Hey (#IntroGuitar) folks!
Here’s a brief example of how you might contribute a course introduction during our first few weeks of class this semester. You can see many others here.
While open online participants are free to jump in and begin on any particular assignment they like, even a short video introduction to yourself and your playing can provide a meaningful connection to your classmates before we get going.
Here are some prompts to get you going:
- Who are you? Where are you from? How do you come to find yourself in #IntroGuitar?
- What is your experience or history with guitar (or music)?
- What do you want to learn during the course?
- Is there anything you would like support in learning from the #introguitar community?
Be sure to categorize your post under Course Introductions so they will sort with everyone else’s, and connect with others who are starting out by offering a comment or feedback on their introductions.
Education for Global Citizenship
“…increasing calls for educational provision to develop a more global orientation.”
Mark Priestly, Gert Biesta, Gren Mannion and Hamish Ross (2010) introduce a network of policy drivers in the UK including departments of education, NGOs and political groups calling for schools to “equip children and young people with the knowledge, skills, and dispositions that will make them more aware of, and more engaged with, global issues and phenomena.” However, they note that “the reach of this global curricular trend has been largely homogenous within the UK and elsewhere,” a statement supported by recent British Columbia Ministry of Education Focus on Learning Forum: Rising to the Global Challenge.
Given this reality, the authors set out to define just what is meant by “Global Citizenship.” This discussion introduces two sets of inquiries: What is ‘global’ about global citizenship? What … Continue reading
“…ds106 is not just ‘on’ the web—it is ‘of’ the web.”
The advent of the web enables a type of individual inquiry and collective synthesis that makes new experiments in constructivism possible. But creating the conditions for such epistemological emergence can be a challenging possibility to consider.
As Osberg and Biesta note,
“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”
Such a conception of knowledge-creation presents a problem for educators in imagining a means of assessing the type of collaborative inquiry necessary to bring about this type of learning. However, Gardner Campbell … Continue reading
In an essay collected in Rethinking Freire: Globalization and the Environmental Crisis, Derek Rasmussen introduces Paulo Freire and those who would introduce his critical praxis to victims of oppression in foreign countries as “rescuers” attempting “to ameliorate the conditions of the oppressed.”
This is, Rasmussen admits, “certainly a worthy aim.” However, the blind spot in this well-intentioned practice is the fact that “rescuers often seem oblivious to the possibility of stemming the oppression of others in the first place,” and he introduces the problem of such foreign interventions of critical pedagogy as lacking if they do not address the fact that that which many westerners seek to rescue the rest of the world from, we in fact cause. For western conceptions of “progress” to be realized, social organizations not based in the same economic or social paradigm as our own must be disintegrated.
I have to thank TALONS (and #introguitar) alum Clayton for recommending the MelodyLab app that allows you to make multi-part video-harmonies with your phone. It might be a ways from replicating Matt Mulholland’s epic multi-part Ghostbusters theme song, but the free app introduces aspects of the loop pedal to video editing, offering this semester’s #introguitar crowd an exciting way to explore and document their learning about guitar.
But beyond the music-makers, it’s exciting to think that MelodyLab also equips visual storytellers with a mobile split-screen video camera anywhere they pack their phones. It is a potential that reminds me of Radiolab‘s poetic Symmetry video, and other epic split-screen moments in cinema.
Before the new year, I compiled a host of the TALONS‘ responses to reflective prompts on their work created during the Eminent Person Study, highlighting the means and methods they employed to create stellar examples of public speaking in their Eminent Addresses. Being able to have each of these reflections assembled in one place – thanks to Google Forms, and a bit of code that helps display the various responses – creates a different type of feedback that allows us to glimpse the how of what is inevitably a successful aspect of the project.
When we are successful, it appears, it is because we put an exceptional amount of work into the product: we rewrite, and edit, and draft, and rewrite again. This sort of … Continue reading
A theme in liberal democracy which presents a challenge for citizenship education is the tension created between recognizing difference and diversity in society alongside the development of a shared cultural foundation. This tension has been highlighted on numerous occasions on this blog in the citing of work by Deborah Osberg and Gert Biesta, who note that “In contemporary multicultural societies, the difficulty with education as planned enculturation lies in the question of who decides what or whose culture should be promoted through education.”
“If we hold that meaning is emergent, and we insist on a strict interpretation of emergence (i.e. what emerges is more than the sum of its parts and therefore not predictable from the ‘ground’ it emerges from) then the idea that educators … Continue reading
As a sort of follow-up to my last post, I wanted to share some responses I had for a few questions one of the TALONS asked me as part of his own In-Depth Study Research.
1. How long have you been playing the guitar?
About thirteen years… I think.
2.At what age did you first start playing?
I first borrowed a friend’s guitar in the spring of 2003, I guess. So I would have been 22, or thereabouts.
3. Do you believe learning to play the guitar has benefited your life socially / physically / mentally?
Absolutely socially and mentally.
There are probably physical benefits – better hand-eye coordination or dexterity with my fingers and such – though I don’t know if these … Continue reading
Each spring the TALONS undertake an In-Depth Study, a five month “passion project” wherein they are asked to document their growth and learning toward personalized goals in learning a skill or craft. There are two universal goals for the In-Depth Study:
1. Know something about everything and everything about something.
In school you are usually taught about many subjects. In this project, the goal is to learn a great deal about one field of activity, usually not available in a school setting.
2. Learn what others tell you is important and learn what you decide is important.
In school you are told what to learn and how to learn it. In this project, you will decide in what field and with what strategies, you will become an “expert.”
In a facilitator’s guide for Collaborative Inquiry for Educators, Jenni Donohoo presents the formation of professional learning communities as a means of addressing “adaptive challenges,” or those “for which the necessary knowledge to solve the problem do not yet exist” (Vander Ark, 2006 p 10). Many aspects of professional development seeks to approach these types of adaptive challenges, as many aspects of teaching and learning presently find themselves in flux.
With increasing classroom needs, revolutionary changes in technology and information literacies, in an evolving culture dealing with widespread anxiety and mental health concerns, classroom teachers and extended school communities confront diverse language language needs and an increased awareness around gender and sexual identity, among other unique challenges. In British Columbia, public schools face the … Continue reading