Wk4 Choice "Coda"

A coda is an ending. In music, I'm fine with codas... in real life, not so much! "Da Capo al Coda" means to go back to the beginning and at the sign, take the coda.
Month 12 is the sign....

I take great hope and encouragement from this passage in The Art of Possibility: "Look around. This day, these people in your life, a baby's cry, an upcoming meeting--suddenly they seem neither good nor bad. They shine forth brilliantly as they are. Awake restored!...to the dream revived." (Zander, 2000 p. 200)

*really, it is ok to laugh at my first video clip! I do!! And note I said "Jump to the Coda" not "Jump off the Bridge!" :)

Wk 4 Publishing and Leadership Project Part 3 of 3 "The Plan"

The plan is to submit my presentation to Mary Elsner at the Wisconsin Center for Music Education and work with Renee Hanson (critical friend, EMDT alumni) to pitch the idea of offering a one day workshop there to not only do my presentation, but share her technology in music experiences and give Full Sail University EMDTMS DOUBLE positive exposure! :)

Even this morning when I woke up, I thought that it might have been easier to write a paper on this action research project and submit it for publishing, but for me, the greater growth experience will come from presenting this.
Largely from reflecting on the reading, I feel open to the possibilities and where this initial presentation may lead!

Wk 4 Comment Joe Huber

"BLAME" by Joe Huber 2010

Week 4 Reading Misplaced Blame or Beyond the Board

"The first part is to declare 'I am the framework for everything that happens in my life'" (Zander, 2000).

It's easy to get caught up in the blaming game. Fingers are pointed and words are exchanged. Each side strives to make their point so effectively (and sometimes loudly) that they don't often hear what the other person is trying to say. Sometimes this is the outcome of the particular game that we have chosen to play. Far too often we feel like we are at the whim of some larger force or some grand scheme when, in reality, we have the ability to shape our own destinies simply in viewing the world from reality glasses.

Far too often I've seen the fault and blame waltz, and sometimes I've been a willing participant. After all, it's easy to blame a slight fumble or misstep on your dance partner claiming that they have two left feet or stepped on yours.

It's that system of reward and punishment that we use to measure accountability that facilitates this behavior. Consider that high stakes standardized test that is administered to our students each spring, and you'll see what I mean. Students either score high, which results in a reward for them (passing to the next grade level), reward for the school (A status earns prestige and more money), and rewards for the staff (continued employment). Should these students not do well on the test, they are held back, schools lose funding, and employees are fired. For two years in a row, my school has failed to make AYP, despite being an A+ school. The first year we were told it was the fault of the teachers because we weren't differentiating enough. The teachers in turn blamed the students saying that they failed the test on purpose or just weren't smart enough. This year there was another round of blame, but I didn't pay attention to it. I zoned out.

I would rather be the board than one of the players this year. Maybe those students who didn't win the game last year did so because they really didn't want to play it. At some point we have to realize that the rules were written by adults, for adults. Children are the innocent pawns that are forced to play the board game when they would rather play a video game. They are bored with the board.

In typing this I've just had an epiphany. I don't want to be the board, I want to be the playing field.
Zander, R.S., & Zander, B. (2000). The art of possibility. Boston, MA: Harvard Business School Press.

kathykellen said...
Joe,
Your writing was very thought-provoking to me!!
Especially, "I would rather be the board than one of the players this year. Maybe those students who didn't win the game last year did so because they really didn't want to play it. At some point we have to realize that the rules were written by adults, for adults. Children are the innocent pawns that are forced to play the board game when they would rather play a video game. They are bored with the board.
In typing this I've just had an epiphany. I don't want to be the board, I want to be the playing field."

You truly put this in amazingly clear perspective! Thanks for sharing it!
I hope that we all will see less "bored with the board" this school year, as we implement what we have learned here!

Source:http://joemacblog20.blogspot.com/2010/08/week-4-reading-misplaced-blame-or.html

Wk 4 Comment Abbie Swartzentruber

Image from Abbie's Blog
Wk 4 Reading- Deepest Fear

"Our deepest fear is not that we are inadequate, our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, and fabulous-
Actually, who are you not to be?
You are a child of God.
Your playing small doesn't serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We were born to make manifest the glory of God within us. It is not just in some of us: it is in everyone,
And as we let our own light shine, we unconsciously give other people permission to do the same."
-Marianne Williamson

I found this quote in Ch. 11 (Frameworks for Possibility) in our textbook, and it opened up a world of possibility for me! I have so much fear in my life (which I mentioned in the discussion boards for this week) and this quote identifies the fear, reminds me I am a child of God, and encourages me to be myself without fear!

I also enjoyed the story in Ch. 11 about a woman named Alice Kahana and the very last thing she ever said to her brother. She has lived the rest of her life vowing to "not say anything that could not stand as the last thing she ever said." What if we thought about each thing we say to another human being as being the last? What would you change about what you say to your friends, family, and even strangers? I would change a lot of conversations I have...I would think more before I speak. What a great lesson to learn!

kathykellen said...
Abbie,
I loved that quote by Marianne Williamson as well, and almost used it! (Again we are on the same wavelength!) :) Fear can limit us like nothing else (and I speak from experience)! "Cast your anxiety on Him, for He cares for YOU! " 1 Peter 5:7

I totally agree with your statement, "What if we thought about each thing we say to another human being as being the last? What would you change about what you say to your friends, family, and even strangers? I would change a lot of conversations I have...I would think more before I speak. What a great lesson to learn! "
It IS a great lesson to learn, and one that will enrich everyone's lives!!
I have no doubt, Abbie, that you are a "shining light" who has grown even brighter from all you have learned and experienced this year! May you continue to grow even bolder and brighter...... Your warmth and light have touched me in a significant way, and I cherish your friendship!

Source: http://abbiemacfullsail.blogspot.com/2010/08/wk-4-reading-deepest-fear.html

Wk 4 Reading "WE all Have a Story..."

Each of us has a story about our EMDT year. We have shared the same courses and course directors, yet each of us has had a unique experience, because of the "life" that "happened" during the past 11 months.
A huge part of my experience can be related to the "WE story"! (Zander, 2000) "The WE story points to relationship rather than to individuals, to communication patterns, gestures, and movement rather than to discrete objects and identities." (p.183)
The WE encouraged growth. WE are each other's cheerleaders, support, and have shared laughter, prayers and tears. Competition was set aside, instead there is appreciation of unique styles and the focus on the "unseen threads that connect us all" (p.183)
The WE helps me to see the possibilities beyond the end of this journey to the beginning of another.
I am SO thankful for my EMDT WE story!

Wk 4 Reading "Being the Board"

Honestly, I am not sure what I think about this practice of naming myself as the board on which the game is being played. (Zander, 2000). I am in the midst of a really hard time in my family, pretty much feel like things are crumbling around me, am clinging to God who IS in control, and declaring myself to be the "board" just doesn't feel right. Will apologies be all the "restorative balm" that is needed? Will choosing to be the board reinstate me on the path I was walking until a couple of days ago?

What CAN I take from this chapter in my current circumstances? Perhaps the quote at the end of the chapter: "This practice launches you on a soaring journey of transformation and development with others, a completely different route than the one of managing relationships to avoid conflict. It calls for courage and compassion. You do not find compassion simply by listening to people; you open the channel by removing the barriers to tenderness within you. Among the rewards are self-respect, connection of the deepest and most vital kind, and a straight road to making a difference." (p.159)
Hoping I can find that different route...

Source: Zander, B. & Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

Wk3 Publishing and Leadership Project Part 2 of 3 Options

Options....
I have talked extensively about this situation with my close friend Renee Hanson (EMDT alumni, and fellow music teacher). Although, Mel Pontius (Wisconsin Dept. of Instruction) will still be a contact for me, my action research does not fall under the category of SCLA (Student Centered Learning in the Arts). That organization may be a vehicle for gathering music teachers at a meeting for me to present to.
But even more exciting, is for me to contact Mary Elsner at the Wisconsin Center for Music Education and pitch the idea of Renee and I jointly presenting a one day workshop with my Action Research presentation and exploring the use of technology in music education. Since Renee is also an EMDT grad, this would be doubly good for Full Sail exposure!
Beyond that, although not accepting applications at this point in time, the Wisconsin Music Educators Association Conference would be another venue for the future. All of these options are taking a huge step outside my comfort zone, which I know is what is supposed to happen, but I'm also trying to be realistic.

Wk3 Choice Activity "Underwater Vision"

If you feel like you're drowning and your vision underwater just isn't clear...how do you reach for help?
Things EMDT has taught me:
*Make Connections
*Use all available venues of communication
*Keep asking until you get the answers you need
*When understanding dawns, teach someone else
*Write a blog
*Make a Video
And......
Play WoW!!

Wk3 Comment Abbie Swartzentruber

image from Abbie Swartzentruber's blog: Max, a future EMDT student?


Wk 3 Reading- Be Present

The reading for this week really hit home, because it talked about something I really have trouble with: Being present in the moment. I often find myself worrying about tomorrow or trying to change the past - when I need to let go of all the resistance in my mind and just be in the here and now. I know my life would be more stressfree if I could begin doing this in my day-to-day existence.
A quote from our textbook that I found interesting can be found on p. 102:
"Mistakes can be like ice. If we resist them, we may keep on slipping into a posture of defeat. If we include mistakes in our definition of performance, we are likely to glide through them and appreciate the beauty of the longer run."
What an idea - include mistakes in our perception of getting things done! From a young age we are taught to do things right the first time, to expect punishment for mistakes, and to be too hard on ourselves. I want my son to know that everyone makes mistakes and they are a part of life - it is how you handle those mistakes that defines you. This book has been truly eye-opening for me...

kathykellen said...
Abbie,
We are so often on the same wavelength! I, too, struggle with "being present"! I especially like how you stated, "What an idea - include mistakes in our perception of getting things done! From a young age we are taught to do things right the first time, to expect punishment for mistakes, and to be too hard on ourselves. I want my son to know that everyone makes mistakes and they are a part of life - it is how you handle those mistakes that defines you. " I think that this EMDT journey has been a life-changing experience for us both! Be present and finish strong!!!

Source:http://abbiemacfullsail.blogspot.com/2010/08/wk-3-reading-be-present.html

Wk3 Comment Joe Huber

Week 3 Reading: BTFI and "One Buttock" Teaching

image from Joe Huber's blog

BTFI: Beyond the F*&% It.

With the return to school and the inevitable horror of planning week, I had the opportunity to express many FI moments. What I am particularly enjoying about the Zanders' book is how every time I pick it up to read it, it pertains to what is happening in my professional life. I had originally intended to get all of my reading done and finished so that I could focus on the publishing aspect of my final project, but procrastination got in the way. I have a difficult time doing anything when I'm given too much time. In the case of the readings, it worked as I've read each chapter at the most apropos moment.
I am the first to admit that I let planning week get too far under my skin. I do not work well with adults, and find that I'm better suited to conversation with my students than my colleagues. In fact, one of the big sticking points this year is the loss of our block schedule. Personally I don't care whether or not we have traditional or block, and most of the studies on either are told from the adult point of view. Our vote on the topic was last year, and the bitter arguments surrounding that time period still ring fresh in my mind. I had a FI moment, mostly due to my apathy on the subject, and created a BTFI moment when I told my students about the vote and asked them what they preferred. It would directly impact them, so in the absence of a strong feeling on my part, I let them be the deciding factor. I announced this to one of my team members this week, who now is confused as to why the opinion of the students matter so much to me. This is another BTFI moment in the making; it's too early to see how it will play out.
I decided yesterday that I've had my FI moments, now it is time to work towards the BTFI moments. I am going to teach like I'm balancing on one buttock and take those risks again. It seems like every 1st week back with just the staff produces a plethora of FI moments; it's the prospect of BTFI moments that makes me love my job.

"Where is the electric socket for possibility, the access to the energy of transformation?" (Zander, 2000).

Like Zander says, it's where you let yourself go and lean into your work. Where you dare to let go of the edges and participate. This is the kind of teaching that I do in my room. I used to call it "flying by the seat of my pants." Zander refers to it as being on one buttock. I can't plan ahead, and I can't do direct instruction. Both of those bore me, and when forced to do either. I've been placed in a situation where I am forced to accommodate a direct instruction and type "A" planner this year. With Zander's and Buddha's help, I have come up with a solution to my dilemma. It involves both BTFI and the one buttock method. We'll see how it pans out.

Zander, R. S. & Zander, B. (2000). The art of possibility. Boston, MA: Harvard Business School Press

kathykellen said...
Joe
I think you are an awesome teacher and I wish that my daughters could have taken your course when they were in middle school! I admire how aware you are of yourself and your teaching style. I also like how you've stated, "Like Zander says, it's where you let yourself go and lean into your work. Where you dare to let go of the edges and participate. This is the kind of teaching that I do in my room. I used to call it "flying by the seat of my pants." Zander refers to it as being on one buttock."
I feel that as teachers we always need to be evaluating and tweaking... ready to change things up to meet the needs of our students in a split second! Excellent work applying the reading to your situation!!
August 18, 2010 6:53 AM

Source:http://joemacblog20.blogspot.com/

Wk3 Publishing and Leadership Project Part 1 of 3 "Don't forget to BREATHE"

Publishing/Leadership Project...just the thought of it makes my stomach churn, my blood pressure rise, and a feeling of overwhelming panic descends!
"Ok," I tell myself, "take a deep breath...I've done the AR project...put aside the feelings of 'who would even care about my project?'...BREATHE!"
As all of this runs through my brain 24/7 (which, by the way, I have learned is how I work best...around and around in my head and then it goes much better when actually writing or creating the project!)
So I thought about writing a paper, but since I much prefer personal style writing and my project was targeted to a second grade audience, (thus teachers who teach elementary music will probably be the most interested in my findings) a presentation actually seems to be the more appropriate choice. I feel that it will be challenging, but also a whole lot more fun (which is really what it is all about!) :)
I've thought about places to present and I feel that presenting for my music department staff and/or elementary staff would be good practice runs, but since I know that EMDT is looking for a bigger audience, I am thinking about Student Centered Learning through Department of Public Instruction in Wisconsin, or the Wisconsin Music Educators Conference.
Stay tuned for Part 2!

Wk3 Reading "Ready to Ignite?"

Am I ready to ignite new sparks?
As I continued the reading for this week I considered what I am passionate about...and about the practice of enrollment. The Zanders (2000, p. 126) list the steps to this practice:" 1. Imagine that people are an invitation for enrollment. 2. Stand ready to participate, willing to be moved and inspired. 3. Offer that which lights you up. 4. Have no doubt that others are eager to catch the spark. "
These are excellent reminders to me right now as I feel resistant to going back to work. EMDT is an all-consuming passion for me and I have loved having these past 3 months to focus fully on it! When thoughts creep in questioning how I'm going to finish this degree while starting the school year, I have to remind myself of the first 8 months of this program when I was teaching full time throughout!
So in two short weeks....
My fellow staff members and even more importantly, my students will be invitations for enrollment. I will be rested and ready to participate as a team member and facilitator, and eager to be inspired by the bright faces and personalities of my students. I will continue to offer them all I have learned in EMDT, and my passion for music and relationships. I will have no doubt that I will have students with shining eyes who will far exceed my expectations!

Source:
Zander, B. & Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

Wk3 Reading "Being Present in the way things are..."

My music room at Levi Leonard Elementary School in Evansville, WI

From this week's reading I have been challenged to think about "the way things are". Last year I had a difficult schedule with absolutely no prep time alone in my room...there was always a music class being taught in the room either by me or by the 40% music teacher. Add the demands of EMDT and going to work tired every day... and if I'm honest, I can relate to both the cow and the duck. I tried to resign myself to "it's just the way the schedule is....accept it and be happy" but often found myself feeling and saying "this just stinks!" As I look ahead a couple weeks to my new school year and schedule (which, by the way, is much better with actual alone prep time in my room!) it will be good for me to remember that being present to the way things are is "being present to what is happening and present to your reactions, no matter how intense." (Zander, 2000 p.100) It will help me to see what is, see the possibilities, and move on.
EMDT has provided the impetus for me to continue to see possibilities in how to make my teaching more engaging and fun for my students, and I am determined to keep reaching, keep growing, keep taking steps out of my comfort zone to give my students the best experience in music class that I can!
"The practice of being with the way things are allows us to alight in a place of openness, where 'the truth' readies us for the next step, and the sky opens up." (p.111)

Source:
Zander, B. & Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

*just an added note...amazingly enough, my burn-out with my schedule did not involve my students...they were a constant source of energy and joy as they "ate up" all the new technology experiences I offered them!

Wk2 Choice Activity

Quest for a Calm Spirit

Wk2 Comment Sarah Hodge

Image from Sarah Hodge's blog
Week 2 Rdg: Chapters 4-6
Sarah writes:
Starfish story-I’ve always loved this story because it is not about how many but about simply making a difference. This can very easily relate to teaching. So often we get caught up in numbers that we forget the person behind each number. Every student is an actual person and not just some lifeless object categorized under a certain letter of the alphabet. Each of them are stars waiting to be discovered. In a world where there is so much negativity and an unreasonable “standard” of what one should be like according to the media, it’s no wonder that many of our own students may feel like they are stranded on the shore, far from where they belong. Our job as teachers is to put them back into the ocean to help them realize that they are needed out there; that their contributions are gladly accepted; and that they too can make a difference. Even if we feel we may have only made a difference in one student’s life, it makes all the difference. Often times we don’t even see the impact we have on students. They usually go unknown. Think of the stories you hear on the radio or from others of how their teacher made a great impact on them. That teacher was probably completely unaware of it. As we do our best to be positive and treat them as the cherished and treasured starfish they are, the rest is up to them to continue steadfast on their journey.

Contribution idea-Not about what did you get done today but what did you do to make a difference.

White sheets of paper-Interesting concept and idea. It is important to be humble enough to ask for feedback. In addition, it allows us to know our learners on a much deeper level so that we can meet their needs and teach them in an engaging manner. As students are able to give feedback, they are also contributing to the class. They then feel they are being heard and are more apt to participate since their ideas are being implemented.

After one of the orchestra members is called upon to conduct, he expresses, “I have been so critical of conductors, and now I see that what you have to do is as demanding as playing an instrument” (Zander & Zander, 2000, p. 73) I know I have been guilty of being critical of the ways in which I have been taught in previous classroom experiences. As I became a teacher, I then realized I was doing the very thing I had a great distaste for as a student. Now, I try to focus on the positive aspects of what my professors’ offer, so that I can emulate those same teaching methods in my own classroom.

Blog to be continued...

Kathy Kellen writes:
Sarah
I think you are making excellent connections between the reading and your experiences as a teacher! I especially liked your statement, "Each of them are stars waiting to be discovered. " I think it is excellent practice to emulate positive instructors and be purposeful in seeing the possibilities! Super job, Sarah!

Wk2 Reading "Leading From Any Chair"

As a musician, the "5th Practice of leading from any chair" (Zander, 2000 p.67) was a chapter I really resonated with! I have played for many conductors in my lifetime. My favorite was a man named Hugo Huss, and I played under his direction for multiple summers when I attended Symphony School of America. He was easy to follow, passionate about the music, and inspired me to reach a level of performance that I wouldn't have dreamed possible. I'd like to think that he would have embraced the concept of the "white sheets" (p.70)

I've led from different chairs in my playing experiences...Principal flute, 2nd flute, Piccolo....section member. My favorite chair is 2nd flute, supporting the harmony and being a strong voice underneath the principal...my college flute professor taught me much about that role, as we would play duets at every lesson and he would play 2nd! More often than not, I model that concept with my private flute students. When I think of my present teaching position, I "play the principal flute role" in the elementary piece of my position, but in the middle school instrumental piece, definitely the supporting role of "2nd flute"! Piccolo is probably my least favorite chair, because of its high exposure...nowhere to hide...totally out there!

May my eyes be more open to recognizing which chair my students lead best from, allow them to experience passion, and teach them to be a strong voice where they are most comfortable, and also risk the exposure of an "out there" chair!

Source:
Zander, B. & Zander, R. (2000). The art of possibility. Boston, MA:Harvard Business School Press

Wk2 Comment Abbie Swartzentruber

Image from Abbie's blog post

Wk 2 Reading - Contributions
Abbie writes:
Wow...the next three chapters in our textbook, The Art of Possibilities, were extremely eye-opening for me! Ever read something that makes you feel self-absorbed, small-minded, and ashamed? That's how I felt when I read about making your life a contribution, instead of focusing on competing and playing games on a daily basis. Committing your life to being a contribution forces you to take the focus off of yourself and on to other people!
I don't think it was a coincidence that yesterday during the church service I attended, the pastor spoke about Jesus's life being focused around pleasing his Father. This is how we should live our lives, focused on pleasing our Father. I think one way of doing this is living our lives to be a contribution to others. I feel like I'm finally getting the message that is so desperately being directed at me.

Another aspect of the book that I connected with was Rule Number 6. I thought it was best put by the authors in the quote "Lighten up, which may well light up those around you." I'm going to post this on my desk as I start school again tomorrow - I think it will make a big difference with the way I look at things in the classroom!

kathykellen said...
Abbie
I can totally relate to how you expressed feeling about this week's reading! Even though some of the concepts have been very convicting, I am liking the opportunity to pause, look inside truthfully and be open to changing some of my practices.
I, too, really liked Rule Number 6, and think your idea of making the quote "Lighten up, which may well light up those around you," visible is a great one, as you start the new school year!
You have been, (and continue to be) a wonderful contributor to me on our shared journey of EMDT this year! You are a blessing!!
August 9, 2010 7:54 PM

Wk2 Reading "Being a Contribution"

A very wise friend gave me the advice to truly think of myself as a contributor to my section as I played the final two performances of Meredith Willson's "the Music Man". In the past ten years I have had the privilege to play in summer show pit orchestras with gifted musicians...especially in our woodwind section. "Being a contribution" (Zander, 2000) is embodied in that experience. Concentrating on the blend, on how our parts complement or play off of one another produces wonderful results for the section, and orchestra as a whole.

This show that just closed was especially poignant for me. I watched a young man take on a lead role that was a perfect fit for him, as his acting and singing made the character totally believable. But also I was transported back in time to a phone call from his mother saying she had a very nice eight year old son who wanted to take piano lessons and would I teach him...and the years that followed sitting beside him at the piano nurturing his musical talent and helping him to reach his goals.
That's what teachers do, and our students can make us extremely proud of them...it's our job, but also who we are. The impact we have left may never be truly known, or it may be incredibly humbling, as it was to me last night, to hear a past student say "everything I've accomplished musically is because of you"! I feel unbelievably honored to have been a contribution in this young man's life, and he has blessed me by being a contribution in mine as well!

Wk 2 Reading "Difficult Lessons"

This has been a difficult day with a lot of tears…but then, it is really on these kinds of days that significant growth can take place. As I am attempting to make a paradigm shift between being an achiever and being a contributor, two friends contributed by making me take a hard look at myself. They did not “sugar coat” or tell me what they thought I would like to hear, hence the tears, but perhaps showed greater care for me by being honest.

How will I be a contribution today? “Unlike success and failure, contribution has no other side” (Zander, 2000, p.57).

The story about the starfish and the quote “it certainly makes a difference to this one” (p.55) really struck me!
I thought back to a blog post I wrote in May about worrying about the significance of my action research. One of my students had taken the initiative to work on Ricci Adams’ NoteTrainer (www.musictheory.net) at home. One morning I found a printed sheet on my desk when I got to work showing that she had done 110 note examples and scored 100%!
I wrote in that blog post that even if she is the ONLY one who is a better note reader because of my teaching and project, it has been worthwhile! This is good to remember as I transition from summer to school year and remember WHY I teach!

I made the comment to my husband that I feel like this book has been written for me… not in a “feel good” way, but hopefully a life-changing way. “Remember Rule #6” is perhaps the hardest lesson today, but it is probably the key to breaking the hold of the calculating me that developed in “measurement world”. (p. 81).
Of all of this week’s reading, this is what I feel I must take to heart:
“When we follow Rule Number 6 and lighten up over our childish demands and entitlements, we are instantly transported into a remarkable universe. This new universe is cooperative in nature, and pulls for the realization of all our cooperative desires. For the most part it lies a bit over our heads. Angels can fly there because, as you may have heard, they take themselves lightly. But now with the help of a single rule, so can we.” ( p.97)

The tears have dried, and I feel more open to embrace what is still to come!

Sources:
Adams, R. (2000-2009).Musictheory.net. Retrieved
August 6, 2010, from http://musictheory.net

Zander, B.& Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

Wk 1 Choice "Journey Video"

In Chapter 2 of The Art of Possibility by Benjamin and Rosamunde Zander, this quote about stepping into the universe of possibility touched me: "Often people enter this state in the presence of natural beauty...these are the moments when we forget ourselves and seem to become part of all being" (Zander, 2000, p.20).
This video, "Journey" was inspired by a photo quest day with a friend in a place that was very special to me growing up. I think I came closer to the "universe of possibility" on that day....

Sources:
"journey" poem, music and video, my original work

Zander, B. & Zander, R. (2000). The art of possibilityBoston, MA: Harvard Business School Press

Wk 1 Comment Abbie Swartzentruber

Wk 1 Reading: World of Measurement

Image obtained from Abbie Swartzentruber's blog post

Our textbook, entitled The Art of Possibility, discusses how we live in a world based on measurement. We are constantly measuring, comparing, and labeling everything around us, including our students. The authors of the book (Ben and Roz Zander) propose that instead of conforming to this current world, individuals should stop applying expectations of any kind and live as if "it's all invented." I particularly loved the Michelangelo analogy used on p. 26 comparing students to a block of stone or marble. Inside each block is a beautiful statue just waiting to be created. I appreciate this comparison because teachers are expected to unveil the unlimited possibilities in each student, rather than rating students compared to their classmates. In our current educational system, there are way too many tests, grouping mechanisms, and competitions alienating some students from their classmates. Instead of doing so much comparing, as teachers we need to be helping students realize the possibilities within themselves.

The third chapter in the book focused on the concept of "giving an A." Mr. Zander has personally used this concept in the classroom and found that students reacted positively! On the first day of class, he explained to the students that they already had an A. The only requirement to keeping this A was students had to write a letter to the teacher in the past tense, explaining how they earned their grade. Many of the letters from students he included in this chapter gave me chills! It is amazing to see how students rise to meet teacher expectations (when expectations are placed extremely high). Students saw all the possibilities of this type of class, and became the student that they have always wanted to be! This book is very interested because it not only applies to the classroom, but also to our personal relationships and our own self-worth.

kathykellen said...
Abbie
I agree with you that in the world of education as we know it there are way too many standardized tests, and we do need to focus more on helping our students reach their individual potentials of growth! As I think back on the past 10 months, one of the beautiful aspects of this program to me, is that every assessment is a project where we have been encouraged to "unleash our creativity" and make projects applicable to where we are in our practice. I think this has lessened the competitiveness and allowed us to realize that we each have our own style, and be encouragement and support to one another! What an excellent model....
I also totally agree with you that this book can speak on a highly personal level! As always, a very articulate post, Abbie!

Source:http://abbiemacfullsail.blogspot.com/ Retrieved on August 6, 2010

Wk 1 Comment Stacie Stoumbaugh

Wk 1 Reading

BACK TO THE BEGINNING
”It’s all invented anyway, so we might as well invent a story or a framework of meaning that enhances our quality of life and the life of those around us.”
~Zander & Zander

Just like the shoe salesman that saw endless possibilities with Africa, I too want to be that educator who sees endless possibilities within the classroom. My students are ready for an incredible classroom experience, because they have never experienced the true worth of learning. Life in and of itself truly is all about perspective. With each experience and every encounter our perspective tends to bend and change. How much more should this be when we are shaping the way people learn. Zander and Zander remind me of these premises while I read their book, “Art of Possibility”.

“We perceive only the sensations that we are programmed to receive…” (Zander & Zander, 2000 p. 12). Therefore, to move past our own perceptions we must pose the two questions within the first chapter of Zander & Zander's book: 1) What assumption am I making, that I’m not aware I’m making, that gives me what I see? and 2) What might I now invent, that I haven’t yet invented, that would give me other choices?

I truly appreciate the thought evoking direction of this reading, because it forces me to return to the original purpose of my plan, which is to provide a dynamic and engaging learning experience to my students. This will definitely require me to push past my own perceptions and into new inventions. This book inspires me to rethink the possibilities within my classroom. What if I will only challenge my own perceptions? I am reminded of the reasons why I originally began my Masters in EMDT. I wanted to offer my students more. I wasn’t worried about Course Director Awards or having a 4.0 grade average. It is great to come back to the beginning.

Who am I being if my students' eyes are not shining?
~ Benjamin Zander (TED presentation)

REFERENCES

Zander, R., & Zander, B. (2000) The art of possibility. Boston, MA: Harvard Business School Press

kathykellen said...
Stacie, I really agree with your take on this reading activity. It IS good to go back to the beginning and refocus on our reasons for starting this program/journey.

I especially like how you expressed: "I truly appreciate the thought evoking direction of this reading, because it forces me to return to the original purpose of my plan, which is to provide a dynamic and engaging learning experience to my students. This will definitely require me to push past my own perceptions and into new inventions. This book inspires me to rethink the possibilities within my classroom. What if I will only challenge my own perceptions? I am reminded of the reasons why I originally began my Masters in EMDT. I wanted to offer my students more. I wasn’t worried about Course Director Awards or having a 4.0 grade average. It is great to come back to the beginning."

As my classmate, and even more importantly as my friend, I give you an A! "This A is not an expectation to live up to, but a possibility to live into" (Zander, 2000 p.26).
May we both continue to live into the possibilities and keep growing beyond our EMDT journey...
August 4, 2010 3:00 PM
Source:http://staciemac.blogspot.com/

Wk1 Reading "giving an A"

This concept really struck a chord with me! "The practice of giving an A transports your relationships from the world of measurement into the universe of possibility....this A is not an expectation to live up to, but a possibility to live into." (Zander, 2000, p.26)
Perhaps the exercise of writing a letter to express what will have happened in one's life during a season of learning that would be in line with this exemplary grade..."I got my 'A' because..." would be something of value to EMDT students. Though after giving this more thought, there really would have been no way for me to predict what was going to happen to me during this journey! It is beneficial for me to look back through the months and see ways in which I have grown, but also to note that I still have a long road ahead in some areas. I hope that as I continue to walk through this month I will be able to more fully embrace the freeing aspect expressed in this chapter and redirect my steps more into the realm of possibilities!

Source: Zander, B & Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

Wk1 Reading "Measurement World?"

Image created at Wordle.net

How are my thoughts and actions reflections of a measurement world?
I looked at that pattern of nine dots with the instruction to connect them all with only 4 lines, and immediately saw the box, and the dot in the middle that was unconnected. Seeing the "Possibility" figure on page 14, my reaction was, "why didn't I think of that???" So at this moment since my thoughts are still focused on a grade that is incorrect from a previous course, I guess I am in the measurement world. Is this where I want to remain? NO!
When I am focusing on the people in my life and building connections, but still realizing that I am shaped by assumptions of life in this world, I feel that I am getting closer. My desire is to be open to possibility, to silence the negative voices. "You are more likely to be successful, overall, if you participate joyfully with projects and goals and do not think your life depends on achieving the mark because then you will be better able to connect to people all around you."(Zander, 2000. p.21)

Source: Zander, B & Zander, R. (2000). The art of possibility. Boston, MA: Harvard Business School Press

Wk1 The Shining Eyes...

After watching the video of Benjamin Zander on TED, I find myself being struck especially by his questions to the audience at the end about "shining eyes". When I am teaching music to my elementary students, how many "shining eyes" do I have around me? If I see a student with dull eyes who is not engaged, how do I reach out to make that change? Do I "awaken the possibiity" in my students? The content I teach is important, without a doubt, but is it possible that the WAY I teach that content is even more vital?

I think about my 2nd graders over the past 3 years and note that they really rise to my expectations. I created the Silly Staff game for 4th graders in a long term substitute position in another district, but really wanted to try it with my 2nd graders when I was hired in Evansville. I believed in the possibility that they could not only grasp, but excel with this game...and they have!

I am nearing the end of my amazing EMDT year...many times throughout I have been told by people in my real world that I have a huge smile whenever I am talking about my EMDT experiences (and I'm sure "shining eyes" are part of it too!)...
I have only begun to reflect on how this journey has changed and will continue to change my life.
In a few weeks I will go back to my music classroom and have the opportunity again to awaken possibility and see those "shining eyes", and these questions from Benjamin Zander need to be kept in mind: "Who am I being?" and "How many shining eyes do I have around me?"

Intro to Media Asset Creation Month 11

The sky is the limit...looking forward to exploring possibilities, being creative and savoring each moment as we speed toward the end of our EMDT year!