Slice of Life: Cool Collaboration

(This is a post for Slice of Life, a regular writing feature hosted by Two Writing Teachers. We write about moments. You write, too.)

I wish I could embed the media piece I want to write about today, but you will have to go to Mariana’s blog to see and hear it. Then, come on back!

<… we pause here for a blog break … musical interlude … >

Are you back?

Isn’t that nifty and cool?

Mariana shared out the final version of this impromptu collaboration yesterday and I was so excited about it for a many reasons. This all began in the DS106/Daily Create ecosystem, as Mariana and Vivian are both regulars in my DS106 Twitter stream.

The other day, for a Daily Create assignment to create an animated gif, I took that saxophone player image and layered an animation of notes on top of it.

Mariana saw it, and wondered if she could take it a step further. She wanted to split the original image and tie them back together in a gif format called Stereogram. I had included Viv in a tweet back to Mariana because I know Viv is also a saxophone player. Viv suggested adding a layer of saxophone music to the gif.

Viv recorded her part and then put it on Soundcloud. I grabbed the file off Soundcloud, pulled it into Soundtrap and then realized that my tenor saxophone was at my bandmate’s house,. So I dusted off my soprano sax, and proceeded to riff off the top of Viv’s part, as best as I could.

That file was soon up in Soundcloud so that Mariana could grab it and layer it on her gif … and that’s what she shared out yesterday. It was very cool.

So, a few things to reflect upon: collaborative creativity like this always gets me curious and energized. I know Mariana and Viv via social media circles (mostly DS106) but the passing around of media was rather seamless. We created together, collaboratively.  We shared, downloaded, added, uploaded, shared again. We live in different parts of the world but that didn’t matter. We were working together.

Second, Viv and I have periodically thought: we should figure out a way to accompany ourselves on saxophone. I don’t know many other sax players in my online circles. Viv is one of the few. So, finally getting a chance to “jam” with her was great. The gif was a perfect opportunity.

Third, this was all fun. Thanks, Mariana. Thanks, Viv.

Peace (sounds like music),
Kevin

Writing Short: Flash Fiction in 140 Characters

One of the hashtags I keep open in my Tweetdeck is #25wordstory, which was first introduced to me by Brian Fay, and I try to contribute now and then. The small stories, confined by 140 characters, are interesting to write. While some believe the stories have to be 25 words, exact, I am more of the mind that it has to fit inside a tweet.

With flash fiction like this, you need to leave gaps for the reader. You can only hint at the larger story. They are interesting to write, and intriguing to read.

In the past week or so, I have written a handful for the hashtag and in the interest of curating, I ported the stories out of Twitter and into Pablo in order to marry the words with images. Then, the stories all got pulled into Animoto for a video collage hosted on YouTube. (Note: I am trying to make clear my paths of composition these days.)

Writing these very short, short stories reminds me of a presentation I once did for an NCTE Ignite session called Writing, in Short.

Peace (expand it),
Kevin

#DigiLitSunday: #WhyIWrite Digitally

(This is a post for DigiLitSunday, a regular look with other educators at digital literacies. This week’s theme is connected to the upcoming National Day on Writing, which takes place on Thursday with the theme of Why I Write.)

I write digitally to find the grooves between the spaces. Digital writing does not replace the other ways I write. It accompanies it. It harmonizes with it. I have notebooks brimming with lyrics, poems and stories. Sticky notes dot our fridge.  I am always an arms length away from a pencil. Pens of all colors take up residence in the pockets of my jacket. But digital writing gives me another venue to consider the intersections of media and words, and how they might mesh or even collide together into something new. I have yet to find the perfect moment — that ‘aha’ spark when it all works just as I envisioned —  but knowing that moment might yet be possible gives me hope and inspiration to keep moving forward. I write with images as words and words as image, sound as image and image as sound, and video as platform for alternative paths to break down the wall between reader and writer. My ideas for digital writing collapse as often as they work. Beneath all that I write digitally, I seek to keep my words and language and stories as the foundation. Words still matter, no matter how glossed up they look and how interesting they sound. I’m still finding myself as a digital writer, and still helping my students find themselves as digital writers. I write digitally because the possibilities hint at something just on the horizon, and I can’t wait to write it into realization.

So, for example:

Peace (in theory),
Kevin

Graphic Novel Review: Arab of the Future 2

 

It’s so difficult to read Arab of the Future 2: A Childhood in the Middle East by Riad Sattouf without the prism of the modern day tragedy unfolding in Syria. In fact, it’s nearly impossible. Maybe that’s the point.

Sattouf’s continued insightful exploration of his childhood in Syria, which is the focus of this second autobiographical graphic novel, provides context and insights into the underlying tensions that may now be ripping apart of the fabric of that country. Sattouf is telling his own story, and his family’s story, through the eyes of himself, as a child in the Middle East. Yet, his story has larger implications.

Sattouf’s first book (years 1978-1984) bounced the family back and forth between the Middle East and Europe. This second book (years 1984-1985) mostly is confined to his childhood in Syria (with one vacation jaunt to France, which provides a stark contrast to Syria), and through Sattouf’s young eyes, we start to see the tensions of politics; of moral, religious, and ethical fault lines; and of the Assad’s family’s looming presence over everyday life as the regime strengthens its grip on society.

The power of a graphic novel autobiography like this one is that it humanizes the experiences of everyday Syrians. Sattouf uses humor and insight, and compassion, even as he casts an honest eye at his own family’s struggle to fit in (he, for example, has a French mother, and he has blond hair … not stereotypical Arab) and survive within the confines of everyday life in Syria in the mid-1980s. The scenes of the school day are enlightening and horrifying, yet are tempered by the innocent eyes of his younger self.

Sattouf’s books — and I hope he keeps going with his story — have given me a deeper understanding of Arab life in the Middle East, and allowed me to see the world beyond the newspaper headlines. By providing us the perspective of child in a country, and an entire region, about to enter a period of immense change, Sattouf shared with us the gift of perspective and understanding.

What more can you ask for of any book?

Peace (in Syria and beyond),
Kevin

The Power of MultiModalities (4TDW)

MultiModality: 4TDW Session

I’m wishing I had sat in on this discussion session in last week’s 4T Virtual Conference on Digital Writing (a free series of workshops and discussions that take place each Sunday through October .. I am a keynote on the last Sunday of the conference, exploring the nature of Digital Writing), but I am also grateful the sessions are being archived.

This week, I have wandered through Jeremy Hyler’s presentation on Grammar and Digital Writing (and moving from one audience to another with code-switching); and through Jianna Taylor’s talk on moving towards Digital Writing Notebooks; and through Lindsay Stoetzel’s work on Design Thinking in the Digital Writing Classroom. I am hopeful my friend, Anna Smith, will have her slides up there soon, as her work around Learning with New Media is a topic of interest to me.

But it is the panel discussion entitled MultiModal Moments and Making Composition(s) Move —  with Cassie Brownell, Matthew Hall, Rohit Mehta and Jon Wargo —  that got most of my attention. I was intrigued by the humanist approach and the social justice element of the presentation — of how students using multimedia to make their voices heard in the world have a chance to effect change in the world. Tapping into the elements of different modalities (image, video, text, audio, etc) empowers young writers, and engages them in the act of composition for a purpose.

As educators, understanding the different media attributes, and unveiling the forms and potential of each to our students, seems to be a critical way of giving our students not just permission, but authority, to move beyond traditional writing. Making videos and sharing images … this is what young people do in the world outside of our schools. Tapping into that interest may open up engagement on a whole new level. Connecting those interests to the larger world? That often is more powerful that one can imagine, until you try it. (See Connected Learning ideas)

A whole bunch of interesting presentations are on tap again this coming Sunday, including using online sources for crafting argument, weaving digital writing into the elementary classroom, and various looks at the power of blogging. I’ll be digging in. How about you?

Peace (not just digital),
Kevin

Once Every Four Years (But Not Like This)


flickr photo shared by dmaleus under a Creative Commons ( BY-NC-SA ) license

As a teacher and parent, I appreciated the first question from the “audience” during the second United States Presidential Debate, where the question talked about decorum and how to explain the presidential race to children. It was a question I have been asking myself ever since Friday’s release of the Trump video, and the responses to it. (Too bad Trump ignored the question almost completely and Clinton skirted over it, although she did come back to the question a few times, at least).

I think we educators have to both tread lightly here, depending on the age of our students, and address some of the important issues that seem to get sidelined by the personalities, and conflicts, in the race. This is a delicate act. But we can do it. We have to do it. This is their world, even if they don’t have a vote.


flickr photo shared by Ryan Bretag under a Creative Commons ( BY-NC-SA ) license

Yesterday, during the second half of a Professional Development day, my social studies colleague and I were given time to plan out an entire unit on teaching the presidential campaign. Over the course of about 2 1/2 hours, we debated between ourselves about how to best approach it and then got down to the planning of lessons that will weave in and out of my English Language Arts/Technology class and his Social Studies/Civics class. I’m appreciative that we were given the time and space to work on it, and I am pretty satisfied we have a solid plan in place that will give our students information, and a voice, in the 2016 Presidential Campaign.

A rough sequence of activities/lessons/projects include:

  • An overview of the electoral college/election system that counters the narrative of the popular vote that most young people seem to think is the way presidents are elected;
  • Highlighting main topics of concern for the nation;
  • Lessons on conducting focused research projects, with citations from sources;
  • A “Letter to the Next President” project (modeled on the Letters to the Next President site, open only to students 13 and up) that will be backed up with some research queries;
  • Possible entry into the Youth Voices network, for authentic audience for the Letters to the President (and maybe podcasting);
  • A political cartoon lesson and project;
  • A mock election for grades three through six at our school.

Our goal as teachers is to be neutral and balanced in our own political views, which is a necessity for our community, while trying to keep the focus on the issues themselves more than on the candidates. Who knows where this campaign will go in the next four weeks?


flickr photo shared by NedraI under a Creative Commons ( BY-NC-SA ) license

We may yet be dodging and weaving issues yet to appear on the front pages while digging down into the important issues that the candidates should be spending more time talking about. If they won’t, we will.

Peace (vote for it),
Kevin

 

Slice of Life: #IMMOOC Quotes of Note

(This is for Slice of Life, a weekly writing activity hosted by Two Writing Teachers. You write, too.)

path of idea

We’re somewhere in the middle of the Innovator’s Mindset MOOC, but I am not sure where things are because I keep forgetting to pay attention to what chapter I am on. I am pretty sure I have read ahead in George Couros’ book — The Innovator’s Mindset. I don’t think it matters. It’s a MOOC, after all.

From Innovator's Mindset

Yesterday, I followed a digital path from the Kindle app on iPad (where I am reading The Innovator’s Mindset book) … to the Amazon Kindle website where my highlighted annotations are housed on the Web … to the Pablo visual quote-making site so that I could “visualize” some of the highlights … to Flickr to host the quote images and then … back here to share the quotes. I’ll be hitting the “share” button one more time, pushing the post into my social media networks with a mouse-click.

From Innovator's MindsetThat’s quite a path across platforms just to share a few words I didn’t even write, and yet, it did seem rather seamless. It’s true that while one BIG APP would be helpful for accomplishing all that (read-highlight-quote-share), we adapt to what is available to us and use it as we need. And I have been walking this path of sharing from one platform to another for some time.

From Innovator's Mindset

The quotes sprinkled here in this post center on ideas that I want to hold on to, as best as I can. And if you look closely at the quotes I am sharing, you will see the message in them (exploration, reflection, possibilities) dovetails quite nicely with the message I am writing here for Slice of Life.

From Innovator's Mindset

Peace (make it work for you),
Kevin

Book Review: Born to Run (Bruce Springsteen)

The first time I heard Bruce Springsteen’s name was in the weeks before he hit the covers of both Time and Newsweek magazines in the 1970s. Our neighborhood was crazy about rock and roll, and someone knew someone who had a cousin who had heard about this rocker out of New Jersey who could put on a lights-out live show. His name was Bruce Springsteen.

Who?

Soon, we knew who he was, although his music never could compete with the Led Zep and Aerosmith landscape of my neighborhood. His sound wasn’t hard enough. There were no Bruce fans on my block. But Bruce was out there, and we knew about him. (Years later, I finally saw him live and saw what the fuss was all about … no other live show had that kind of energy and no other artist that I have seen had that kind of command on stage.)

Yesterday, after a marathon session, I finished reading Springsteen’s autobiography — Born to Run — and while I consider myself an avid fan these days, I realized that I never quite grasped the larger vision that Bruce has been pursuing over the past 30 years or so. The book brought to the light the narrative of America that he has been writing about and exploring, from the first guitar riff in Born to Run (when he decided to change his musical direction from his two earlier Dylan-like albums .. two albums I particularly like) right through the songs he is still putting out today (Wrecking Ball, etc.).

For an artist to have a vision and to stay mostly true to it over the course of time, particularly given the fickle nature of the world, is difficult. To be a pop artist (at least for a while) and stay true … that’s something we rarely see. Springsteen sought to tell the story of ourselves, through his characters, and himself, too, and as we all grew up, he tried to show how we adjust to the changing landscape. Many of his songs are short stories, told to rock and roll and chord changes. Some, like American Skin and Born in the USA, are often misunderstood.

The autobiography (written by Bruce himself … he’s a solid writer most of the time) explores his songwriting craft (a topic which I always find intriguing) and his life, but I was most attuned to where he was able to find his inspiration for stories, and how he took control of his career and his music (he owns the rights to all of his song and all of his albums … which is pretty rare). Bruce has his demons and his battles, but he seems to have now found happiness in his family, even as he is still driven by the need to write music and to perform in front of an audience, to connect to the energy of something larger than the music itself.

I still think his response to 9/11, with the album The Rising, was what the country needed at the time. It is a measures response, with song about loss and love and the toll these have on the human spirit. Bruce writes about looking at the New York skyline, and the missing towers, and then a fan yelling out the window that “we need you” as the undercurrent of the album. His performance of My City of Ruins on a televised event gave me pause.

Born to Run gives context for why Bruce felt the need to meet that call of that fan and why he needed to bring music to the world as reckoning of events and a comfort in the stories we needed to tell to try to make sense of the tragedy. I think we’re still telling those stories.

 

Peace (in the muse),
Kevin

 

#DigiLitSunday: Mentor Texts for Digital Writing

mentortext

This week’s theme for DigiLitSunday, facilitated by Margaret Simon, is “mentor,” and I was reminded of a blogging project that I took part in a few years ago, in which a handful of us educators explored and blogged about using mentor texts with students that would lead to opportunities for digital writing and composition. My fellow explorers were Bill and Franki and Troy and Katie and Tony.

Bill Bass, who was facilitating much of our discussion, had set up an RSS site to pull all of our posts together into one space. Unfortunately, that space was hosted in Posterous, which kicked the can and died a few years ago. So I have been reading through some of my own posts, to remember what I learned and discovered.

Mentor Texts and Digital Writing: the handout by KevinHodgson on Scribd

(This handout comes for a workshop I once presented at a conference in Massachusetts.)

I suppose it is a given to say that mentor texts are always important. They provide an entry point into the unknown for many students. At the start of the year, I asked my students: How many have ever used Google Docs or Slides? How many have used Garageband? iMovie? A blog? I was lucky if I had one or two hands go up in each of the four classes of sixth graders that I teach.

We often start at Ground Zero when it comes to introducing digital writing to our students (unless you are lucky enough to have colleagues downstream who connect with technology and writing. Both of those people whom I counted on for that exposure in early grades in my building have retired or left our school.). Given the lack of exposure in school setting for students and digital creation, this means that mentor texts provide a place to talk about what is happening in a piece of digital writing, and then the mentor text itself provides a path for “emulation,” which hopefully leads to branching off into individual discovery and creation.

In re-reading some of my own posts on digital mentor texts, I see many ideas still in play in my mind on the topic of digital writing.

  • There is the use of texts in online spaces such as YouTube that can pave the way for my own experimentation, which then helps me consider my students’ engagement in digital writing. Sometimes, my own creation, and reflection, become the mentor text (and if there were failure and struggle points along the way … even better).
  • There is the use of picture books as a primary mentor text for digital pieces because picture books come at art and writing and storytelling from such interesting angles. (Of course, finding the right one — like The Magic School Bus series — is key). I suppose this could now be digital picture books, but I am thinking of traditional picture books where that push the edge of possibilities.
  • There is assessment, and ways to collaborate with students on what they see in a mentor text in order to build an assessment tool for what they will create. Assessment still befuddles many of us when it comes to digital writing, but I think we have more tools in place now, and there is a solid shift to remembering to keep an eye on the learning and not the technology itself.
  • And there is the danger of emulation, of every student project becoming a clone of the mentor text (either the teacher’s shared project or something else) and how to think about moving beyond that problem. The “mini-me” possibilities always surface when students are trying to something new. The role of the teacher is to find each student’s starting point and guide them beyond that point. This is a real struggle for many students, who are taught to do exactly what the teacher expects, and no more.

In some ways, this re-reading and sharing brings me full circle again to the power of curation — the choice of mentor texts matter, and the time spent in finding the right text for the right lesson (or the right student) is so important. It becomes the scaffold for moving beyond the mentor text itself. In fact, if successful, the student work will only hint at the mentor text, and perhaps only you and they will know where the infrastructure of ideas came from.

Peace (emulate, replicate, appreciate),
Kevin