Final Synthesis

It has been meaningful for me to recognize and to create "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion. I’ll admit that I did struggle at times with demonstrating my own creative ideas while using certain technology for the first time. Despite this, I found that the different projects served as excellent opportunities to begin experimenting with new ideas.

During the first week, we read and discussed two articles that left me feeling inspired and energized. Both Dewey and Jackson highlighted the important place that art holds in our experience of the world around us. Dewey delved more into what was considered art; the essence of art. I loved that he viewed art as something that we all create and participate in. We are all creators with the ability to engage even while doing what some might consider being mundane activities. Dewey felt that it was vital for people to recognize the art in everyday activities and appreciate the process. This is something that I strive to do as a teacher. I have found that it is incredibly easy to get caught up in rigid timelines and focus solely on the final product. Teachers are constantly juggling varied curriculum demands and it is often difficult to remember in those hectic moments that it is the process that counts.

Photography

I really enjoyed this first module. When looking at the work of art present in photography, I came to realize that there is more to the art of photography than just having an 'eye' for detail. Whether it is the art of composition, perspective lighting or framing; each has the potential to create immense impact and tell an original story. Taking all these elements into consideration, I found myself reflecting on the multiple 'tweaks' necessary to accommodate the varied learning styles of each student in any one of my classes. These adjustments are very similar to the Board mandated push for the use of Differentiated Instruction within the classroom. Furthermore the idea of straying from your comfort zone when experimenting with photography, reminded me of the courage necessary for teachers to adapt to new technology and take the time to learn and have fun with the tools available to them. It is very easy to get stuck in one's ways and fear change; instead of viewing a lesson or 'subject' from a new perspective.
Teaching, like photography, is not solely about technique but rather about communicating something.

Film and Television

This was a really fun module for me. It was interesting having the opportunity to watch some of the Super bowl commercials. I have to admit that I wasn't completely drawn to any of them, but after reading the articles available, I could appreciate the intended nature and design elements of them all. I personally found that the story behind each one was what determined my connection and reaction to the commercial. I could quickly judge whether I cared or not. I'd imagine students are no more forgiving in the short span of time it takes them to decide how committed they are to listening during a lesson in class.

Having to create my own video made me think about the anxiety my students feel when asked to create a story of their own. I now see that it is crucial to encourage them to give themselves permission to start with an abstract idea and then begin distilling the essence.

Architecture/ Interior Design

I also found this module to be quite enjoyable. I love interior design and have always been amazed by people who seem to have a knack for creating really compelling spaces. I was impressed by Susanka's ideas about how architecture and design affect our experiences. I found this to be true as I observed both Tim Horton's and Starbucks from a customer's perspective fotr our weekly discussion. I could quickly see that when selling education, I need to take a closer look at my packaging and delivery methods to help create a more compelling experience for my students. Susanka’s article made me reconsider the importance of the actual physical classroom environment. I now recognize that students need a sacred space as well and that it is therefore critical that the layout of a classroom be conducive to learning.

Music

Though I am not innately talented musically, I feel as though I have always appreciated and loved music. Therefore, examining the work of art in music was something that interested me. It was interesting learning about a musical ‘hook’ and relating this to teaching. Educators can only really be effective once they have hooked their audience. A good lesson plan is reliant upon the initial hook that acts as the bait to draw in the attention of the students. Then it is our hope that the rhythm of what we are explaining will develop momentum and that the students will become engaged and contribute actively to their own learning. Good songs generally have a consistent rhythm that allows listens to find comfort in the beat and caught up in the motion of the melody. Teachers also rely heavily on repetition when trying to reinforce central ideas for students.

Fashion

One thing I did learn from this module’s project was the importance of avoiding generalities and getting as specific as possible. I seemed to gravitate to stereotypes and ended up with a rather vague final product for my project that I wasn’t very proud of. Despite my end product, I found that it was easy to recognize the various ways that the elements of design could be applied to a “What Not to Teach” episode. Like fashion, education has many trends and a fluidity that evolves over time and lead to varying degrees of compelling experiences. It is not difficult to find yurself stuck in a rut. We all have our own unique teaching style in as much as students have their own individual learning style. As a teacher, I know that I have to respect these differences among my students and accommodate for them through the use of differentiated instruction and consideration of multiple intelligences. I am often trying to appeal to the wide array of tastes within my classroom and to appreciate the uniqueness of each of my students, allowing them enough room to express themselves in their own way, with their own design. I have discovered that I need to be willing to take the steps to really look at what is actually working in my closet of instructional techniques and be willing to purge outdated ideas in an effort to make room for new ones. If the primary goal of teaching is to relate the curriculum in a compelling way to students, then I believe that Wong and Henriksen made a critical point by stating that "we should begin by first looking at the kinds of situations in which students seem to be naturally deeply engaged."

My final Work of Art project was a lot of fun to do! I was quite nervous about using certain aspects of technology, but was pleased in the end with my final product. In retrospect, I’d have taken a different perspective. I think I would have explored the project from the makeup artist’s perspective instead. This was a great final culminating activity to really delve into the nature and design of something I have always appreciated. Despite the heavy demands of this course, it dealt with a content that I truly value and the process was exhilarating!

The Work of Art in Theatrical Makeup

This week I found myself questioning what exactly is the compelling experience I'm investigating? After some thought, I decided that it is compelling being able to see a transformation from a natural human face into something magical and quite out of the ordinary. It is a physical change that adds depth to the actors character and enriches my experience as an audience member.

When I looked at exactly whose experience I was focussing on, I decided that I am investigating my experience as an audience member. I am planning to view the project mainly through the lens of myself as the beholder. There are some close-ups of the many hands working on the actor's face and a few that show a wider shot of the people applying the make-up. The main focus of my camera is on the face watching the transformation and then later documenting the experience I am having while watching it. The actor is present but not keenly observing the transformation through a mirror, so it more myself as the audience who gets to enjoy the process, despite the fact that the actor will be the one embodying the character.

I plan to discuss the way that the anticipation of the final look creates a compelling experience. Watching the process, like a ritual, makes the experience as well as the final product compelling. I feel excited and curious about the final results. There is a giddiness that arises as the character begins to take form.

My girlfriends are working together to create the work of art. Three of them are applying the makeup and the fourth is acting as the model being transformed into a fairy. The way that they are working together adds to my experience in that there is a fluidity present with all of the hands coming together to create. It is easy to become caught up in the creative flow of brush strokes.

I plan on filming my friends while they transform a face into that of a fairy. I'll be examining why the experience is compelling for me as an audience member waiting in anticipation for the final 'look.' The design will be examined starting at the beginning from the concept of the face make up to the application. I'll be highlighting the many hands it takes to transform a face into a dynamic mask that enhances character and adds a magical quality to the theatre experience.

What Not to Teach

When looking at the episodes of “What Not To Wear,” it was easy to think of the various ways that the elements of design could be applied to a “What Not To Teach” episode. Like fashion, education has many trends and a fluidity that evolves over time and lead to varying degrees of compelling experiences. It is very easy to get stuck in a rut. You have the ‘fad’ teaching techniques and the classics, or soon to be classics.

At one time, calculators were seen as a fad, but now they have become a staple; a classic if you will. Similarly, the effective use of technology is quickly becoming a classic daily choice in most classrooms. The old days of assigning textbook work and questions or pure memorization and repetition exercises should be over. I say should because, like all elements of fashion, not everyone is willing to change and sometimes an intervention is necessary. We all have our own unique teaching style in as much as students have their own individual learning style. As a teacher, I know that I have to respect these differences among my students and accommodate for them through the use of differentiated instruction and consideration of multiple intelligences.

What I know and understand about my tastes today will ultimately change over time. I strive to reach for the classics, appreciate and evaluate the trends and continue learning and imitating those teachers who I know have definite style!

In Fashion . . . .

I'll admit that I do watch What Not to Wear from time to time. There's definitely something compelling for me about Stacey and Clinton's process and subsequent transformations. I do find that I question some design aspects though when I consider the whole 'reality television' set up. I have a friend who is a producer for a reality television program and he claims that there is very little reality involved and that the majority of reality television is heavily scripted and planned. But, it is refreshing to see some 'real' people on T.V. who, despite their fashion mishaps, are somewhat easy to relate to.

I like the way that the show focuses first on the exterior fashion being worn by the person at the present moment. The idea of purging old habit s and clothing is something that many of us have the impulse to do from time to time. Once this phase is complete and the person has recovered from the quality time with the trash bin, it then seems to transition to an examination of the purpose of the clothing that will be worn and then a look at the best styles for the individual's body and practical uses. Clinton and Stacey provide clear examples of looks that will flatter the person's body and work in their daily lives. They share simple rules that work as guidelines and a foundation for all future fashion decisions. But, what makes the show compelling is that the people all seem to discover far more than a fashion sense. There is a deeper transformation that occurs simultaneously below the surface. Clinton and Stacey bring personality, abundant energy and a wealth of knowledge that they deliver with sassy flare.

I don't find it difficult, after viewing the readings for this week, to relate fashion with education. Learning, like fashion, is a very personal experience that varies from one individual to the next. Teachers and students alike have their own preferences and learning styles and therefore respond differently to various approaches. As an educator, I am often trying to appeal to the wide array of tastes within my classroom and to appreciate the uniqueness of each of my students, allowing them enough room to express themselves in their own way, with their own design. Fashion, like education, should be a fluid process that allows room for transitioning from one stage of development to new areas of interest as the seasons of life change. Teachers need to be willing to take the steps to really look at what is actually working in their closet of techniques and lessons and be willing to purge those outdated ideas in an effort to make room for new ones. They should see their students as a mirror documenting areas of progress and offering insight to areas that perhaps need a little over haul.

In, If Ideas Were Fashion by David Wong & Danah Henriksen, the experience of fashion was observed as being characterized by intense imagination, motivation, emotion, and thought. I agree that it would be great to find ways to captivate my students to the degree that their own fashion trends seem to occupy their minds. I loved the way that Wong and Henriksen observe that fashion is a deep inclination, and it's exciting to see it as we propose having "the potential to be the basis for creating powerful educational experiences." If the primary goal of teaching is to relate the curriculum in a compelling way to students, then I believe that Wong and Henriksen made a critical point by stating that "we should begin by first looking at the kinds of situations in which students seem to be naturally deeply engaged." Fashion, like music, is one area that offers a door way of potential insight into ways of taking teaching and learning and creating a compelling process and over all experience.