We are creating a "Steampunk Reading List"...
Students, in keeping with the idea of connecting the dots, comment to the blog below, and list as many Steampunk related books, stories, poems, movies, music videos etc. that you can think of.
I'll start the list...
movie - The City of Lost Children
book - Frankenstein (easy one)
How much stuff can you come up with?
Tuesday, May 29, 2012
Monday, May 14, 2012
In Computer Art were winding down and beginning the review and final stages.
Decided today, rather than do the cool down I had planned to show them the Innovations 101 site and let them sift through all the innovators interviewed themselves.
Modified one of the worksheets a bit, and now they are going to find an innovator who is both interesting (in what they are saying as well as how they are saying it) they identify with and make some comparisons - not between innovators, but between innovators and themselves.
Ill be curious to see what they make of these people and who they find interesting.
Decided today, rather than do the cool down I had planned to show them the Innovations 101 site and let them sift through all the innovators interviewed themselves.
Modified one of the worksheets a bit, and now they are going to find an innovator who is both interesting (in what they are saying as well as how they are saying it) they identify with and make some comparisons - not between innovators, but between innovators and themselves.
Ill be curious to see what they make of these people and who they find interesting.
Started the Painting class this morning with a brief Powerpoint (using the iPod and iTunes as examples) to help clarify the difference between innovation and invention. Its a subtle but important difference, and one the understandable get confused with.
Will be covering the Design Process again tomorrow - and how it can help kick start the creative process (with an emphasis on research).
Found a very cool book on Brain Pickings website that talks about the Design Process circa 1939 - will add this in to the mix tomorrow instead of using THF's PBS clip and see what sort of different response it gets.
A 5-Step Technique for Producing Ideas...
Will be covering the Design Process again tomorrow - and how it can help kick start the creative process (with an emphasis on research).
Found a very cool book on Brain Pickings website that talks about the Design Process circa 1939 - will add this in to the mix tomorrow instead of using THF's PBS clip and see what sort of different response it gets.
A 5-Step Technique for Producing Ideas...
Thursday, May 10, 2012
No movement in Painting class today - was conducting trainings in our elementary building.
Tomorrow we will review the Design Process and Kamen's definition of innovation (and compare with Mullins and Burtons).
This class has the same complaint - they like what Dean Kamen has to say, but his delivery is less than dynamic - of course they are comparing him to video footage of Steve Jobs and Aimee Mullins.
Both very dynamic speakers.
I actually like Kamen's low key and sometimes quietly intense delivery, but I can see how HS students may be looking for something more.
Tomorrow we will review the Design Process and Kamen's definition of innovation (and compare with Mullins and Burtons).
This class has the same complaint - they like what Dean Kamen has to say, but his delivery is less than dynamic - of course they are comparing him to video footage of Steve Jobs and Aimee Mullins.
Both very dynamic speakers.
I actually like Kamen's low key and sometimes quietly intense delivery, but I can see how HS students may be looking for something more.
Evaluation...
Independent evaluators arrived today to interview students and get details about the Innovation 101 product from me.
Students were (for the most part) very articulate and open in their feedback, they had some excellent comments.
We also discussed the Design Process a bit more, they have walked away with an excellent grasp so far (which kind of amazes me - I was feeling like I didn't cover it as well as I should have) but they are enjoying the student led "flipped" aspect of the lessons (which kind of sucks since I like talking).
Looked at the clip from Men in Black and used that as a spring board to discuss critical thinking a bit more - and how its easy to loose sight of what the "real" problem is.
Assigned the Steve Wozniak clip (his thoughts on innovation). Hopefully students will find him more entertaining to listen to and tomorrow we'll discuss and compare the different innovators attitudes and definitions of creativity (Kamen, Mullins, Wozniak).
They should rock that worksheet (another one I have modified a bit).
I do enjoy the writing aspects of the lessons - and they seem to as well.
Students were (for the most part) very articulate and open in their feedback, they had some excellent comments.
We also discussed the Design Process a bit more, they have walked away with an excellent grasp so far (which kind of amazes me - I was feeling like I didn't cover it as well as I should have) but they are enjoying the student led "flipped" aspect of the lessons (which kind of sucks since I like talking).
Looked at the clip from Men in Black and used that as a spring board to discuss critical thinking a bit more - and how its easy to loose sight of what the "real" problem is.
Assigned the Steve Wozniak clip (his thoughts on innovation). Hopefully students will find him more entertaining to listen to and tomorrow we'll discuss and compare the different innovators attitudes and definitions of creativity (Kamen, Mullins, Wozniak).
They should rock that worksheet (another one I have modified a bit).
I do enjoy the writing aspects of the lessons - and they seem to as well.
Wednesday, May 9, 2012
Yesterday...
Yesterday the Painting class decided they needed more direction and guidance on exactly what they were supposed to do in terms of subject matter for the painting (Burton or Steampunk).
We looked at some visual reference, discussed options, specifics like size, media, application of 3D media and using the Design Process for inspiration and reference.
We will discuss this in greater detail (after they watch the video) on Friday - how does one really use the Design Process for research and inspiration?
We looked at some visual reference, discussed options, specifics like size, media, application of 3D media and using the Design Process for inspiration and reference.
We will discuss this in greater detail (after they watch the video) on Friday - how does one really use the Design Process for research and inspiration?
General work day today in Computer Art and nothing in Painting as I was conducting iPad training.
Hate to lose a day at this point in the juncture, but life does go on in other areas.
Assigned Computer Art the video on the Design Process - watch and be ready to discuss tomorrow.
painting class will get the same assignment tomorrow for a discussion on Friday.
Conducting more iPad trainings tomorrow - so it will be a visit with the independent evaluator in the AM (Computer Art) and then off to the trainings, leaving the Painting class to watch the video, prep for discussion and work on their own.
Pretty good video about the Design Process though...
Hate to lose a day at this point in the juncture, but life does go on in other areas.
Assigned Computer Art the video on the Design Process - watch and be ready to discuss tomorrow.
painting class will get the same assignment tomorrow for a discussion on Friday.
Conducting more iPad trainings tomorrow - so it will be a visit with the independent evaluator in the AM (Computer Art) and then off to the trainings, leaving the Painting class to watch the video, prep for discussion and work on their own.
Pretty good video about the Design Process though...
Monday, May 7, 2012
Defining innovation...
Whipped up a quck primer on "what is innovation" to review and reinforce Kamens definition of innovation (which is the one I personally buy into and the one we have empahsised at Chenango Forks).
This will let me do a quick review of the Kamen video clip "Defininf Innovation" - in one class we went over it as a group, in the other I had them look at it as a self guided activity.
I placed in the Dean Kamen box of video shorts.
CF Innovations 101 web page
The second group seemed to have a great grasp of it (I just want to go over it myself for purely selfish reasons - I like teaching) although they did find Kamen a bit boring (in his delivery, not his content).
I used the iPod/iTunes to help draw the distinction between innovation and invention and to reinforce what an innovation really is - this also allows me to touch Edison again (if even in a peripheral way).
This will let me do a quick review of the Kamen video clip "Defininf Innovation" - in one class we went over it as a group, in the other I had them look at it as a self guided activity.
I placed in the Dean Kamen box of video shorts.
CF Innovations 101 web page
The second group seemed to have a great grasp of it (I just want to go over it myself for purely selfish reasons - I like teaching) although they did find Kamen a bit boring (in his delivery, not his content).
I used the iPod/iTunes to help draw the distinction between innovation and invention and to reinforce what an innovation really is - this also allows me to touch Edison again (if even in a peripheral way).
Friday, May 4, 2012
The Design Analog sheets were given to students to help them focus
their thinking and begin their research. Not all students need this
jump start of course, but if they haven't been through the Design
Process before (consciously or unconsciously) they can get "block" - not
sure what to do or how to start.
This sheet is a trick that helps define the problem and lets them get a start in a direction.
It may not actually define the final visual - but its a start...
This sheet is a trick that helps define the problem and lets them get a start in a direction.
It may not actually define the final visual - but its a start...
The Design Process...
Today's begins a discussion of The Design Process (in depth) in the Painting
class.
Looking to connect more dots. How are ideas generated?
Ideas and innovation don't happen in a vacuum, they come from work and research.
Today...
How does Dean Kamen define innovation (and create a distinction between innovation and invention)?
How does this apply to Aimee Mullins (was she an innovator or not)?
How does this apply to Tim Burton (in what way is he an innovator)?
How are innovative solutions arrived at and how do they work in the real world(showing the carbon dioxide clip from Apollo 13)?
This leads to The Design Process...
What is it and how do artists and other "creatives" use it to help solve problems (or be innovative)?
Our emphasis will be on Dean Kamen's idea that innovation comes from work, trial and error, and the hints he gives on research and development.
How does step #2 - research play a role in being creative?
More importantly - how do you do it (and the design analog worksheet to help jump start the process)?
Looking to connect more dots. How are ideas generated?
Ideas and innovation don't happen in a vacuum, they come from work and research.
Today...
How does Dean Kamen define innovation (and create a distinction between innovation and invention)?
How does this apply to Aimee Mullins (was she an innovator or not)?
How does this apply to Tim Burton (in what way is he an innovator)?
How are innovative solutions arrived at and how do they work in the real world(showing the carbon dioxide clip from Apollo 13)?
This leads to The Design Process...
What is it and how do artists and other "creatives" use it to help solve problems (or be innovative)?
Our emphasis will be on Dean Kamen's idea that innovation comes from work, trial and error, and the hints he gives on research and development.
How does step #2 - research play a role in being creative?
More importantly - how do you do it (and the design analog worksheet to help jump start the process)?
Tuesday, May 1, 2012
Breaking things up (and down)...
Computer Art class working today generating sketches and compiling research and reference materials. I'll begin checking sketches for them tomorrow.
Painting class has decided they would like to work today - so we cut a deal - they come prepared for discussion tomorrow having watched the end of the Steampunk presentation (or Tim Burton's MoMA exhibition video's) AND the Science Fiction Science Fact presentation.
We will take a look at Dean Kamen's definition of innovation and start to discuss the Design Process.
Painting is going to have some options...
I am allowing them to move ahead with either the Steampunk concept as reference/inspiration OR use the Tim Burton as an innovator as their reference/inspiration.
The Design Process will be used to examine and define each/either style.
Painting class has decided they would like to work today - so we cut a deal - they come prepared for discussion tomorrow having watched the end of the Steampunk presentation (or Tim Burton's MoMA exhibition video's) AND the Science Fiction Science Fact presentation.
We will take a look at Dean Kamen's definition of innovation and start to discuss the Design Process.
Painting is going to have some options...
I am allowing them to move ahead with either the Steampunk concept as reference/inspiration OR use the Tim Burton as an innovator as their reference/inspiration.
The Design Process will be used to examine and define each/either style.
Monday, April 30, 2012
Assigned the Science Fiction Science Fact PowerPoint as homework tonight and will discuss and quiz Wednesday. I think it will be an "open website" quiz - they can access the PowerPoint and website, but cant travel from the Innovation page.
They should be able to find all the answers there (even if they don't actually look at it tonight, they will have to go through it at least once to take the quiz).
Tomorrow we will finish the Steampunk lecture.
They should be able to find all the answers there (even if they don't actually look at it tonight, they will have to go through it at least once to take the quiz).
Tomorrow we will finish the Steampunk lecture.
Monday morning - period#3 (Painting).
Starting differently with this group.
They have seen the intro/warm up videos, but rather than go right into "what is innovation", I am asking them to start the worksheet (what they think innovation is) and we started today with the sci-fi lecture.
For our purposes, we are using the terms innovation and creativity interchangeably.
Today's discussion was Surrealism, fantasy, sci-fi and breaking that down into sub-genre.
Tomorrow we really dissect Steampunk and begin to look at aesthetics and philosophy. From there I'll dive into the Design process as a tool for refining their vision (and use Dean Kamen as my feeder into that).
Starting differently with this group.
They have seen the intro/warm up videos, but rather than go right into "what is innovation", I am asking them to start the worksheet (what they think innovation is) and we started today with the sci-fi lecture.
For our purposes, we are using the terms innovation and creativity interchangeably.
Today's discussion was Surrealism, fantasy, sci-fi and breaking that down into sub-genre.
Tomorrow we really dissect Steampunk and begin to look at aesthetics and philosophy. From there I'll dive into the Design process as a tool for refining their vision (and use Dean Kamen as my feeder into that).
Monday morning - period #1 (Computer Art).
Students working diligently on the Design Process - step #2 (Analysis and Research).
Oddly enough they seem to be enjoying this step (which was always my favorite).
Keying on the aesthetic of Steampunk - what it is and what its not, what others have done, what are its characteristics - and using that as inspiration to begin generating ideas and sketches for their finished illustration.
Students working diligently on the Design Process - step #2 (Analysis and Research).
Oddly enough they seem to be enjoying this step (which was always my favorite).
Keying on the aesthetic of Steampunk - what it is and what its not, what others have done, what are its characteristics - and using that as inspiration to begin generating ideas and sketches for their finished illustration.
Saturday, April 28, 2012
Connecting the dots (again)...
Mowing the lawn and pondering the Innovations lesson, hashing out last weeks lessons and resulting discussions in my mind and I should jot down a couple of thoughts before they slip my mind...
If nothing else, and if the students don't come away with any additional knowledge of the Design Process and innovation (although I suspect they will) they are starting to look for connections (or perhaps just see them without looking).
Discussing this in two HS classes, and touched on it in the evening class I teach at BCC (Broome Community College) - in our discussions of Dean Kamen and the work he does with DARPA on advanced prosthetics, we looked at DARPA and some of its other projects.
Was interesting to watch students make the connection between DARPA's work on advance prosthetics, and the exciting and interesting work they are doing related to the Future Soldier (or Future Force warrior) project and wonder if the two were connected, and if so was that good or bad (and could it be both)?
This connected back to the "Science Fiction Science Fact" powerpoint.
If it wouldn't get us off on to much of a tangent, Id love to follow through with a lesson on connecting the developments in the Future Soldier program to things going on in science fiction literature and movies.
Might make a nice lesson to be team taught in a Social Studies class.
Future Force warrior on wikipedia
DARPA
If nothing else, and if the students don't come away with any additional knowledge of the Design Process and innovation (although I suspect they will) they are starting to look for connections (or perhaps just see them without looking).
Discussing this in two HS classes, and touched on it in the evening class I teach at BCC (Broome Community College) - in our discussions of Dean Kamen and the work he does with DARPA on advanced prosthetics, we looked at DARPA and some of its other projects.
Was interesting to watch students make the connection between DARPA's work on advance prosthetics, and the exciting and interesting work they are doing related to the Future Soldier (or Future Force warrior) project and wonder if the two were connected, and if so was that good or bad (and could it be both)?
This connected back to the "Science Fiction Science Fact" powerpoint.
If it wouldn't get us off on to much of a tangent, Id love to follow through with a lesson on connecting the developments in the Future Soldier program to things going on in science fiction literature and movies.
Might make a nice lesson to be team taught in a Social Studies class.
Future Force warrior on wikipedia
DARPA
Steampunk reading...
Im have just reached the middle of "The Difference Engine" by Gibson - perhaps one of the most foundational and classic pieces of Steampunk literature (it help define the genre in the 80'S).
The students prompted such a great discussion Thursday and Friday, and brought such great connections to the table it was pretty exciting.
The interesting thing to me as an educator is that most of their connections were contemporary (to be expected I guess) and only a few had a grasp of the "classics".
My emphasis was on Mary Shelley's Frankenstein and of course the work of Well's and Verne, that I had discounted some other sources - one of my colleagues piloting the program in another district used Huxley's "A Brave New World" - a brilliant leap (especially considering its look at a dystopian future where Ford is idolized and the assembly line a staple of life).
I'd love to add a literature component - but sadly don't have time for a novel.
Maybe one of Well's or Verne's short stories?
Perhaps Bernie Wrightson's illustrated Frankenstein?
At the very least I'll need to compile a reading list to go along with the lesson as a supplement.
The Difference Engine (on wikipedia)
The students prompted such a great discussion Thursday and Friday, and brought such great connections to the table it was pretty exciting.
The interesting thing to me as an educator is that most of their connections were contemporary (to be expected I guess) and only a few had a grasp of the "classics".
My emphasis was on Mary Shelley's Frankenstein and of course the work of Well's and Verne, that I had discounted some other sources - one of my colleagues piloting the program in another district used Huxley's "A Brave New World" - a brilliant leap (especially considering its look at a dystopian future where Ford is idolized and the assembly line a staple of life).
I'd love to add a literature component - but sadly don't have time for a novel.
Maybe one of Well's or Verne's short stories?
Perhaps Bernie Wrightson's illustrated Frankenstein?
At the very least I'll need to compile a reading list to go along with the lesson as a supplement.
The Difference Engine (on wikipedia)
Friday, April 27, 2012
Monday the roll out starts in earnest with the Painting class. A bit nervous about that one. Will either go really well or really poorly depending on how on my game I am.
I'll be trying it backwards with them...
Instead of innovators first, then concept (Steampunk), I'm doing concept first, then using that to lead into the design process, and using that to key in on Kamens philosophy on innovation and tie it up with Mullins.
They are watching the Science Fiction Science Fact power point on their own this weekend.
Hopefully I have managed to make it student led so it will work without my lecture to go along with it.
Only one way to find out...
The sci-fi lecture...
Today concluded the two part lecture on the history of fantasy art, focusing on Surrealism, Fantasy, Science Fiction and it's assorted branches, finishing with Steampunk.
The emphasis in today's follow up was making some connections between these branches, Dean Kamen and Aimee Mullins, Edison and Ford, the industrial revolution and just what the heck it all had to do with creativity.
Great discussion, and the students had some very intelligent observations, bring some really unexpected connections of their own to the table.
We finished today with an examination of the design process, and how the would use it to begin to dissect Steampunk, using a design analog worksheet, looking for characteristics as well as visual clues to use to create their own piece of art.
Wednesday, April 25, 2012
The big picture...
Connecting the Dots...
Students were intrigued by the Steve Jobs commencement speech, but a bit suspicious of the Sir Ken Robinson talk about divergent thinking and how schools kill creativity.
Led to an opportunity to talk about the way school were structured in the United States before/during and after the industrial revolution, and the idea that were still teaching students the way we taught students back then.
Education and the Industrial Revolution
Students were intrigued by the Steve Jobs commencement speech, but a bit suspicious of the Sir Ken Robinson talk about divergent thinking and how schools kill creativity.
Led to an opportunity to talk about the way school were structured in the United States before/during and after the industrial revolution, and the idea that were still teaching students the way we taught students back then.
Education and the Industrial Revolution
What is Innovation?
Began to discuss just what innovation is, and compare notes about the
two main warm up TED Talks - Aimee Mullins and Dean Kamen. As we were
filling out the first part of form 1 (what do you know about innovation)
I had a student ask (before I could) "Is Aimee Mullins really an
innovator since she didn't actually create her legs?".
Excellent question - and it was nice to have a student ask it before I could.
Even better to have another student answer "Yes - she created the idea of interchangeable legs and prosthesis that weren't just a replacement but an augmentation."
Clearly, based on Dean Kamen's definition of Innovation (and I love the way he separates innovation from invention) they got the idea!
Its a reaffirmation of one of my favorite quotes...
"New technology is common, new thinking is rare." ~Sir Peter Blake
Excellent question - and it was nice to have a student ask it before I could.
Even better to have another student answer "Yes - she created the idea of interchangeable legs and prosthesis that weren't just a replacement but an augmentation."
Clearly, based on Dean Kamen's definition of Innovation (and I love the way he separates innovation from invention) they got the idea!
Its a reaffirmation of one of my favorite quotes...
"New technology is common, new thinking is rare." ~Sir Peter Blake
Tuesday, April 24, 2012
The website is now up and running.
I have placed all the information students will need for this project on the page, as well as relevant supplimentary materials (and other odds and ends not quite related, but still cool).
About 3/4 of the lectures will be run out of this page - question is - how much of it will the students access on their own?
Generally they are pretty good about accessing the website and all its materials (generally)...CF innovation 101 website on Rosko's CF Art Dept page...
I have placed all the information students will need for this project on the page, as well as relevant supplimentary materials (and other odds and ends not quite related, but still cool).
About 3/4 of the lectures will be run out of this page - question is - how much of it will the students access on their own?
Generally they are pretty good about accessing the website and all its materials (generally)...CF innovation 101 website on Rosko's CF Art Dept page...
Innovation 101 - The warm up...
OK - all the prep work is done (almost) and the materials, website and worksheets are ready to go (almost).
Time to get started.
The question looming in my mind now is...
Have I bitten off more than I can chew?
I love this concept and I love the materials. I am passionate about the idea of teaching creativity and connecting the dots, seeing the big picture of education (and the world), but in this lesson, am I grasping at to much?
Am I attempting to connect to many dots, to many seemingly unrelated bits and pieces?
Only one way to find out I guess.
Time to get started.
The question looming in my mind now is...
Have I bitten off more than I can chew?
I love this concept and I love the materials. I am passionate about the idea of teaching creativity and connecting the dots, seeing the big picture of education (and the world), but in this lesson, am I grasping at to much?
Am I attempting to connect to many dots, to many seemingly unrelated bits and pieces?
Only one way to find out I guess.
Subscribe to:
Posts (Atom)