Slice of Life: A Doodle Every Day

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

For all of July, we in the CLMOOC community were drawing and doodling and sharing. With today’s theme of “exit” now complete, I was trying to figure out how best to grab all of 31 of my doodles together. I’m still hoping to do a collage, but this video version via Animoto will have to do for now. The use of the artistic garden animation theme seemed … appropriate.

Many of the crowd-sourced themes connected to the Write Out project, which is another open learning adventure that took place the last few weeks.

I used the Paper app on my iPad for my doodles, and making art is always tricky for me. Writing is so much easier. Words flow faster than visual ideas. These pieces were all done with fingers, not stylus. Sort of like finger-painting. So, some of these doodles I made I like a lot and some, not so much.

What I appreciated most was the call and invitation to doodle in a networked community, and to share with others, and to see how my friends took the same idea in different directions.

Day Thirty-One Exit Point

Peace (on the tip of the pen),
Kevin

 

#CLMOOC Goes Doodling in July

Day One Enter

It’s CLMOOC season! That means invitations and connections via Connected Learning MOOC, and this July, every day, there is an open invitation to doodle on a theme, all related to open spaces and mapping. You can doodle every day, or just join in when the muse strikes you.

Learn more about the doodle effort, an online poetry exchange project, and more at the CLMOOC website.

You can also get the daily prompts via email or RSS feed through The Daily Connect, where we will be posting each day’s prompt as a new post.

I’m not much of an artist, but I still love to doodle, particularly when others are doodling, too. Today’s theme is Enter/Welcome.

What will you draw and share?

Peace (in pens and crayons),
Kevin

The Body, Entropic (A Poem Sprawled On In a CD Cover)

The Body, Entropic

A friendly email arrived, with a request. Might I be willing to write a poem?

A musical collaborator, Luka, was working on another project and he was looking for a poem that could become part of the cover of the CD project. He sent along a few tracks, asked me to listen, and get inspired. (Luka and I wrote and recorded Alchemist Dream for A Whale’s Lantern music project, a remote collaboration taking place off the Mastodon social network. We’re now into the third iteration of the music-making partnerships.)

Oh, and there was a fast turn-around deadline. I’d have to get the poem out the door within just a few days. The theme of the project was Entropy, and so as I put on headphones and listened to the tracks that Luka provided (interesting stuff, as always from him), I read up on Entropy, trying to wrap my head around the concept and how it might translate into poetry, and music.

Then, I wrote … just letting the words flow as I listened to the beats and musical landscape of the tracks. It was one of those times when I only thought about what I was writing later, in revision. First, I let the music guide me into discovering the possibilities of a poem.

Fast forward a few months, and I saw Luka promoting the CD, with a limited series artistic cover available, so I ordered it, and the resulting project (airmailed from Luka from Slovenia, with a very kind note from him) is just beautiful. My poem is splayed out in the center, but the way the cover folds in and around itself, and the use of art to explore music (and vice versa), and … well … the whole dang thing is just pretty cool to have in my hands.

I’m glad I had some words to contribute. (And Luka, in return, has lent me some of his original music to use in a video project I am working on for a summer learning experience.)

Peace (across the world),
Kevin

 

One Poem Surfacing From Inside Another

via Simon

I am always drawn in by my friend, Simon, and his blog posts. They are rich with imagery, and emotion, and wondering, and although sometimes I have trouble following where he is going (and yet, I seem to find myself right where he led me), I keep going forward. I float in his language.

This morning, he shared a poem at his blog and as I read it, I saw another poem emerging from beneath his poetry. It seemed like I just needed to create a digital poem for him, if only to reflect his words back to him as a reader honors the poet.

So, I did.

Thank you, Simon.

Peace (in the poem),
Kevin

PS — this was made in Lumen5.

Of Poets and Dogs (Where a Riff Might Take Us)


A dog poet flickr photo by Monika Kostera (urbanlegend) shared under a Creative Commons (BY-SA) license

Our beloved
poets and dogs
drag home
the damndest things:
bones,
mirrors
and seeds.

The bones
remind us
of what we’ve
chewed on endlessly
through the night.

The mirror
reflects back
on us the decisions
we’ve made,
and then regretted.

The seeds
hold out hope
for where the path
might lead us,
ever forward
into the unknown
possibilities.

Another version: https://notegraphy.com/dogtrax/note/3512461

Terry left a few comments in the margins of my post, about writing about the margins of an article about Digital Writing. His phrasing caught my attention.

As we often talk about extending notes and comments beyond the original source, I took a few of his words (of dogs and poets) and riffed a poem off the top of it. And then I shared it in Mastodon, where I often write #smallpoems with CLMOOC friends Terry, Algot and others.

So, from here to there, and there, to here, and then there again.

We wander.

Peace (in the poem),
Kevin

Connected Learning: Gaming and Writing

I was doing some searching for something else entirely when I came across this piece by Mimi Ito about the connections between gaming and writing. Ito shares a case study profile of a girl whose interests in Minecraft expanded her sense of self as a writer.

Read From Writing to Gaming to Writing

I appreciate this section, where Ito talks about how the student followed her interest in gaming by writing scripts that take place in Minecraft, and how the teacher was open enough to understand that the students was following a passion.

Tal got the idea to write scripts for her and her friends to film as animated plays in the game from a post on a Minecraft online forum. She got support for doing so from her social studies teacher, who had noticed Tal’s interest in creative writing. While the teacher wasn’t a Minecraft player herself, she did recognize that the game created a socially rich and creatively driven context for nurturing Tal’s writing interests.  — from Writing to Gaming to Writing by Mimi Ito

I’ve written quite a bit here about how to connect writing to game design, and still find it a powerful connector point. This chart comes from my Game Design Unit in the writing classroom.

Writing Activities in Video Game Design unit (update 2017)

There are more interesting articles profiling students and teachers under the umbrella of Connected Learning, if you are interested.

Peace (game it for success!),
Kevin

 

 

Book Review: Creative Quest by Questlove

I am intrigued the curious spirit of Questlove, the drummer and one of the leaders of The Roots. He seems to have his fingers and mind into many things, all with what appears a desire to collaborate and make stuff (like music but not just music) and to reflect on and share out his experiences in hopes of inspiring others.

His latest book — Creative Quest — is an exploration (with co-writer Ben Greenman) of his ideas on how to be and how to stay creative in the world.

While the book itself is rather uneven (and could have used a better editor to tighten the text), Questlove’s voice comes through the mix as he talks about expanding the definitions and ideas of what an artist is, how the influx of technology can both help and hinder the creative spirit, how moving out of your comfort zone is as important as mining the treasures of that same space, how collaborating with others will give you new paths to follow even if they at first make your uncomfortable, and how remix and appreciative appropriation of others’ work can build into something new.

Questlove mentions that he enjoys the segments on The Tonight Show (his band is the house band for Jimmy Fallon) when they play with artists outside of their typical genre, and notes that when they do off-kilter music segments with toy instruments or other pieces, it forces them as a musicians to work in a different way. All good.

It’s nothing new but Questlove’s advice to follow your instincts and be open to the unknown ring true with me as someone who tries to do creative work each day, as a poet, as a songwriter, as someone who dabbles in media (thank you, DS106).

I do wish that the book had brought the reader deeper into the songwriting process of The Roots. He does share some stories of being in the studio with artists like D’Angelo and Tariq, his main partner in The Roots.  But mostly those stories are about finding a sound, as opposed to discovering through creative experimentation the song that needs to be written and sung.

Ah. Well. Maybe next time.

For now, I enjoyed Questlove’s journey into creativity with Creative Quest, and I hope his message of how nurturing and exploring a creative life can enhance all of our worlds is something that resonates. Find art. Make art.

Peace (sing it),
Kevin

Teaching Design Elements: Problems of Text, Color, Image, Conflict

This is not the first lesson around design that I have done with my students, but our Haiku project has brought to the surface the need to remind and re-teach some basic Design Principles when it comes to merging text (in this case, poems) and images, via Google Slides.

This presentation is what I shared yesterday in class and used as a talking point as students got down to work. I tried to integrate three hints for them to use to make their project more design-friendly. Too many of my young digital poets find busy images to use or bury their text into the slide or don’t consider color combinations.

I want them to see the work as art, as much as writing. Design comes into play with that lens.

Peace (in the mess),
Kevin

 

 

CLMOOC Annotation: On Ivan Illich and Connected Learning

CLMOOC Annotation: Illich

There’s been some interesting conversations flowing in the margins of Ivan Illich’s Deschooling Society as part of a CLMOOC annotation activity, proposed by our friends Charlene and Sarah. We’re using the annotation tool, Hypothesis, to “mark up” Illich’s seminal critique from the 1970s of traditional schooling and the ways students are under/mis-served by the educational system in the United States. I have to admit, I’ve never really read Illich that deeply, so this has been an experience.

 

And I come away from reading this piece over a few weeks with some lingering reactions. The first is that I find myself in a defensive crouch as Illich attacks traditional schools from all different angles, arguing that teachers are ineffective, that schools only care for students as cogs in the business machine, that funding is misspent, that curriculum is merely a means to keep young people in line, the entire educational system is designed to slow down learning.

CLMOOC Annotation: Illich

I won’t say some of his criticisms don’t have some merit, even today, decades later. But I felt as if he were attacking me personally, as someone who has dedicated my career to teaching and working with young people. It may be that I am too sensitive and ready to shout back (which I did in the margins of Illich’s text).

Still, Illich has some interesting points that do seem to coincide with the principles of Connected Learning — particularly around the concepts of student choice, peers as powerful motivators, project-based learning (which is what Charlene to first suggest this text for annotation, I believe), finding mentors in the field to help guide understanding, and building networks through technology to expand access to materials and information.

CLMOOC Annotation: Illich

Remember (and I remind myself), he wrote all this during the time of Mainframe Computers and microfiche files. He was envisioning an expanding educational system that allowed students to think and learn beyond the walls of the classroom, to follow their interests. He talks about poverty and urban schools failing their students. Those are insights to wonder at with appreciation (too bad I find his writing tone off-putting and snobby in its own way).

I’ve enjoyed reading and interacting with the other readers of the text, and marvel that there are more than 130 annotations (so far) about Illich’s views, and that many of the annotations have responses and discussions unfolding. It’s pretty cool.

And open. You can add your ideas, too, and reflect along with us.

I plan to head back in and make the rounds of comments, and think about how to keep the threads turning on our thinking. I hope to see you there.

Peace (in the margins),
Kevin

CLMOOC Pop-Up Invitation: Annotating DeSchooling Society

CLMOOC Annotating DeSchooling

The deeper I am reading into Ivan Illich’s Deschooling Society, the more annoyed I am getting at his view of teachers, like myself, in public schools, like where I teach. His accusatory tone and finger-pointing of the problems of the world seem to fall squarely on the shoulders of teachers. In some ways, this echoes the political landscape of today, with the kind of sentiment stated by Betsy DeVos and her crew, although the recent teacher actions are visible public counters to this narrative.

Which is not to say that every teacher in every classroom is doing what they need to do for all their students. There is plenty of blame to go around for why too many of our students are not getting the education they need to live the life they deserve. But Illich has all teachers in traditional settings in his crosshairs.

That said, I am enjoying the ability to annotate and discuss his book in the margins via Hypothesis, as a part of a CLMOOC Pop-Up Make Activity, and others are in the mix with me. I have just finished the section section and am moving on to the third.

You come, too.

We’re having discussions and feedback in the margins of the text, with a focus on how Illich’s views on education (published in the early 1970s) on student agency and individualized student learning might connect/disconnect with the principles underpinning Connected Learning. It’s been interesting to read this piece with that frame in mind.

So far, I see nearly 75 annotations have been made. There’s room for you.

Join the annotation.

See you in the margins.

Peace (off the side),
Kevin