ReMix Manifesto Documentary
Reaction:
Girl
Talk is a great example used in the documentary to discuss creativity vs.
ownership of intellectual ideas.
This example raised questions in my mind of:
Where is the line between copying and
re-creating to call a piece your own?
How much copying is too much?
Is it even possible to create a piece of
art that is completely original today?
Does building on the past promote
creativity? Or stifle it, trapping it in the same direction?
While
the lead singer of Metallica seemed abrasive and unstable in his interview on
music pirating, part of what he was saying resonated with me. As somewhat of a singer/songwriter, I
understand the notion of giving the artist money for enjoying their art. Music may be their livelihood and
paying for what you take of theirs may be only the respectful thing to do. On the other hand, levels of exposure,
fostering creativity within society, and sharing their art with the world all
seem like an artist’s goal as well.
The line on creative ownership seems blurry.
Mostly,
I struggle with the idea of complete originality. Art is often a response to culture, to the world around us,
to society, to previous art, politics, people, events, etc. Therefore, it is already building on
the past. Art is, in essence, a
response to the past.
So how can one
limit access to the past? It seems
we would have no art at all.
Questions/Activities for Classroom Use
Copyright Introduction Lesson
Big
Idea: Creativity vs. Ownership of Ideas
Define:
What is “Copyright?” Who is it
for?
Questions:
1.
Where
do you draw the line between copying and creating?
2.
Do
you think that if you manipulate an existing song enough you can eventually
claim it as your own creation?
3. Do you believe there are
forms of music that are not built on past works?
Define: Public Domain
4. Do you agree that a
healthy public domain is essential to creativity?
5. When you write an essay
or paper you may quote other authors and cite those references. Do you believe
we should be allowed to do the same with music and video?
6. Has the affordability of
technology and access to the Internet helped you make change or voice an
opinion on an important issue?
Disney Lesson
Big Idea: Does
Originality Exist?
Discuss: Walt Disney
took works from the public domain and updated them, “building on the past.”
Fast‐forward, and the Disney Corporation wants
to “control the future,” suing everyone and successfully extending copyright by
another 20 years.
Watch:
Examples of Disney’s work referencing work of the past
Questions:
1.
Gilberto
Gil states, “Nobody creates in a vacuum. Everything comes from something else”.
How many people had to pick up a camera so that you could do what you’re doing
today?” Do you agree with this statement?
2. Is it even possible to create a piece of
art that is completely original today?
3. Do you have an example
in your own life in which someone else’s work effected your own?
4. Have you ever created a
piece of art that you think is completely original? Explain?
Radiohead Lesson
Big Idea: Are copyright
laws antiquated in today’s world?
Explain:
Radiohead’s “In Rainbows” release
Questions:
1.
What
do you think of Radiohead’s business model for releasing records?
2. How many of you, when
you’re downloading music off the Internet think that you’re stealing it?
3. Do you think the
business model for professional musicians has changed in the last few decades?
Read & React
Rewired:
The 21st century student is a
creator. “The vast majority of
teens have created their own content for the Internet.” Knowing this, it is important as an art
educator to ask how we can “redirect the intense activity spent making new
content away from what critics believe is mindless junk and toward meaningful,
education-related projects.” How
can we take the natural abilities of these students and help them translate it
into meaning and artmaking?
Chapter
6 discussed the literary world of the 21st century. Does the increase in technology,
specifically in regards to smartphones and texting, help or hinder students’
ability to write well? “What
effect will participating in the world of netspeak have on the writing skills
of students?” While there is
little evidence to support the claim that kids’ writing skills are getting
worse, there is data that has found that “students who used more textisms in
their daily writing produced better informal essays… youngsters are more
literate than ever before.”
It
seems this is yet another area where incorporating student’s individual
interests in daily life, helps motivate students to perform well in
writing. “As more teachers take
advantage of the fact that students write prolifically in their personal
worlds, and teachers develop writing exercises using those same technologies,
they will find that students are engaged in and enjoy writing far beyond their
typical classroom writing assignments or reports.”
Overall,
if educators use a teaching model that contains user-generated content,
students are more likely to be self-motivated, creative individuals. This chapter gives an example of a
model that includes four elements of user-generated content: Technological
tools, purpose, audience, and new texts.
In regards to the discipline of writing, as
discussed in this chapter, I feel strongly that kids perform better when they
are allowed, even encouraged, to be creative in their execution. Up until my senior year of college I
considered myself to be an average to poor writer. From grade school to high school I was taught the formal way
of writing. I learned the
importance of the five-paragraph essay.
This formal way of writing did not come naturally to me. I would work very hard to receive an
extremely mediocre grade. My first
few years of college were no different, having to take basic English
Composition where emphasis was placed on learning to formulate thoughts
formally. While these skills are
important, I was never able to master the idea of formal writing because my
large efforts produced little results, and my perception of myself as a weak
writer perpetuated the pattern.
Senior
year of college I took a creative writing class. It was here that I felt encouraged to be creative, think
outside the box, break the rules of writing, and take risks. After I wrote my first story I received
amazing feedback from my teacher.
He encouraged me to continue writing, continue to be creative; he gave
me books to read in response to my specific writing style, and gave me the confidence
I needed to succeed in the class.
It was here that I realized my love for creative writing and, to my
surprise, that I was not bad at it.
This is an example of a teacher, teaching.
“The Eight Net Gen Norms”
The eight norms are:
Freedom, customization, scrutiny, integrity, collaboration, entertainment,
speed, and innovation.
Freedom:
The current generation expects freedom.
Due to the increase in technology, this generation grew up having access
to explore the world. Information
has been at their fingertips. Part
of this quest for freedom is the integration of home/social lives with work
life. They want the freedom to be
able to work at home. They want
the freedom to bring social activities to work. They want the choice to do what they want when they want
it. This transformation is also
transforming education. Students
want to learn where, when, and how they want to.
Customization: Net Geners are a generation that “get
something, and customize it to make it theirs.” From school, work, interests, products, etc, Net Geners want
to make it their own. How, then,
do we allows students to customize within the classroom. Do we give them enough choices to allow
ownership of what they are learning, doing, creating?
Scrutiny:
Net Geners have the “ability to distinguish between fact and fiction.” This generation has grown up learning
to be skeptical when online. “The
more they have scrutinized a product, the better they feel about purchases,
especially ones requiring a large financial or emotional investment.”
Integrity: “Net Geners care about integrity—being
honest, considerate, transparent, and abiding by their commitments.” This generation uses technology to find
out information about products and the integrity involved in that product, and
communicate with each other about said products. “Knowledge leads to action.”
Collaboration: “Net Geners are natural
collaborators. This is the relationship
generation.” If educators are to
incorporate the idea of collaboration in the classroom, they should collaborate
with their students. Move from
teacher-focused methodology that isolates the students in the learning process
to student-driven methods where students collaborate with their teacher,
customizing their own curriculum.
Entertainment: Net Geners believe that work should be
fun, intrinsically satisfying, and emotionally fulfilled. If they don’t receive these
characteristics in a job, they will move on. Should Net Geners be allowed free time to amuse themselves
online while at work? Do breaks in
the workday lead to more productivity?
Speed: “Having grown up digital, they expect
speed.” Net Geners want things to
be quick. They want instant
response around the clock.
Communication is constantly accessible: Phones, emails, facebook,
twitter, etc. Net Geners expect
responses quickly. They expect the
world to move quickly.
Innovation:
This generation has been raised in a culture of invention. They expect the latest and
greatest. They have been
surrounded by constant innovation and change. If this is their normal mode of function, think of what they
will create once out of school?
How can we foster the growth of students to reach their full creative,
innovative potential? We must
equip them with the skills needed to speak the language of the technological
world.
