n contrast to others who are not as prone to divulge their feelings about their creative process
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Using Images In Education - 17 views
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"Drawings, painting and photos have the ability to move us. From a masterpiece from yesteryear to the barely decipherable scribbled of your child's first portrait of you, an image can make the viewer laugh, cry, harden or change options, and even contribute to the way we vote. The use of images in our classroom needs to go beyond "now draw me a nice picture" when completing a piece of writing."
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Five reads for September - The Learner's Way - 7 views
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For teachers in Australia, the long Term Three is drawing rapidly to a close. Indeed as I write this just ten days remain before a two-week break. This is the perfect time to consider a holiday reading list. Just enough time to raid the school library or place an order with your favourite book store. Here is what's currently occupying space on my nightstand.
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Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views
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"Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
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The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
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It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
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Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
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Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
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raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
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It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
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n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
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I need . . . to become involved, to come into a state where I do something without knowing why I do i
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This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
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Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
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I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
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When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
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Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
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ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
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In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
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n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
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Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
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Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
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I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
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Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
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Furthermore, for some composers the musical influence can emerge from the development of computer technology.
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In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
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If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
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After all, the creative process is an elusive cultural activity with no recipes for making it happen.
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n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
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In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
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Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
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Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
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Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
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Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
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n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
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While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
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By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
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which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
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. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
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Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
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Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
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Culture of East Africa | USA Today - 1 views
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Up until the 15th century, the cultures of Eastern Africa lived in relative isolation, building up kingdoms and empires, spreading agriculture and civilization throughout the region.
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n the 15th century, the Portuguese began exploring the coast of East Africa, seeking to seize control of the spice trade from the Muslim presence in the Middle East. Islamic resistance to this led to a large-scale Arab colonization of the coast, which lasted until European colonialism began in earnest in the 19th century.
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There are hundreds of languages spoken throughout East Africa, ranging from those spoken by only a few thousand to those spoken by millions. The most widely-spoken language, by far, is Swahili, with more than 5 million native speakers, and millions more who speak it as a secondary trade language. The island nations of East Africa, such as Madagascar, do not speak Swahili, instead speaking their own native languages, such as Malagasy.
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Clothes are brightly colored and consist of simple wraps, covering either only the lower body or both the lower body and upper body. In Islamic regions, covering is more substantial, and daily wear includes a head wrap
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The legacy of Islamic rule along the coast of East Africa remains strong, and the majority of those on the coast and in North-East Africa are practicing Muslims
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East African music consists of simpler instrumentation than Central Africa or West Africa, with a heavy reliance on percussion and basic horns, and less in the way of complex bowing. Since the 1980s East Africa has produced a great deal of fusion music, incorporating elements from Western music to create mash-ups of traditional and modern. Many countries in North-East Africa draw on Arabic influence in their music as well, incorporating elements such as religious poetry into the songs.
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How the arts can help students who struggle most - 6 views
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"Incorporating the arts-rapping, dancing, drawing-into science lessons can help low-achieving students retain more knowledge and possibly help students of all ability levels be more creative in their learning, finds a new study by Johns Hopkins University. The findings were published on Feb. 7 in Trends in Neuroscience and Education and support broader arts integration in the classroom."
Comparing and Contrasting Google's Actual Drawing Apps - Sustainable Teaching - 12 views
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10 Things To Make Staff Meetings More Productive - 25 views
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"Drawing from almost 200 scientific studies on workplace meetings, a team of psychological scientists provides recommendations for making the most out of meetings before they start, as they're happening, and after they've concluded. Their report is published in Current Directions in Psychological Science, a journal of the Association for Psychological Science. Meetings are a near-ubiquitous aspect of today's professional workplace and there is abundant trade wisdom and written guidance about how meetings should be run. But, as researchers Joseph Mroz and Joseph Allen (University of Nebraska Omaha) and Dana Verhoeven and Marissa Shuffler (Clemson University) point out, very little of this guidance is informed by the available science."
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The Saudi explanation for Jamal Khashoggi's death is a fable. Still Trump plays along. ... - 2 views
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As Mr. Trump surely knows, the new Saudi cover story is contradicted not just by evidence collected by Turkish authorities and by journalists but also by the reporting of the U.S. intelligence community. All point to Mohammed bin Salman as the instigator of a premeditated, cold-blooded and brutal murder, followed by the dismemberment of Mr. Khashoggi’s body. As The Post’s Shane Harris reported, CIA officials have listened to an audio recording in the possession of Turkish officials they say backs up their account that Mr. Khashoggi was murdered minutes after entering the consulate by a team of 15 men. The Post has identified five of those men as probable members of the crown prince’s personal security detail.
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Again ... Its sort of excellent that Trump has dropped all subtlety on dealing with the relationship of the USA and The House of Saud, ... I sure hope it revives the questions that were raised about 15 of the 19 plane hijackers were Saudis and their origins and funding were not subjected to scrutiny,
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Classroom Screen - 48 views
ukedchat.com/...classroom-screen
classroom sound indicator classroom sound level classroom volume indicator classroom volume level clock date display exit poll exit polls IWB widgets pair work poll polls pupil interactions QR code QR codes random name chooser random name picker sound lev
shared by Martin Burrett on 11 Oct 18
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"A superb online whiteboard suite of tools, including a random name picker, classroom sound level indicator, display a QR code, drawing and text tools, traffic lights, timers, clocks and dates, and even a fab exit poll tool. You can even change the background, including your own images to display extra resource information, or use your computer camera to show live video like a visualiser."
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Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 5 views
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"This book is remarkable gem. It is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style. He is open and honest and shares some of his worst experiences in a modest and humble style. As I picked up the book I wasn't sure that resilience was the key feature of leadership that I would have highlighted - I think I would have wanted resilience in my top ten characteristics of good leadership, following other books and courses I've been on I'm sold on the benefits - but I was slightly surprised to find a book putting resilience at the heart. Until I started reading, and quickly I was convinced."
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Springtime Magnetic Poetry with Google Drawings - 22 views
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Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
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What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
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We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
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I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
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or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
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In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
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I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
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I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
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A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
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There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
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I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
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versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
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I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
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they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
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step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
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None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
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They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
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I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
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changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
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a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
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Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
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there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
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ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
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I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
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Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
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I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
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I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
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we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
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Kleki - 5 views
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This is a useful drawing site with a good set of tools to allow your students to be creative. You can upload images on to the canvas http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
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Allows for digital paint, some brush types, lots of editing, includes layers, an advanced tool for painting, might be too much for little ones. No login required allows the student to download work.