I like travel and sightseeing so I often see learning like exploring a national park. In a park, we may find many things that are interesting, like deep valleys and clean creeks, colorful trees and flowers, rare animals and birds, and breathtaking sunrise and sunset. We take pictures of these things and keep them in our memory. I have the same feeling when I review all the blogs I have posted for the course this semester. There are several things that I would take away for later use in teaching.
Hooks. In music, a hook refers to a catchy musical idea, a passage or a phrase, which often comes at the beginning of the piece of music and sometimes repeats and develops throughout the piece. In my blog about music, I mentioned the magic power of a music hook. Could we apply the idea of hooks to our daily teaching? I think we can and we should. For example, we may start a lecture with a personal connection with some element of the lecture to arouse students’ interest, and periodically, refer to that connection and until the end of the lecture. This needs some good thought and design to avoid excessive repetition and make the hook a pleasant device.
Sense of suspension. A related concept I grabbed from the discussion of “My Best Friend’s Wedding” is a role of sense of suspension. In the episode we watched, the plot is the telling of a made-up romantic story between George and Julianne. Everyone at the table was eager to hear the story and the curiosity introduced a great deal of involvement. However, George did not tell the whole story all out immediately. Instead, he paused and again, and that generated even stronger interest. I think this “form” of design is especially helpful in lecturing if we can use it smartly.
Rhythms. Good music and choreography is characterized by beautiful rhythms that can synchronize our heartbeats. However, I don’t think rhythm is not limited only to music. Instead, harmonious rhythm is good for everything we do, including teaching. A nice pace and balance of rise and fall, fast and slow, tense and relax, and high and low all can simulate a rhythm in life, like “yin and yang” in the Oriental culture. The opposite of rhythm is monotony and dullness. We as educators all know the importance of avoiding them in our teaching. So, thinking of the use of rhythm as a form of teaching design should be encouraged.
Space. Of the discussion about interior design, one of the terms I found important is space. A good interior design often leaves adequate space for people to pause, breath and imagination. And a psychological space can be effectively created with skillful arrangement of different objects in interior design, as we have learned from the design literature. An implication of the space concept for our teaching is to me that we need to make the pace of learning and give students enough time to pause and participation in the co-creation of knowledge.
Multimodality. Although we actually did not discuss this concept but I have come to realize the role of multimedia in engagement of learning. We have watched a lot of video during the course and we each have developed several video projects. What really stuck me is, when I review either my own work or other classmates’ projects, I have enjoyed much more of the video with narration than those with only captions over the video. I think a big difference is that the former type addresses both visual and auditory sensory organs while the latter addresses only our visual sensory organ. That is why I decided to narrate my WOA project although I developed hey fever and coughed often. I overcome my coughing to complete the project. When I played it back, I enjoyed it.
Storytelling. When we shared pictures as part of our understanding the forms in photography that create a compelling experience, I came to realize the role of story telling. I have seen some pictures (e.g., a piece of bread, a baseball cap) that, at the beginning, mean little to me. However, after I read the story before each of the pictures, my appreciation of the pictures changed. I think it is because I know the story behind the picture so it becomes more meaningful to me. I come to have two categories of pictures, one with universal meanings, like sunset, forest, and snow mountains, and the other with personal meanings, like those daily pictures with a personal story behind it. How to tell the story often determines the way other people appreciate it. I still try to figure out the implication of story telling for our teaching.
These concepts are a sample of things that I have discussed in my blogs for the course. I think they are distinct for me to add to my knowledge structure that I have build from other courses in the MAET program and these ideas are also concrete enough for my immediate use in our teaching. Overall, I have a better knowledge of the forms that can create a compelling experience in life as well as in our teaching.
Sunday, April 25, 2010
Thought about my WOA
I have to say the Work of Art project is the most challenging and also the most enjoyable project for the course. It is a capstone assignment and is supposed for us to reflect on many ideas we have learned during the course and use them to make this project. My understanding is that I should integrate some “forms” that I believe can simulate a compelling experience in the creation of my WOA. A challenge is that the course has covered several subjects, from photography to file and television, architecture and interior design, music and fashion, focusing on the nature and design of compelling experience in each subject. How could I best use the juicy ideas from the reading, discussion and blogging on these subjects to make this WOA?
I decided to explore how a dance show “thousand arms Guanyin” became so popular. After having watched it numerously times, I found the forms that made it different. The show demonstrates marvelous choreography, lavish costume, colorful stage lighting, moving music, and beautiful stage prop. More importantly, 21 profoundly deaf dancers performed the show. The have lived in a no-sound world but their elegant dancing matches the rhythm in extraordinary precision. My feeling was mixed when watching the show—I was thrilled by the shape, pace, and movements of their dance; I was taken into dreams by the beautiful props and colorful lighting; and I felt empathetic with their laborious practice for perfection of each act. By the time I prepared my narration, I have the WOA in my story as a moving story.
I decided to explore how a dance show “thousand arms Guanyin” became so popular. After having watched it numerously times, I found the forms that made it different. The show demonstrates marvelous choreography, lavish costume, colorful stage lighting, moving music, and beautiful stage prop. More importantly, 21 profoundly deaf dancers performed the show. The have lived in a no-sound world but their elegant dancing matches the rhythm in extraordinary precision. My feeling was mixed when watching the show—I was thrilled by the shape, pace, and movements of their dance; I was taken into dreams by the beautiful props and colorful lighting; and I felt empathetic with their laborious practice for perfection of each act. By the time I prepared my narration, I have the WOA in my story as a moving story.
Thousand Arms Guanyin - WOA from Julie Jiang on Vimeo.
Thursday, April 8, 2010
Some Thoughts on Fashion
People are always fascinated with fashion in their lives. To me, fashion is important because it creates an identity, lends confidence, and entail emotions. Fashion is expressive so its effect is always immediate. As a result, I had not thought about the relationship between fashion and teaching until I read the article "If Ideas Were Fashion."
I think there are some similarities between teaching and fashion. Teachers work with students on ideas, often new ideas that we wish students to accept and integrate into their knowledge systems. Like asking people to get rid of old clothes and put on new ones, teaching sometimes affects the identity of a person so it may create a similar discomfort among students. They have to be willing to open their minds, consider new ideas, try to see how new ideas change their existing psychological identity and become more "fashionable" with these new ideas.
While unlike new clothes that result in an immediate change, the role of new ideas is gradual but fundamental for a person. Try to find and simulate the same level of sensational feeling from fashion to education is probably a challenge for educators. No doubt - emotion plays an important role in the acceptance of new ideas. For example, we often see students accept new technologies such as Facebook, Twitter and iPad with great enthusiasm. These applications not only offer some kind of utility but only psychological satisfaction. Oftentimes, what we teach in the classroom lacks of emotional elements even it is new knowledge and certainly useful.
As the article "If Ideas Were Fashion" states, "To fashion is to imagine, create, and express" and the experience from consuming fashion is what makes a difference. If our teaching can simulate a similar experience that allows students to imagine, create and express, it is possible that students can experience excitement and engagement. A way to achieve such an effect is to make teaching a knowledge co-creation process. From such a process each student can find something that fits their "style of thinking" and forms their psychological identity. This is what characterizes our students in the age of Web 2.0. And we should teach like a fashion expert.
I think there are some similarities between teaching and fashion. Teachers work with students on ideas, often new ideas that we wish students to accept and integrate into their knowledge systems. Like asking people to get rid of old clothes and put on new ones, teaching sometimes affects the identity of a person so it may create a similar discomfort among students. They have to be willing to open their minds, consider new ideas, try to see how new ideas change their existing psychological identity and become more "fashionable" with these new ideas.
While unlike new clothes that result in an immediate change, the role of new ideas is gradual but fundamental for a person. Try to find and simulate the same level of sensational feeling from fashion to education is probably a challenge for educators. No doubt - emotion plays an important role in the acceptance of new ideas. For example, we often see students accept new technologies such as Facebook, Twitter and iPad with great enthusiasm. These applications not only offer some kind of utility but only psychological satisfaction. Oftentimes, what we teach in the classroom lacks of emotional elements even it is new knowledge and certainly useful.
As the article "If Ideas Were Fashion" states, "To fashion is to imagine, create, and express" and the experience from consuming fashion is what makes a difference. If our teaching can simulate a similar experience that allows students to imagine, create and express, it is possible that students can experience excitement and engagement. A way to achieve such an effect is to make teaching a knowledge co-creation process. From such a process each student can find something that fits their "style of thinking" and forms their psychological identity. This is what characterizes our students in the age of Web 2.0. And we should teach like a fashion expert.
Monday, March 29, 2010
Motown Music
A friend recommended me a song from a Motown Remixed album – War by Edwin Starr. This album is in his music collection and one of his favorite albums. I listened to it and found it is quite different from many songs I am familiar so I chose it for my music project.
I read some articles about Motown when I worked on the project. Motown music has its tradition in Detroit, Michigan and signifies many famous African-American singers. And this particular song, “War” is what made Edwin Starr most famous. I listened to the song and felt a strong emotion in my mind. It is not because of the anti-Vietnam theme but because of its tempo, rhythm, instrumentation and vocals.
Drum beats, fast tempo, and high-pitch saxophone combines to make a mind-shaking prelude. The lyrics “What is it good for” is a real hook and then, Edwin’s vocals “Absolutely nothing” indeed gives me a thrill. The instrumentation, the lyrics, and the sorrow tone of the singer invokes a sonorous image in my mind—mothers with tears on the face and hands in the air in despair.
My emotions were high and my soul was purified, as the story was unfolded along the lyrics and rhythm. What a moving piece of music!
I read some articles about Motown when I worked on the project. Motown music has its tradition in Detroit, Michigan and signifies many famous African-American singers. And this particular song, “War” is what made Edwin Starr most famous. I listened to the song and felt a strong emotion in my mind. It is not because of the anti-Vietnam theme but because of its tempo, rhythm, instrumentation and vocals.
Drum beats, fast tempo, and high-pitch saxophone combines to make a mind-shaking prelude. The lyrics “What is it good for” is a real hook and then, Edwin’s vocals “Absolutely nothing” indeed gives me a thrill. The instrumentation, the lyrics, and the sorrow tone of the singer invokes a sonorous image in my mind—mothers with tears on the face and hands in the air in despair.
My emotions were high and my soul was purified, as the story was unfolded along the lyrics and rhythm. What a moving piece of music!
Sunday, March 28, 2010
Music and Teaching
I had a good time on music appreciation in the past two weeks. I listened to some informative radio talks about what makes great music great, studied the articles on the gifted listener and sonorous image of music, and also listened to award wining music pieces. All of this certainly makes me more knowledgeable about music and let me keep thinking about what is the connection between the art of music and the art of teaching. There are at least three things I like to explore in teaching.
First is the idea of hooks. In music, a hook refers to a catchy musical idea, a passage or a phrase, which often comes at the beginning of the piece of music and sometimes repeats and develops throughout the piece. While it’s difficult to say what the meaning of a piece of music is, it’s safe to assume that a hook often works to trigger a listener’s emotion. When it strikes on one’s emotional nerve, he or she is hooked and wants to resonate more with the music. I think that’s the magic power of a music hook. Could we apply the idea of hooks to our daily teaching? If the emotion is essential for a hook of music, then curiosity may be the target of a hook in teaching. For example, if we can somehow arouse a strong curiosity among students and somehow maintain that curiosity, our teaching should be magic, like a great piece of music.
Second is the gift of a listener. By Copland, music listening is a talent, varying among individuals. Two principal requirements for talented listening are the ability to open oneself up to musical experience and the ability to evaluate critically that experience. How could this idea be applicable for the art of teaching? We have to admit that students also vary in learning talent, at least at the beginning, and our job should be nurture such a talent among students. Fortunately, I have seen that such a learning talent improves, as students get more interested in a subject. Now, I also see the importance of critical thinking skills.
Third is the role of emotion. As I have seen, music is all for emotions. We listen to a piece of music largely to resonate in our emotions and obtain psychological satisfaction from such resonance. In contrast, teaching is primarily for cognition. So, the issue I may ask is, if and how can I blend some emotional elements into a cognitive quest? In other MAET courses, we have discussed the role of affects in active learning. And now, the discussion of music makes me think about this issue again. And I believe emotions play an increasingly role in the art of teaching, and I need to figure out more on how to implement this idea.
If a textbook is like a piece of music, could a teacher be a conductor and all her students be performers of an orchestra? That is, teaching could be as enjoyable as music for more students, if teachers can act as musicians. That sounds very intriguing!
First is the idea of hooks. In music, a hook refers to a catchy musical idea, a passage or a phrase, which often comes at the beginning of the piece of music and sometimes repeats and develops throughout the piece. While it’s difficult to say what the meaning of a piece of music is, it’s safe to assume that a hook often works to trigger a listener’s emotion. When it strikes on one’s emotional nerve, he or she is hooked and wants to resonate more with the music. I think that’s the magic power of a music hook. Could we apply the idea of hooks to our daily teaching? If the emotion is essential for a hook of music, then curiosity may be the target of a hook in teaching. For example, if we can somehow arouse a strong curiosity among students and somehow maintain that curiosity, our teaching should be magic, like a great piece of music.
Second is the gift of a listener. By Copland, music listening is a talent, varying among individuals. Two principal requirements for talented listening are the ability to open oneself up to musical experience and the ability to evaluate critically that experience. How could this idea be applicable for the art of teaching? We have to admit that students also vary in learning talent, at least at the beginning, and our job should be nurture such a talent among students. Fortunately, I have seen that such a learning talent improves, as students get more interested in a subject. Now, I also see the importance of critical thinking skills.
Third is the role of emotion. As I have seen, music is all for emotions. We listen to a piece of music largely to resonate in our emotions and obtain psychological satisfaction from such resonance. In contrast, teaching is primarily for cognition. So, the issue I may ask is, if and how can I blend some emotional elements into a cognitive quest? In other MAET courses, we have discussed the role of affects in active learning. And now, the discussion of music makes me think about this issue again. And I believe emotions play an increasingly role in the art of teaching, and I need to figure out more on how to implement this idea.
If a textbook is like a piece of music, could a teacher be a conductor and all her students be performers of an orchestra? That is, teaching could be as enjoyable as music for more students, if teachers can act as musicians. That sounds very intriguing!
Tuesday, March 9, 2010
Study of Eisner’s Concept
Eisner’s concept of the role of forms in arts is inspirational for education. The traditional view sees education as the transfer of knowledge from the instructor to students. More recently, co-creation of knowledge by students and the instructor is considered more appropriate. However, our exploration of the role of compelling experience makes it clear that effective learning should be a process of knowledge co-creation with emotion as lubrication. That is, students should enjoy a learning process to maximize the learning outcome. The issue is how to make education a blend of rational and emotional endeavor?
According to Eisner, forms are important for all fields of art. I prefer to see Eisner’s forms as the ways of aesthetic expression. As we know, to simulate a particular feeling among an audience, a painter may paint something, a composer may write a song, and a dancer may dance, all using their own “way of aesthetic expression.” If they are all good in terms of using the way of aesthetic expression in respective fields, a “work of art” can be created.
Educators are creators, too. I’m thinking about how to apply this forms idea to education. We need to be innovative and find the right forms in our instruction. For example, when we make a PPT for a lecture, we could use text only for all the information or better yet, we could add graphics or even interesting video clips. In most cases, a multimedia approach in teaching is more appealing and effective because it injects emotional elements into the learning process.
Along a different line of thinking, interaction and engagement with students is equally important, as a unique form of education. Compared with a straight lecture, lively discussion with students or among students can simulate understanding with emotion. We all remember how pleasing a good discussion for the class. Of course, we have to be creative for each lecture in terms of the right forms—anything may loss novelty if it stays unchanged for too long. That is the real challenge for effective teaching and active learning. So our quest for right forms of education will never end.
According to Eisner, forms are important for all fields of art. I prefer to see Eisner’s forms as the ways of aesthetic expression. As we know, to simulate a particular feeling among an audience, a painter may paint something, a composer may write a song, and a dancer may dance, all using their own “way of aesthetic expression.” If they are all good in terms of using the way of aesthetic expression in respective fields, a “work of art” can be created.
Educators are creators, too. I’m thinking about how to apply this forms idea to education. We need to be innovative and find the right forms in our instruction. For example, when we make a PPT for a lecture, we could use text only for all the information or better yet, we could add graphics or even interesting video clips. In most cases, a multimedia approach in teaching is more appealing and effective because it injects emotional elements into the learning process.
Along a different line of thinking, interaction and engagement with students is equally important, as a unique form of education. Compared with a straight lecture, lively discussion with students or among students can simulate understanding with emotion. We all remember how pleasing a good discussion for the class. Of course, we have to be creative for each lecture in terms of the right forms—anything may loss novelty if it stays unchanged for too long. That is the real challenge for effective teaching and active learning. So our quest for right forms of education will never end.
Friday, March 5, 2010
Retail Stores and Compelling Experiences
I’m thinking about my project for module 3. For this tale of two retail places, I choose Macy’s and Younkers, two of my favorite stores in Meridian Mall. About the lunchtime on a sunshine day, with a fresh eye and a pocket camera, I’m on my way.
As an anchor store, Macy’s has main entrances from outside the Mall. When I arrived and walked in the first door, the promotional offers on the large signage got my attention. Walking through the second door, I saw the very inviting interior – spacious, well lit, with numerous items along the isle.
The lighting in Macy’s is well designed. There are many lights lining up on the ceiling of isles and also in different angles for display sections, in addition to main fixtures over isle intersections. They gave all displays a beautiful look. When I looked at items, I felt cheerful and experienced a good feeling.
Walking through the isle for a few seconds, my mindset was ready in the store. In the meantime, my attention was drawn to a focal point in the center isle – a set of models in new arrivals of spring fashion. I cannot refrain from walking to the models, paused and took a look. I enjoyed the new style clothes and found a couple of them I really liked. I turned around and started searching for some clothes on the models so I could have a touch.
As we know, shopping doesn’t always mean buying. Sometimes, we need a diversion from work or busy lives and we wander in a store. I was in a mood of relaxation and seeking colorful stimuli. Macy’s interior design does meet such a psychological need of mine and probably many other shoppers. I enjoyed the quiet and harmonious setting, away from a fast-paced work life or a noisy environment -- I could not hear any cars running or people talking…
Many seasonal items are on display. The bunnies, eggs, and many Easter colored items are waiting for my inspection, which reminds me Easter is coming! All of these are very inducing. I walked around the display table thinking about what I should buy for the holiday because I always like to decorate my home.
The “clearance” signs in red, here and there in the store -- they call for impulse purchases. Even if I did not plan to buy anything in advance, I still ended up with two items in hand when walking out of the store. The magic power of store interior design is trigger more impulse purchases!
Another quality I like of Macy’s design is that it has many niche displays, each featuring a name brand’s offering, all within easy reach. I can see every corner of isles has such a display, for Vera Wang, Polo, Tommy, to name a few. Merchandise on these prominent displays certainly helps with customers’ readiness to buy.
All these design features combine to provide shoppers with a great experience, regardless they buy or not, and make you always want to come back.
In comparison, Younkers has some similarities and differences. Similar things include entrances from outside the Mall, in-door promotion signage, and spacious isles.
Unlike Macy’s, Younkers has a second floor. It adds to the store space and also gives me a change. I got a good feeling when I was on the elevator up -- I execrated to see more different items. I also could see the store on the lower level from different angels. That view offered me a compelling experience. As this feature is the only one in Meridian Mall, it makes Younkers different from Macy’s and other anchor stores.
There are several seating areas in Younkers. They are there for customers to take time, relax and enjoy more time of shopping in the store. The patterned carpet and tiles separate the walking isles from display areas. I saw the check out counter with a big sign “At your Service” hanging above, which is open and friendly.
The most impressive feature of Younkers is their display windows near the entrance inside the Mall. Each window displays a designer’s creations, telling the season and new styles. These windows add to the elegance of the store design.
In short, the design qualities of these two department stores, such as the patterned floor and warm lighting, display islands, promotion signage, seasonal products, seating areas, colorful and lovely merchandise, all help create an atmosphere in which shoppers can relax, seek varieties, learn about new fashions, and buy something on the spur of the moment.
I ended up my trip in these two department stories with many pictures. This is a regular shopping trip but a study project. After I considered all I saw, I could not think of any other type of interior design that is able to stimulate a more relaxing and enjoyable experience.
As an anchor store, Macy’s has main entrances from outside the Mall. When I arrived and walked in the first door, the promotional offers on the large signage got my attention. Walking through the second door, I saw the very inviting interior – spacious, well lit, with numerous items along the isle.
The lighting in Macy’s is well designed. There are many lights lining up on the ceiling of isles and also in different angles for display sections, in addition to main fixtures over isle intersections. They gave all displays a beautiful look. When I looked at items, I felt cheerful and experienced a good feeling.
Walking through the isle for a few seconds, my mindset was ready in the store. In the meantime, my attention was drawn to a focal point in the center isle – a set of models in new arrivals of spring fashion. I cannot refrain from walking to the models, paused and took a look. I enjoyed the new style clothes and found a couple of them I really liked. I turned around and started searching for some clothes on the models so I could have a touch.
As we know, shopping doesn’t always mean buying. Sometimes, we need a diversion from work or busy lives and we wander in a store. I was in a mood of relaxation and seeking colorful stimuli. Macy’s interior design does meet such a psychological need of mine and probably many other shoppers. I enjoyed the quiet and harmonious setting, away from a fast-paced work life or a noisy environment -- I could not hear any cars running or people talking…
Many seasonal items are on display. The bunnies, eggs, and many Easter colored items are waiting for my inspection, which reminds me Easter is coming! All of these are very inducing. I walked around the display table thinking about what I should buy for the holiday because I always like to decorate my home.
The “clearance” signs in red, here and there in the store -- they call for impulse purchases. Even if I did not plan to buy anything in advance, I still ended up with two items in hand when walking out of the store. The magic power of store interior design is trigger more impulse purchases!
Another quality I like of Macy’s design is that it has many niche displays, each featuring a name brand’s offering, all within easy reach. I can see every corner of isles has such a display, for Vera Wang, Polo, Tommy, to name a few. Merchandise on these prominent displays certainly helps with customers’ readiness to buy.
All these design features combine to provide shoppers with a great experience, regardless they buy or not, and make you always want to come back.
In comparison, Younkers has some similarities and differences. Similar things include entrances from outside the Mall, in-door promotion signage, and spacious isles.
Unlike Macy’s, Younkers has a second floor. It adds to the store space and also gives me a change. I got a good feeling when I was on the elevator up -- I execrated to see more different items. I also could see the store on the lower level from different angels. That view offered me a compelling experience. As this feature is the only one in Meridian Mall, it makes Younkers different from Macy’s and other anchor stores.
There are several seating areas in Younkers. They are there for customers to take time, relax and enjoy more time of shopping in the store. The patterned carpet and tiles separate the walking isles from display areas. I saw the check out counter with a big sign “At your Service” hanging above, which is open and friendly.
The most impressive feature of Younkers is their display windows near the entrance inside the Mall. Each window displays a designer’s creations, telling the season and new styles. These windows add to the elegance of the store design.
In short, the design qualities of these two department stores, such as the patterned floor and warm lighting, display islands, promotion signage, seasonal products, seating areas, colorful and lovely merchandise, all help create an atmosphere in which shoppers can relax, seek varieties, learn about new fashions, and buy something on the spur of the moment.
I ended up my trip in these two department stories with many pictures. This is a regular shopping trip but a study project. After I considered all I saw, I could not think of any other type of interior design that is able to stimulate a more relaxing and enjoyable experience.
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