5-3
Reading Takeaways
The Act of Listening
As artists how do we invite our audience to listen?
As teachers how do we invite our students to listen?
STORYTELLING, STORYTELLING, STORYTELLING
- personal stories
- meaningful stories
Potential lessons: ask student to interview people in their lives and make recordings.This taps into the students' funds of knowledge and creates opportunities for students to learn from each other.
Social network of recordings??
New Literacies
Knoebel and Lankshear point out that remixing has been around for centuries. However, digital art and music making, rapid communication, and access to endless information has made the process of remixing easier than ever. Young makers remix naturally and frequently. This presents an incredible opportunity for educators to tap into this kind of literacy. When students remix, they recontenxtualize, collage, connect, problem-solve, and make sophisticated choices to make meaning. Isn't this what we are trying to get them to do anyway?
The following video may be interesting to show (older) students as a way to get them to think critically and openly about what it means to re-mix. The video traces re-mixing throughout history in music, movies, tv shows, products, and even our biology and looks at the development of modern copy write laws and questions the notion that ideas are property. Students could debate the values presented in the video as well.
Everything is a Remix Remastered (2015 HD) from Kirby Ferguson on Vimeo.
The New Digital Arts: Forms, Tools, and Practices
I had never thought about the Internet's relationship to dance before. The dance section of The New Digital Arts was very interesting. Of course the internet is a perfect space for learning about and sharing dance. For example, YouTube is home to treasure troves of previously difficult to find footage, including dances in films from the 30s and an 1896 video of Louie Fuller dancing. Although YouTube is often banned from schools, how can we use the site as a tool for archival research in the arts?
Also how can art teachers, in schools where they may be no dance programs, incorporate dance into the visual arts classroom?
Reading Takeaways
The Act of Listening
As artists how do we invite our audience to listen?
As teachers how do we invite our students to listen?
STORYTELLING, STORYTELLING, STORYTELLING
- personal stories
- meaningful stories
Potential lessons: ask student to interview people in their lives and make recordings.This taps into the students' funds of knowledge and creates opportunities for students to learn from each other.
Social network of recordings??
New Literacies
Knoebel and Lankshear point out that remixing has been around for centuries. However, digital art and music making, rapid communication, and access to endless information has made the process of remixing easier than ever. Young makers remix naturally and frequently. This presents an incredible opportunity for educators to tap into this kind of literacy. When students remix, they recontenxtualize, collage, connect, problem-solve, and make sophisticated choices to make meaning. Isn't this what we are trying to get them to do anyway?
The following video may be interesting to show (older) students as a way to get them to think critically and openly about what it means to re-mix. The video traces re-mixing throughout history in music, movies, tv shows, products, and even our biology and looks at the development of modern copy write laws and questions the notion that ideas are property. Students could debate the values presented in the video as well.
Everything is a Remix Remastered (2015 HD) from Kirby Ferguson on Vimeo.
The New Digital Arts: Forms, Tools, and Practices
I had never thought about the Internet's relationship to dance before. The dance section of The New Digital Arts was very interesting. Of course the internet is a perfect space for learning about and sharing dance. For example, YouTube is home to treasure troves of previously difficult to find footage, including dances in films from the 30s and an 1896 video of Louie Fuller dancing. Although YouTube is often banned from schools, how can we use the site as a tool for archival research in the arts?
Also how can art teachers, in schools where they may be no dance programs, incorporate dance into the visual arts classroom?
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