This blog belongs to Patricia Atkinson and was created as part of the Education Media Design and Technology program at Full Sail University.

Tuesday, September 27, 2011

Final Video of my graduate research project:

How does technology affect student engagement levels in Art class?

Saltwater Tank September 25, 2011

A little piece of the coral reef right here in Bumpass, VA!

Saturday, May 28, 2011

Wk 4 Publishing Leadership Project


My top two choices for publication are the International Journal of Education Through Art, because the content is specifically applicable to my research. The entry guidelines even mention "emerging technologies" in the potential topic list. My other topic choice is the Journal of Curriculum and Pedagogy, which includes an entire section of visually rich, Art-based educational research. This journal also has the advantage of having all Fine Arts Education mixed in, and I think that it reaches a more broad and eclectic audience.

Planning Blog Entry 1 : Paper or Presentation?

Planning Blog Entry 2: Which Publication Venue?


Week 4 Reading: Peer Response: Brian Thomas

I loved your comments about being enrolled and re-inspired in the classroom. It is so true, especially in the educational field, that even when we are passionate about something we may stay passive. Why is that? For me, its because I feel like I’m barely making it with all the mandatory stuff--and life—and would rather not stretch to try anything new or say anything that may cause extra effort. But if we all thought like that, there would never be any innovation! I always use my busy life, or inadequate salary, or student behavior, as an excuse not to be “enrolled”, as you say. Maybe I need to remember that being active/enrolled starts with a simple change of mind-set, and allowing opportunity and possibility to have potential in my life. I too have now started looking at occurrences in my classroom and life differently. I honestly have had some pauses when I wanted to blow up at my students, but instead took a deep breath and remembered the Art of Possibility and everything that the Zander’s shared. I know it sounds corny, but it’s true. I think we all needed this book here at the end of our masters and for many of us the end of our school years—now lets slug it out and get ‘er done!

Brian's Original Post:

I am truly amazed at the gift of working with people that Benjamin Zander has. His story in chapter nine was amazing.Knowing how tough students can be on performances, especially classical music concerts it’s truly a testament to his ability to engage a crowd, no matter who they are comprised of. I must say that I was inspired by this chapter to really try to create a spark in my classroom next year with the endless possibilities of learning.

I appreciated the apology story about Cora the violinist. I think it was a great reminder of many of the other points in the book but most importantly to remain humble, appreciative, and understanding of other people’s situations and circumstances before forming an opinion or casting any form of judgment.

The story about the teenage orchestra in Sao Paolo was just great. I can recall chaperoning situations that I had challenging students and issues and also recall responding to them aggressively early in my career. However, I learned that dealing with the person and the cause for the action is much more effective and sensitive. I really liked this story because it gave me another great strategy for overcoming those challenging chaperoning situations.

Week 4: Reading Peer Response: Spencer Lunsford

Wow, I thought working with some of my students was an upstream battle…your situation sounds very challenging! I know what you mean about the blame game, as it is a natural and gives superficial satisfaction. It’s just like when people talk about how horrible the situations in government are, but they don’t vote. When teachers give an overarching generalization that the students have previously caused other instructors to leave, of course that attitude is going to seep into their teaching style, attitude, assessment style, and even perceived by the students (giving strength and mal-placed reinforcement to their “accomplishment”). I liked your analogy of these students in need to sparks on your game-board. I mean, even if we have 100 students that still continue to fail, what if one passes and improves their lives because of us? Doesn’t that make everything else worth it? Like you pointed out, if we have the choice to be negative or positive, why not at least try to “keep our board in the positive” (or in your words—“refreshing fountain of encouragement” J ). You are right, the Art of Possibility is a constant source of growth, not something we can master all in one day.

Link to Spencer's Original Post

Spencer's Original Post:

For me, being the board has all kinds of difficulties that come along with the notion. I have been able to find solace in the blame game for my entire teaching career. The students that come to me are usually several grades behind in their mathematics knowledge. Much of this is due to (here comes the blame) teachers being "run off" by the bad acting children. In fact the students brag about how many teachers they have been able to get to leave. Having to accept responsibility of how I react to the situation will make me a better teacher from here on out. Instead of being able to write off the students that are not understanding what they ought to have learned in the past, I now have sparks to light. The students are on my board and I get to bring them to new places with new learning experiences. I can fight the facts that they are behind, or I can find out where they are and bring them as far around my board as possible in the time we have together. I can be just another voice telling them what they can't do, or I can be a refreshing fountain of encouragement. The art of possibility is just that, an art. Some people are naturals, others have to work hard at it. The great thing about the art of possibility is that everyone can grow.