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.

Week 4 Reading: The Art of Possibility Chapters 9-12

Wow, these last chapters were a lot to take in! Just when I thought my personal reaction could not possibly be more profound, the Zander’s prevailed with more stories and more implications of living a life of possibility. Most notably were chapters 10 and 11 when adversity was discussed in more detail, including the analogy of self as a game board (versus the typical interpretation as a participating piece). I will admit, when the idea of mutual responsibility in every situation was introduced, I felt some indignation. I mean, who doesn’t want to ostracize the drunk driver or the blatantly rude reaction or the frequent absentee. But how fascinating to think about their perspective and how it will not improve attitude and happiness by being upset and throwing blame.

As easy as it is to get into a downward negative spiral towards my students, blaming them for their negative, rude, and apathetic actions. But what about what I have done to contribute? What about my negative sarcasm or mediocre effort? Not to mention what they have eaten lately or when the last time is that they got a hug or “good job” from a parent? Trying to remember myself in each other person’s shoes will help me to react with a more enlightened attitude, just as Ben did when his students partied in South America. What would it have helped to “go off” like so many of us teachers are expected to do. Instead, the kids understood, felt enabled, apologetic, regretful, and still valued. Amazing. This Art of Possibility stuff is definitely not second nature in the world of modern education, but I feel like a breath of fresh air, a reminder of options and how to go with the flow, giving students and others in my life the benefit of the doubt, has been given to me…I am inspired and grateful.

Original Artwork, detail of tapestry from "A Perspective on Eastern Design in Threadwork", 2007

Week 3 Publishing/Leadership project part 2 of 2: Which Publication?

I did research online to see where the best place to publish would be, and I ended up at my professional organization’s website, the National Art Education Association. They have a database of all the Arts-related journals that are calling for submissions. I found 3 excellent forums for the publication of my paper, which will be about how technology affects the engagement level of high school students. These 3 are accepting entries of the size and content of manuscript I will be creating. I have made some reflections below about each of the 3 choices.

Choice #1: Canadian Review of Art Education

This journal is published by the Canadian Society for Education. They are taking entries from all disciplines and fields of study, from researchers, educators, and students. The pluses of this for me include increased exposure, and flexible submission content. The negatives include very specific format requirements, decreased exposure in the US, and not as much emphasis on the Arts.

Choice #2: International Journal of Education Through Art

This journal has a focus on questioning and evaluating the current state of Art education across a wide range of educational contexts. The pluses of this venue are that the content is more specifically applicable to my subject matter, especially since they specifically mention “emerging technologies” in the potential topic list. The only negative I can find is that they do not list the specifications for submission without registering first, so I will have to look into it further to find out. Right now it seems very open, and they accept supporting images.

Choice #3: The Journal of Curriculum and Pedagogy

This journal seems very innovative and includes a special section in each issue called ABER, or Arts Based Educational Research. The focus of this section is visuals of Arts-based research, including short essays that describe what happened. I like how the focus here is on the visuals, I think that is very unique and yet makes perfect sense when talking about Art-based educational research. The pluses of this publication include the opportunity to speak through images, and the opportunity to be included with Fine Arts as a whole (drama, music, literature, etc.), which I think would reach a broader audience. The negatives include the additional work of obtaining parental permission to submit images of student artwork, short biographies of each artist, and just researching which images to use to best exemplify the research.

Image from MorgueFile.com at

http://mrg.bz/iVYiQl

Week 3 Publishing/Leadership project part 1 of 2: Paper or Presentation?

I have been going back and forth on this question of presentation or paper for publication. I started out wanting to do a paper, because I think it would be excellent to have a published item out there and on my resume. When I was doing my initial research, I didn’t see much precedent in my topic area. So, it seems that a paper would be a beneficial addition to the available material on the subjects of Art, technology, Art Education, engagement levels in Art classrooms, etc.

Then, I started thinking about how visually interesting my Action Research is, with student work, including the Glogster portfolios. Personally, I would rather watch a presentation, with a lot of cool pictures and video to really illustrate the key points. BUT, I also know there aren’t many professional forums for this kind of format. Although I may end up making a presentation as well, a paper just seems much more versatile and presents many more opportunities for sharing and networking. So far, that is the status of my decision: paper!

Image can be found at http://mrg.bz/5cR0wC, MorgueFile.com

Week 3 Reading Peer Response: Peter Binskin

Nice sign! I too find it hard to realize and reflect on the difference between my “calculating self” and my “central self”. It’s hard sometimes to separate yourself, emotions, background, etc. from a situation! It’s true, we as teachers forget that we may be, in your words, “squishing” our students instead of empowering them. I like how Zander suggested that we need to ask ourselves who we are being that they are not performing to their full potential. I try to do that when I ask my students how I can help them make the best artwork possible. What tools can I give you? What examples? What techniques? I am often surprised and delighted at their responses, and it gives me satisfaction to know how I can help. I think the important thing here is that we are aware of our two selves, and continually reflect on how we can do better. Everyone is human and our nature seems to be that we will continually navigate to our calculating self, but if we are innovative and motivated, letting life “go” and reminding ourselves of rule #6, we can prevail in any situation, even if its negative.

Peter's Original Post:

The more I read the book the Art of Possibility by Rosamund and Ben Zander (2000) the more I love it. It’s been a comforting read as well as quite entertaining. Thank goodness for a book that makes me want to read it to see what the next chapter is going to reveal.

For me the major highlight from these four chapters (5-8) was the Rule number 6 focus in chapter 6. Even though I have a tendency to joke around to alleviate tense situations it’s usually a cover-up for the stress I’m bringing into the situation. I tend to think very much using my calculating self even though I think I am using my central self. It would be nice, some time, to actually have the presence of mind that Roz Zander portrays in this book to break things down and find a different, more positive collaborative way to get through a problem. I have now created a little sign of my own for every time I feel myself taking things too seriously.

Another thing I took away from these chapters was the idea of leading from any chair. It really came across as an empowerment piece and I was wondering how often as a teacher I squish students like the overbearing conductor just to get through the day. On Sundays I play guitar at church and afterwards I mentor a few teenagers in their playing. It’s funny how I can be the sort of person Ben Zander talks about, not being judgmental or desirous of credit as the boys get better in their playing, but supportive of them personally as they see themselves through their playing. Maybe I relax more with music than with core subjects.

Week 3 Reading Peer Response: Meghan Bassett

Meghan, I really enjoyed reading your reflections on chapters 5-8. First, that story about your mom really touched me. I am close with the principal’s secretary at our school, and I can imagine just how the situation went down. I think it is such a shame that some people are not in a place in their lives where they feel comfortable enough with themselves that they can admit mistakes. Why do some feel that they are so much better than others that they can assume perfection? So what if you mess up and were adamant that you were right….admit it and make a joke of it! My dad and I always say begrudgingly, “you were right and I was wrooooongg, what do I owe ‘ya”? You are so right that just the simple act of acknowledging that someone has helped you is huge: they feel empowered, appreciated, and like they have purpose. I feel so wonderful when a student takes the time to thank me for something I helped them with. It makes all the other trials and tribulations worth it.

I’m so sorry that the application of rule #6 was needed for you in that way recently. How shocked and hurt you must have felt when your friend broke the bond of trust. I have been in similar situations, and know that the first reaction is to give up on the friendship out of spite and anger. And although it may seem harder at first, I think that applying rule #6 is actually easier, and more rewarding, than that alternative. I try to imagine when I’ve done something that needs forgiveness, and “let it ride”. Usually, not blowing up when you first react is the right thing to do!

That is great that you go for the silver lining in things, but I know its hard at times to get beyond superficial judgments, or grouping small negatives into one big negative. I too, need to watch the sarcasm use in my classroom. I remember my education professor in undergrad saying to NEVER use it…but sometimes I think it wakes the kids up and builds rapport. I don’t want to hurt any feelings though, or use it with someone who isn’t ready for it. I hope we get to embrace our passions more frequently when we get a little more time after this program, Meghan! I agree that painting, music, or just being somewhere beautiful really helps…

Meghan's Original Posting:

Wk3 Reading: Art of Possibility Chapters 5-8

In the first chapter Leading From Any Chair, I couldn’t help think about my mother. She works in a school as the secretary to the principal. The principal received an email last week that a report needed to be ran. He never told my mother or the person that was supposed to run the report, but my mom found out from another school. When she brought it up that he may have missed an email, he said he never received it. A few hours later, after going back to him again, he forwarded the email and said he had just gotten it (which we all know, emails are time stamped). Instead of admitting his own mistake, he, like the conductors, tried to let it slide and hoped no one noticed.
The mere act of kindness and acknowledging that other people help you do a job is severely under-used. If you give ANY kind of praise to people who are helping you, or even say thank you to them, it brings up esteem and also encourages people to continue to work hard for you. I guess we could all work on this in different ways. I personally could work on always encouraging my students in ways that they are doing well. I can be sarcastic, which doesn’t work well with all of my students.
The next Chapter, the Rule number 6, took a more person attack on a way I’ve been feeling for a week now. I was very betrayed by someone I thought I could trust. A friend of mine told another friend of mine something very personal, and very atomic. I knew that the word had spread, and I wasn’t sure of where it had started. I found out and instead of confronting the issue, I recoiled and hid from everyone. Here, I need to follow Rule number 6, and stop taking myself so seriously. People talk, and say things that aren’t theirs to say, and sometimes there are things that get said that we don’t want said. It’s a part of human nature, and if I really didn’t want anyone to know, I wouldn’t have said it in the first place. I’m still hurt, but I’m letting it go in my own time.
The Way Things Are…I’ve always tried to see the cloud with a silver lining, and look on the bright side of things. A much easier said than done thing to accomplish. I’m one of those people, once I start feeling negative, everything that’s negative seems to find me. I’m sure that has everything to do with the way I am looking at things, rather than the world being out to get me. If we can laugh and play with the bad things that happen to us, a much more light hearted attitude would be had by everyone around us!
I would love to give way to passion more. Sometimes we are so stuck in living life day to day we forget to give in to the natural flow of life an energy. I try to recognize the energy around me, but I’ll be honest…the only real times I feel a surge of energy run through me are when I’m by the ocean watching the waves, or listening to music and painting. Then I can truly let passion run through me and I feel at one with everything around me.

Week 3 Reading: Art of Possibility Chapters 5-8

I really enjoyed the reading this week. Chapter five was a great reminder for me that instructors need to be accountable. I always try to admit my mistakes, and give credit to any student who corrected me. I also apologize every once in a while to a student if I recognize that I overreacted in a situation or let my personal mental state effect my reaction to their behavior. I let them know that I’m a “real” person, capable of emotions, life emergencies, and mistakes. I loved the “Lehner” story, and the idea of shifting power in the classroom spontaneously; enabling students to feel value with the anticipation of potential role change. To know that your leader would trust to hand over the reigns at any given time is a special feeling. I also love Zander’s idea of the white sheets: what an inventive way to record and reflect on student input. How amazing to actually acknowledge a students’ input through eye contact and other non-verbal performance elements.

Chapter 6, and rule number 6, is extraordinary. That idea has been my motto this school year in order to survive. I have found myself so frustrated with certain students’ behaviors that I want to correct them every single time they say something inappropriate, instead of picking and choosing my battles. When I refrain, I feel resentful towards them. I realize from reading this chapter that I need to remind myself that I am a teacher, not a parent of 162 children. I am not physically or mentally able to project my personal value set in the discipline of my classes. I must remember that position and attention are central to my students, and they do not intentionally mean to offend me with most of their actions. They are surviving in a competitive environment. I must focus on finding my central self rather than the calculating, judgmental, angry, resentful self. I can’t judge rude children without considering the whole person=who knows what is going on in their life or how they were raised.

In chapter 7, the way things are, I loved the concept of being present to reaction and just letting life go without being overly negative. I have always been the person who did that at family and social gatherings. My role as pacifier and encourager comes naturally to me. I always try to find the bright side of things verbally and with body language. Although uplifting negativity continually can be emotionally draining, sometimes it is just necessary. I love the concept of just letting everything flow, with no good or bad judgments, just being. That’s easier said than done, but definitely an inspiring goal to strive for. It all boils down to the original focus of this book: separating concepts from physical actuality, reflections from observations, and constructs from genuine assessment.

Those ideas fuel the imperative avoidance of “downward spiral talk”. Relating back to my challenge students, I need to stop expecting a negative interchange as soon as they walk in the door. Maybe if I tried an “upward spiral”, the interchanges would be more positive from the jump.

Of course I want to unleash my passion! That is what this graduate program is all about for me. I am looking at the big picture, embracing challenge and living life to the fullest! Although I feel like I’m barely holding on to a racehorse with no saddle, I know the finish line, and more wonderful life experiences, are in store.

Original photo taken of my wonderful and inspiring mother, Elizabeth, playing frisbee golf