Artistic Thinking - Week 2

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 21^st 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 21^st 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.