a must. There are days (many lately) when I am just so exhausted that the passion is elusive, and it makes a difference. My students are more alert and attentive when I teach with passion than when not. I would like to make it an everyday thing.

JoAnne's Comment to Judy's Post:

I agree with you on Rule #6.   I stress to my students, and there is a sign on my wall that says, “You can’t be positive if you are negative.”  When they start their negative comments and start to  get depressed, I would always point to that sign and read it aloud to them.   Then one of my students would ask if you are negative you can’t be positive, and I would tell them that you are exactly right.  I always felt that negative energy brings negative results.  I like to associate myself around positive influences as much as I can and as often as I can, relay this message to my students.

MAC Week 3: Blog Post 1: Leading from Any Chair

Images by: Google

Chapter 5. Leading from Any Chair: We’re all leaders. How can we make a difference in the people will influence each day? How do we listen to those who help us make our dreams become reality?

As an instructor at my school where I teach mathematics, I try to instill in my students to be a leader not a follower.  Many of our adolescents love to fit in with their acquaintances that they really think are their friends.  Once they are capable of realizing that their associates are not really their “real friends”, then they can understand that they have no one to impress and they can be leaders and not followers.  

MAC Week 2: Blog Post 4 Free Reflection

Spencer Lunsford Week 2: Free Reflection



Being the father of new born quadruplets has been such an amazing blessing. Seeing how I can make it on just a few (2-5) hours of sleep for days at a time just blows my mind. I think that is the way I have been able to keep up with the course work here at Full Sail. For those of you out there who think that you are having a difficult time, please hear my encouragement when I say to you "It can be done!" No matter what that "it" is, it can be done. So long as you have your mind set on completing the goal. Just as the authors of The Art of Possibility explain, we just need to see all the universe of possibilities and not the world of measurement. Yes, there are 24 hours in every day, but it is what you can do with those 24 hours that should be your focus. 
Think of a jar, some sand, large rocks, medium rocks, small rocks and water. The large rocks stand for our highest priorities, so we put as many of those in the jar first. Then the medium rocks, representing the high priorities, the small rock for the priorities, the sand for the low priorities, and the water for everything else. If we concentrate on putting our life into this perspective, we are more able to see what we can do, and do not lose time wasting it on the things that do not matter.




My comments to Spencer's Post

Spencer you are so right.  I preach to my students that having a positive attitude you will have positive results.  You can't be positive if you are negative. We have to all hang in there and when you tackle something challenging it is al worth while.

MAC Week 2: Blog Post 3 Peer Reading

Holly Loganbill's Week 2 Reading Blog Post


“This A is not an expectation to live up to, but a possibility to live into.”

When I walk into school tomorrow, I have no idea how I will be able to look at my students the same way. Can I give them all an “A”? Can I think of myself as a contribution? In no way was I prepared for this book. Somehow it is easier to consider after all the willing failure, anxiety, stress, and achievement of the past year.

“Yet it is only when we make mistakes in performance that we can really begin to notice what needs attention. “

This program has been such a humbling experience. Accepting help from others, admitting what I don’t know, opening myself to activities I’ve intentionally avoided my entire life, being willing to appear foolish (going underwater in Second Life and feeling like I’m really going to drown), all has contributed to such incredible growth and accomplishment that I almost don’t recognize myself.

“You can’t play great music unless your heart’s been broken.” Gaspar Cassado

Growing up wasn’t easy, particularly in my family. I always used music, whether playing it , singing it, or listening to it, as a way to express or work through my emotions and disappointments and to feel some joy.

“Since the teacher’s job is to help her students chip away at the barriers that block their abilities and expression, she aligns herself with the students to whom she has given an A, and lets the standards maintain themselves.”

This certainly changes the way one perceives students. As I’ve heard so often in church, we’re all special children of God with unique abilities and strengths. This feels like the same philosophy; it’s about finding that specialness and giving students the opportunity to feel confident and valuable enough to be willing to fail and learn.

“The lesson I learned is that the player who looks least engaged may be the most committed member of the group. A cynic, after all, is a passionate person who does not want to be disappointed again.”

It may be a matter of watching for that disruptive behavior or detachment and to engage it for the benefit of the student and oneself as the teacher.

“…remember that you are an A student. An A student is a leading player in any class, an integral voice, and the class cannot make its music without that voice.”

The possibility of making students aware of that and helping them experience the sense of being necessary and contributing is exciting and challenging. Those are not skills that I’ve really consciously considered.

“Giving yourself an A is not about boasting or raising your self-esteem. It has nothing to do with reciting your accomplishments. The freely granted ‘A’ lifts you off the success/failure ladder and spirits you away from the world of measurement into the universe of possibility.”

Those possibilities are limitless and liberating. They open the door for any student to truly engage their own abilities and potential areas of growth.

“We keep looking so hard in life for the “specific message,” and yet we are blinded to the fact that the message is all around us, and within us all the time. We just have to stop demanding that it be on OUR terms or conditions, and instead open ourselves to the possibility that what we seek may be in front of us all the time.” John Imhof

As someone who has a decided “my way” manner, I’ve missed many golden opportunities by not just letting things unfold and trusting that everything is happening for the best. It’s so hard to let go of control from fear of failure or a lack of self esteem.

“How often do we stand convinced of the truth of our early memories, forgetting that they are but assessments made by a child?”

There is so much more that came up during the reading, but that statement stopped me in my tracks. I’ve really hung onto all of my perceptions of people and events from childhood and pointed to them as the reasons for many poor choices or damaged relationships.

This book is so unexpected and so very important. I just thought I had already done all the growing I was going to do this year. It’s so easy to forget that this isn’t the end but just the beginning.

Sources:

Zander, R. S. & Zander, B. (2000). The art of possibility: Transforming professional and personal life. Boston, MA: Harvard Business School Press.

Image from personal collection


My comments to Holly's Post

Holly you are so right when sometimes people think that they have learned it all and you never really do.  Once you accomplish your task it is just like now what?  I can continue to better myself.  I have always been an advocate that you can never stop learning and that was why I am in the Education Media Design and Technology Program and like you said the analogy applies here as well, once we graduate it is only the beginning.

MAC Week 2: Blog Post 2 Peer Reading

Week 2 Peer Reading:

Spencer Lunsford's Post

Hearing the TED talk and reading these first four chapters was quite eye opening. The hardest idea for me to hear was that of the "universe of possibility". Being a mathematics teacher makes measuring the world around me the natural thing to do. I am constantly concerned with understanding the world around me, so measuring things, people and resources is my daily habit. The challenging thing for me in this aspect is to realize that infinity can be more than a concept and can speak to the revolving nature that giving produces. I give to you and you give to me, and on and on and on. We are both taken care of and do not need to fight against each other for survival.

Another difficulty in changing my mindset to one of infinite possibilities is that my students are usually in survival mode. The thought I had while reading this chapter was that it must be easier for those who do not have to worry about their basic needs to move into such a thought process. But once again I fall into the world that has limitations.

My Comment to Spencer Lunsford:

Spencer I do agree with you.  I am a math teacher as well and I deal with limits and boundaries on a regular basis as well.  Adapting to this creativity is not only challenging, but with effort and practice, this can be accomplished.  Many of our math students that struggle in math are our most creative students.  Especially our math students that are fantastic artists, their thought process have no limits and they are our thinkers that think outside of the box unlike traditional thinkers.

MAC Week 2: Blog Post 1: Giving An A

Giving students A’s was just different in this week’s reading assignment.  In my past, since my parents are retired educators, they instilled in us, their children, to always earn your grade and do not expect to be given grades. This section made many valid points when you think about measuring yourself next to someone, that whose to say just because they are not good in the subject that you are good in does not mean they are not an A student in something else.

That, to me shows that many of our students have so many gifts, that if they can express their academic talent in a different way, whether it be hands on, using technology, sports activity, or musically, by them explaining the subject area relatable to their world, culture, background, etc. Then why shouldn’t they be given an A.   It would involve much lesson planning, but our students would have more successes and their self esteem would be at an all time high.

This really would be a more positive way to really earn this A.  The teacher and the student would have their work cut out for them.  It would also be very challenging for the teacher with so many different types of learners in one classroom.

It would be nice if a previous writing team including that teacher would prepare something like this in advance, so in the following school year this accommodation is put into place.

Zander, R. S. & Zander, B. (2000). The art of possibility: Transforming professional and personal life. Boston, MA: Harvard Business School Press

Image: Google images

MAC Week 1 Blog Post 4: Free Reflection

Patricia Atkinson's Post

General Reflection on Copyright: Shepard Fairey

Since there is not a specific project this week, I have decided to reflect a little bit about my work with students about Shepard Fairey. I did him for my Artist of the Week presentation, which usually entails a PowerPoint, video(s), or website that goes over the body of work and life of the artist. Students take a few notes and then we have a class discussion. The students reacted a lot to his work and the story about the lawsuit. Some students loved his work, the boldness and modern "graphic-y" look. They recognized some images from popular culture such as the Obey campaign, and of course, the Obama poster, as well as one of the other images of the guns and roses, which apparently, one of my students has as a tattoo (which brought up a whole new conversation about copyright and tattoos--one student mentioning that Hangover2 is getting sued over a Mike Tyson tattoo?). Some students thought his work was repetitive, narrow, and didn't take as much talent because it was made on a computer.

The issue of the lawsuit inspired quite a debate, varying greatly between my sections but always 2-sided. Some students said that he should have given the photographer credit. Some said if its on the internet, its easy to get, and therefore up for grabs. Some said he changed it so much that it shouldn't matter. Some said he didn't have any other choice 'cause he doesn't have a press pass to get a photograph. Some said Obama is such a figure-head, and in a political campaign, so his photographs should be fair use. Most agreed that Shepard should have at least given Garcia credit. I really enjoyed getting the kids talking about the issue and broadening their minds to the idea of credit and fair use. The more they realize the details of both sides, the more they will understand how these same issues effect their own lives.

 Image Attribute:

By Shepard_Fairey.jpg: Cliff from I now live in Arlington, VA (Outside Washington DC), USA

2009

derivative work: Davidowenmorgan (Shepard_Fairey.jpg) [CC-BY-3.0 (www.creativecommons.org/licenses/by/3.0)], via Wikimedia Commons

Link to this image on Wikimedia Commons

My comments to Patricia Atkinson’s Post:

Tricia, this is such an awesome idea to take this time out to discuss  Shepherd’s  Fairey  concept with your students.  I definitely need to do the same lesson with my students so they will be more aware.  Like I said in my Week 1 Reading Creative Common Post how I am trying to teach them more appropriate ways to use technology in the classroom whether it is a math project or project-based activities.  The more we make our own students more aware by communicating to them about copy right laws they would think twice would be our goal for them.

MAC Week 1: Blog Post 3 Peer Reading

Jessica’s Goodenow’s Post

Wk 1 Reflection on Copyright

I am overwhelmed by the topic of copyright. We are living in a world where creativity is valuable and should be protected. We are also living in a world where people will cheat and steal others creativity and claim it as their own. In a world where plagiarism is as common as a Starbucks drink on college campuses, laws are being put into place to try to protect those individuals that have worked hard to get their ideas declared as their own.

The videos Good Copy/Bady Copy really got me thinking. Sampling is a music style that I enjoy. I even use samplings of music when I make movies for my classroom or for my own personal uses. Does that mean that I need to go through court proceedings to give those artists their due? No! I pay for that song that I sample with my own money. I remember when “The Grey Album” came out and all the controversy that surrounded it. I was surprised to find out that the artist never made any money off of his “art project.” For his creativity, he deserved SOMETHING. I may be naïve, but creativity should be rewarded and protected.

 My Comment to Jessica Goodenow:

Jessica,

I agree with you whole heartedly that creativity should be rewarded and protected.  I also feel this creativity should also be done fairly. 

I have seen in the past, in the beginning, many hip hop artists sampled many different classical and mostly R & B artist’s genres and made it their own.  It sounded almost original, however, usually the ones that did not get permission were either on the newspaper articles, magazine journal or on the news about breaking the copy right laws.

I feel overall, either get permission to use someone else’s work or at least cite them to give credit where credit is due.  This EMDT program has really opened my eyes even more so to the seriousness of copy right laws.

MAC Week 1: Blog Post 2 Peer Reading

Annie Woodle's Post
Wk 1:  BP1 Copyright Issues

Image above is a mash up I created out of 3 copyright free photos from www.morguefile.com

 Will the prevalence of new online media creation tools reduce the amount of copyright infringement and piracy?

Low cost or free Web 2.0 tools that can be used to create original or almost original media are everywhere these days. Here are a few I have appreciated; www.creaza.com, www.prezi.com, www.gimp.org and the list goes on and on.

www.go2web20.net alone, has a list of about 70 different tools that can do anything from creating cartoons, publishing original music (which can be made in GarageBand at home) to editing photos and film. It seems like in a world with such easily accessible creative tools there would be no need to hijack the creativity of others…yet it happens everyday.

Why do so many people borrow the content others have created?

Well the answer is…because they like it…a lot. In our current world everyone is a creator and so I suppose it is difficult to have an original idea that was not posted to the Internet last week. We are inundated with ideas, images, music, film, and advertisements everyday …isn’t art an expression of our experience? If our experience is media than how do we express our ideas without falling into the gray area of copyright from time to time?

I have worked in the media creation field most of my adult life and have probably wandered over the line of infringement on more than one occasion…being that I do not make millions of dollars off my work I suppose seeing someone copy me involves a mixture of feelings from violation, flattery, and I wish I would of thought of doing that with it ☹…I am the type of person that if asked permission I would probably say yes…if someone wanted to sell my stuff and keep the profits for themselves…NO! I want some of that…cause its nice to get money especially for something you do without even getting paid sometimes.

Copyright laws do need an overhaul in our time. We are a society of information sharers and if we lock up all of the information… knowledge would be privatized…that’s frightening. A million times more frightening than a mashed up song being played at a dance party. So on the topic of copyright infringement I feel conflicted…sure hope someone gets it figured out soon.☺


My comment to Annie Woodle's Post:

Annie, I do agree with you with you even though it happens everyday even when there are creative tools, like web 2.0 tools-Garage band, You Tube, etc., that there is no need to hijack creativity of others.  This is why I had decided to teach my students proper uses of creating loops in garage band and free styling appropriately with those loops to make it their own.   This would have to be an ongoing technologically-based project that would instill in our students’ effective usage of media projects.

MAC Week 1: Blog Post 1 Creative Commons

This year at my Alternative Education School, I made it my mission to introduce media/audio projects such as:  garage band, power point to keynote, keynote to Screen flow, Screen flow to iMovie, and iMovie to iDVD to my students as a positive approach towards education.  My students are so use to using media inappropriately, that I was pleased to enlighten them with this technology that they could produce on their own instead of what they are use to, which are: violating copy right laws.

Even though my students do not fear to use the internet, music, and social networks, inappropriately, my long term goals are to continue to teach them the proper ways to use technology effectively.

Here are some examples of what my students produced.

Image:
by: google images

• Game Star Mechanic