“…not a class that teaches guitar, but one where you can learn guitar.”

#IntroGuitar Performance Day

I’m forever indebted to Alan Levine’s description of #IntroGuitar sometime last spring, where he included Gleneagle‘s Introduction to Guitar 11 in a list of experiments in Open Courses You Won’t Find in the New York Times, A Cheesy Edudemic Infographic, or Among Davos Champagne Sippers:  

In a basic hosted WordPress web site, he has a place for his high school students and anyone else interested to post their recordings, videos, and writings about elearning to play guitar. There is a loose curriculum, but open participants can jump in and out easily.

And a semantic distinction, it is not a class that teaches guitar but one where you can learn guitar.

Already people are sharing stories of their guitars, taking tracks recorded by one participant and layering their accompaniment on top.

How much easier could it be to open up a course? A free hosted platform, invite people in? Who needs $6,000,000?

Not that I would turn down the six million, but I am humbled to have played a part in creating something that so naturally and easily manifests so many of the things we talk about as 21st Century Educators: choice, flexibility and relevance, the blending of digital and physical collaborative spaces, and the building of communities of practice for our students and the wider world.Screen shot 2014-02-02 at 11.51.56 AM

As Alan introduced, the course itself consists of the 25 for-credit students that have enrolled in the class at Gleneagle, and a website I set up using the free WordPress.com site.  From there, I have tried to set the for-credit tasks in line with creating a blended learning community for folks beyond the class to engage with and benefit from: categorizing assignments and allowing anyone who fills out a Google Form to become a site author, offering feedback, creating their own assignments, or tackling existing tasks on the site.

For those enrolling as Open Online Participants, there are few rules, expectations, or guidelines to speak of:

There are no minimums, and no apologies for open-online learners in Introduction to Guitar: do as much or as little as you like.

With this lackadaisical invitation, some of the most profound and creative learning in last year’s cohort was contributed by folks – from around the world – joining in for fun. 

In a particular piece of open-serendipity documented in more length here, I took a poem written by one of Jabiz Raisdana’s students in Singapore and lent it some musical accompaniment that I shared as a Google Document.

From there, Nathan John Moes, in northern BC, recorded a gem of a cover – that has since disappeared from Soundcloud – which survives courtesy of an asynchronous jam provided by Keri-Lee Beasley (back in Singapore), who sings over Nathan’s version here:

Sylvano Bussotti, Rhizome, 1959 (Via MaryAnn Reilly)

But that’s not even all of it: Jabiz took his own swing at what had become of his student’s poem, and so did Colin Jagoe (in Ontario) , and Leslie Lindballe (while she was down in Peru).

In an example of truly rhizomatic learning, momentum gathered around a personally relevant course of study for those who found the assignment compelling; others were free to join in or pursue their own plans:

With the start of another semester of Introduction to Guitar at Gleneagle, I’m excited to build on our open experiences of last year, and have already begun the process of serving as tour guide to our prospective Open Online Participants (something I hope will help throughout this semester), and enculturing our new For-Credit Students into the blended online learning environment.

Over the next few weeks, we’ll hopefully be seeing the fruits of this initial infrastructure setup in the type of spontaneous creativity and learning many of our participants will benefit from in the coming months.

Want to join us? 

Visit TalonsRockBand.Wordpress.com and our invitation to Open Online Participants, drop your details in our registration form, and familiarize yourself with the course site.

You’ll find a variety of assignment possibilities categorized on the dropdown menu at the top of the page, and a host of student\participant examples to guide you in your first efforts. If you don’t find an assignment worth pursuing, make one up!

It is, after all, your course as much as it is anyone else’s.

Poetry is Nothing

A few weeks ago I saw a post by my “Internet-twin” Jabiz Raisdana that included a few photos and a poem beginning, Poetry is Nothing…

Poetry is nothing… – Based on a poem by Jabiz Raisdana by Bryanjack

As I’ve had inspiration to do a few times before, I took Jabiz’ lines and picked up my guitar, began strumming a few chords, and almost immediately had the thread of a melody line to fit with the first stanza. Within a half hour, I had recorded a demo of the song, and sent it back to Jabiz.

This week, the poem continues to lengthen its tail, as I’ve introduced it to my guitar class.

Sharing in whim

I know teachers tend to throw out mixed messages, “Be open, share. Be careful, be scared.” This could be an authentic real world experience to create something beautiful with a larger group of people than those within our immediate community. (I invite other teachers to share this Flickr set and this post to see where it can go. Ask your class to leave poems, stories, haikus, comments anything. Maybe we can write a book, record an album…)

There are many things we can do with the images, the words, the connection. I hope that at least a few of you will share a few ideas in the comments below. I don’t know who will respond, but that is the beauty of sharing in whim 1, if you throw enough out there, occasionally something beautiful will come floating back.

The above photos were shared on Jabiz Raisdana’s blog with an invitation to Zach Chase‘s students to join into the fun with the proposition that if enough comments, poems, phrases and inspiration and were left on the photos, Jabiz would write them into a song that he would share for future mashup, remixes, or…?

What will you do with it? Download it. Remix it. Add your voice to it. Set it to images. Create a video. Rap it. This version is only a draft and is not even close to being “done.” Tear it up! Stones by intrepidflame

And while I mightn’t have “tore it up,” or reinvented any of what had previously been created or recorded, I sat at my kitchen counter after work on Friday, donned a set of headphones, and spent the better part of an hour adding my own voice to a project spanning both North American coasts that had gained its initial motivation and impetus from an unmet friend in Jakarta, Indonesia. In kind I offer my own addition to the project in the hopes that it inspires others to lend their own creativity, perspective, and voice to collaborative expression that would have unthinkable even five years ago (to me, anyway), but is today the sort of thing that can be accomplished on a Friday afternoon, between work and dinner.

My contribution:

Stones by Bryanjack

We’ve been talking about the benefits – personal and collective – that come with sharing a lot this week in the Talons class. Seeking an elusive objectivity in media and student reflections on the recent tumult in Egypt and across the Middle East, the class has moved past a definition of the (capital ‘T’) Truth which linearly separates Right & Wrong, or Truth & Lie, to an understanding that we can only know what we might collectively deign in shared exploration, conversation and reflection, and that this process must be ongoing.

This week we blogged, commented, argued, challenged one another, and constructed our own understanding out of the pieces of media, and truths, we could piece together in posts and a collection of quotes spanning student and journalists’ words, musical evocations, and the frozen images of photographs from halfway across the world.

Yesterday we distilled some of the more potent aspects of these expressions in a Typewith.me page that we hope to continue to shape, sculpt and share in the coming weeks, as a first experiment in working with the web as not only a research and publishing platform, but collaborative space wherein there are few, if any, limits.

We invite you (Mr. Chase’s class, Jabiz’ students, and the rest of you out there) to join in this conversation: comment on our blogs, highlight or share some words that resonate with you about the power of the collective and the human will toward freedom, or take the discussion to the next level.

Share, and be vulnerable: it may just be what we’re here for.

To let ourselves be seen, deeply seen, vulnerably seen; to love ourselves with our whole hearts, even though there’s no guarantee; to practice gratitude and joy in those moments of terror when we’re wondering, “Can I love you this much? Can I believe in this this passionately? Can I be this fierce about this, just to be able to stop and instead of catastophizing what might happen just to say, ‘I’m just so grateful, because to feel this vulnerable is to feel alive?'”

If it is true, what Liam wrote yesterday, that, “Collective will is the most powerful force in the universe,” then we are truly onto something here. Let’s keep it going.

Today, Zach Chase writes, looking back on what a week it’s been, is the day you jump in and create something.

  1. Bryan’s note: this is so the title of the book / album / movie.