I was trying out Loopy, a neat little systems thinking tool. I was pondering the recursive nature of Generative Chatbots eating poems on the Web for its database and then using those texts and format to regurgitate them when prompted for poems. Notice where human agency gets isolated here (is that true? maybe or maybe not)
Peace (and Paths),
Kevin
PS — thanks to Richard Byrne for the suggestion on this one via his blog
I came across another new site that seeks to use AI to make the lives of teaching a bit easier. Or so it suggests. I don’t mind experimenting with some of these sites because I am always curious about what the output will be and if it is useful or not.
Teaching AIssistant (get it?) is a Lesson Planning site that uses AI to generate Lesson Plans on ideas. There are some basic questions and prompts to get things started and then the AI does its thing. Since I am in the midst of a unit on Argument Writing with my sixth graders, I figured I would give Teaching AIssistant a try.
My guiding prompt: generate a lesson plan that has students “write an argument that includes claims, counter-claims and a refutation of the counter-claim.”
This is what it generated for me:
Lesson Plan: Crafting A Written Argument
Overview
In this lesson, students will learn how to craft a written argument by analyzing a real-world problem related to their age group and writing an argument that includes claims, counter-claims, and a refutation of the counter-claim.
Objectives
- Students will be able to identify the main points in an argument.
- Students will be able to craft a written argument that includes claims, counter-claims, and a refutation of the counter-claim.
- Students will be able to identify the key elements of persuasive writing.
- Students will be able to evaluate a written argument based on its persuasiveness.
Materials
- Whiteboard and markers
- Worksheets with the real-world problem and writing prompt
- Rubric for assessing student work
Introduction (10 minutes)
Begin the lesson by asking the students if they ever disagreed with something someone else said or did. Allow time for students to share their experiences. Then, introduce the concept of persuasive writing and its purpose. Explain that they will be learning how to craft a written argument, which is a type of persuasive writing used to convince others of a specific viewpoint.
Real-World Problem (15 minutes)
Divide the students into small groups and provide each group with the real-world problem worksheet. The problem should be one that is relevant to their age group and has divided opinion.
For example: The school has proposed to replace the playground equipment with new equipment that increasing numbers of students cannot use safely. There are strong voices of support and strong voices of opposition.
Instruct the students to read the problem and discuss possible viewpoints with their group. Help them to identify their target audience.
Writing Prompts (20 minutes)
Provide each student with a worksheet that outlines the writing prompt. The writing prompt should ask the students to write an argument that includes claims, counter-claims, and a refutation of the counter-claim. Remind them to consider the viewpoints of others and to use evidence to support their claims.
For example: Write an argument that either supports or opposes the proposal to replace the playground equipment. Address the concerns of those who disagree with your position.”
Peer Review (10 minutes)
Pairs of students should read and evaluate each other’s work. Guidelines should be provided to ensure students are clear on what to look for (eg inclusion of viewpoints different from their own perspective, whether information is persuasive, logic, organization, etc.).
Closing (5 minutes)
Review the main elements of persuasive writing and the purpose of crafting a written argument. Emphasize that being able to craft effective arguments will be an important skill throughout their academic career and in life.
Assessment
Use the provided rubric to evaluate student work. The rubric should assess students on their ability to identify the main points in an argument, craft a written argument that includes claims, counter-claims, and a refutation of the counter-claim, identify the key elements of persuasive writing, and evaluate a written argument based on its persuasiveness.
Not too bad, I suppose, although a bit too generalized, but I was curious how ChatGPT would analyze that AI-generated lesson plan, so I took that entire lesson plan, popped it into ChatGPT and asked it to evaluate the strengths and weaknesses of the lesson plan first generated by Teaching AIssistant. (Kinda strange to have one Generative AI critique the work of another Generative AI, right? And since one is built off the other, it’s like making the AI criticize itself. The AI don’t mind.)
Here is ChatGPT’s analysis of the Teaching AIssistant plan:
Strengths of the Lesson Plan:
- Clear objectives: The lesson plan clearly outlines the objectives of the lesson, including the ability to identify main points, craft a written argument with specific elements, and evaluate persuasive writing.
- Real-world application: By using a real-world problem relevant to the students’ age group, the lesson plan helps students see the practical application of persuasive writing skills.
- Active learning: The lesson plan encourages student engagement through group discussions, writing prompts, and peer review, allowing students to actively participate and learn from each other.
- Step-by-step structure: The lesson plan provides a clear structure with distinct sections, including an introduction, problem analysis, writing prompts, peer review, and closing. This helps maintain a logical flow and facilitates comprehension and learning.
- Assessment rubric: The lesson plan includes a rubric to assess student work, which provides clear criteria for evaluation and helps maintain consistency in grading.
Weaknesses of the Lesson Plan:
- Time allocation: The time allocated for certain sections, such as the introduction (10 minutes) and peer review (10 minutes), might not be sufficient for effective student engagement and meaningful discussions. More time could be allotted to ensure thorough understanding and participation.
- Lack of differentiation: The lesson plan does not address differentiation for students with diverse learning needs or abilities. It would be beneficial to include strategies or modifications to accommodate different learners, such as providing additional support for struggling students or extension activities for advanced students.
- Limited focus on counter-claims: While the lesson plan mentions the inclusion of counter-claims and their refutation, it does not provide explicit guidance on how to develop and address counter-arguments effectively. Including specific strategies or examples for handling counter-claims would enhance the lesson plan.
- Assessment limitations: The rubric provided for assessment covers the main objectives of the lesson, but it does not account for other aspects of writing, such as grammar, clarity of expression, or creativity. Consider expanding the rubric to encompass a broader range of writing skills and qualities.
- Lack of technology integration: The lesson plan relies solely on traditional resources, such as whiteboards, markers, and worksheets. Integrating technology tools or resources, such as online research or writing platforms, could enhance the lesson plan by incorporating digital literacy skills and providing additional learning opportunities.
Overall, the lesson plan has several strengths, including clear objectives, real-world application, and active learning strategies. However, addressing the weaknesses, such as time allocation, differentiation, and inclusion of specific guidance for counter-claims, would further improve the plan’s effectiveness and comprehensiveness.
OK — so that critique is pretty specific and has a lot in there that I might agree with or at least consider if I were to tweak the plan further for actual use in the classroom. I then asked ChatGPT to revise the Teaching AIssistant plan, based on its own analysis.
Lesson Plan: Crafting a Persuasive Argument with Engaging Activities
Overview: In this dynamic lesson, students will explore the art of crafting a persuasive argument by analyzing a real-world problem relevant to their age group. They will engage in interactive activities, collaborate in groups, and use technology to enhance their learning experience.
Objectives:
- Students will identify and articulate the main points in an argument.
- Students will construct a well-structured written argument that includes claims, counter-claims, and a refutation of the counter-claim.
- Students will analyze and apply key elements of persuasive writing.
- Students will evaluate the persuasiveness of a written argument using critical thinking skills.
Materials:
- Interactive whiteboard or projector
- Laptops, tablets, or smartphones with internet access
- Worksheets with the real-world problem and writing prompt
- Rubric for assessing student work
Introduction (15 minutes):
- Grab students’ attention by presenting an engaging video clip or a thought-provoking scenario related to the real-world problem they will be exploring.
- Facilitate a class discussion by asking open-ended questions about persuasive writing and its purpose. Encourage students to share their thoughts and personal experiences.
Real-World Problem Exploration (20 minutes):
- Divide students into small groups and provide each group with the real-world problem worksheet. Ensure the problem is relevant and relatable to their age group.
- Instruct students to analyze the problem, discuss various viewpoints within their groups, and brainstorm possible arguments. Encourage critical thinking and lively discussions.
- Utilize the interactive whiteboard or projector to have each group present their main points and arguments to the class. This promotes engagement and knowledge sharing.
Writing Prompts and Technology Integration (30 minutes):
- Provide each student with a writing prompt worksheet. Enhance their engagement by introducing technology tools, such as online research platforms or writing software.
- Ask students to conduct online research to gather evidence and support their claims. Emphasize the importance of considering different viewpoints.
- Encourage students to use digital tools to create multimedia elements for their arguments, such as images, videos, or infographics.
- Facilitate peer collaboration and feedback by utilizing online platforms for real-time document sharing and commenting. This fosters active participation and allows students to learn from each other’s work.
Argument Showdown (15 minutes):
- Organize an argument showdown where pairs of students present and defend their arguments to the class.
- Encourage respectful debates and create a supportive environment for students to challenge and question each other’s viewpoints.
- Incorporate audience participation by allowing classmates to ask questions and provide constructive feedback.
- Emphasize the importance of effective communication, critical thinking, and evidence-based reasoning during the argument showdown.
Closing and Reflection (10 minutes):
- Recap the main elements of persuasive writing and its real-world applications.
- Engage students in a reflective discussion about their learning experience and the challenges they encountered.
- Encourage students to consider how they can apply their newfound skills in other academic subjects and real-life situations.
- Conclude by highlighting the significance of crafting persuasive arguments as a lifelong skill and the ability to influence positive change.
Assessment: Utilize the provided rubric to assess student work, considering their ability to identify main points, construct persuasive arguments with supporting evidence, analyze key elements of persuasive writing, and evaluate the persuasiveness of arguments. Additionally, consider including criteria for creativity, clarity of expression, and effective use of technology resources.
Much better, right? Finally, I asked ChatGPT to generate a list of “real world problems” for sixth graders to grapple with in an argument writing assignment.
Here’s a list of ten real-world problems suitable for 12-year-old students to use in this lesson:
- Should schools have mandatory uniform policies?
- Should junk food be banned from school cafeterias?
- Should students be assigned homework over school breaks?
- Should the school day start later to accommodate students’ sleep patterns?
- Should cell phones be allowed in classrooms?
- Should schools eliminate standardized testing?
- Should students have a say in determining the curriculum?
- Should animals be used for cosmetic testing?
- Should single-use plastics be banned to protect the environment?
- Should physical education be a required subject in schools?
These problems are age-appropriate and can elicit diverse viewpoints, allowing students to engage in meaningful discussions and develop persuasive arguments.
All this took less than 15 minutes. Now, none of it was new to me and my lessons around teaching Argument Writing to my students but if I were a new teacher, this kind of back and forth, and using the AI as thinking partner, would be potentially very valuable (particularly if you worked in a school district that requires teachers to file lesson plans for administrative review — luckily, I am not required to do that).
I’ve always been tinkering with Curipod, which is an interactive presentation platform fueled by AI generation, and it is pretty nifty. You give it points of discussion and it creates a slideshow presentation with various interactive elements — word clouds, quizzes, drawings, etc.
You can check out my sample on the introduction of Argument here. I am in the midst of using Curipod for a presentation this summer for teachers on how AI might be considered for use to support English Language Learners and students with learning disabilities.
Peace (and plans),
Kevin
I used the new ChatPDF to gather some information from the new report by the US Surgeon General about the impact of social media on the mental health of young people.
You should read it.
The report is sobering, and confirms much of what so many of us as parents, family members, and educators see: (unless you run one of the main social media platforms, apparently, and then this report is overblown): the algorithmic addictive quality of social media has our kids not just glued to screens and feeds, but has them craving and fearing the attention it gives them, as well.
I asked ChatPDF to pull out some shareable highlights along what I think are important questions.
First, I asked what parents can do:
– Set and implement boundaries on social media use for children.
– Monitor their children’s social media use and be aware of the content they are consuming or exposed to.
– Encourage healthy habits such as physical activity and adequate sleep, which may be disrupted by excessive social media use.
– Foster open communication with their children about their experiences on social media and any concerns they may have.
– Seek professional help if their child is experiencing mental health issues related to social media use.
Second, I asked what young people can do:
– Be mindful of their social media use and how it affects their mental health and well-being.
– Set boundaries for themselves, such as limiting screen time or taking breaks from social media.
– Be aware of the potential risks associated with social media use, such as cyberbullying or exposure to harmful content.
– Seek help if they are experiencing mental health issues related to social media use.
– Use social media in positive ways, such as connecting with friends and family or finding support communities.
Third, I asked what lawmakers can do:
– Develop and enforce regulations that require social media companies to prioritize the safety and well-being of children and adolescents.
– Fund research to better understand the impact of social media on youth mental health and identify effective interventions.
– Support education campaigns that promote safe and responsible social media use among young people, parents, caregivers, and educators.
– Work with technology companies to develop age-appropriate social media platforms for children and adolescents that prioritize privacy, safety, and positive mental health outcomes.
– Provide resources for mental health professionals to address the unique challenges posed by social media use among young people.
Fourth, I asked about the positive benefits of social media on young people:
– Provides positive community and connection with others who share identities, abilities, and interests.
– Provides access to important information and resources. – Creates a space for self-expression and creativity.
– Facilitates communication with friends and family members who live far away or are otherwise difficult to reach.
– Can help reduce feelings of isolation or loneliness.
– Can provide a sense of belonging to marginalized or stigmatized groups.
– Can be used to raise awareness about important social issues or advocate for change.
And finally, I asked what key questions remain unanswered in the report:
– What are the long-term effects of social media use on children and adolescents?
– How does social media use affect different groups of children and adolescents, such as those with pre-existing mental health conditions or those from marginalized communities?
– What is the role of social media in the development and maintenance of mental health disorders among youth?
– How can we design and deploy social media platforms that promote positive mental health outcomes for youth while minimizing potential harms?
– What is the most effective way to educate parents, caregivers, educators, and young people themselves about safe and responsible social media use?
By the way, the report has some handy handouts at the end that dovetail with some of my queries and flesh out the findings a bit more.
I also asked: is it hopeless?
No, it is not hopeless. While the U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health highlights the potential risks and harms of social media use among young people, it also emphasizes that there are many factors that shape the impact of social media on youth mental health, and that different children and adolescents are affected in different ways. The report also provides recommendations for policymakers, technology companies, parents, caregivers, educators, and young people themselves to mitigate the risks of social media use and promote positive mental health outcomes. With continued research, education, and collaboration among stakeholders, it is possible to create a safer and more supportive online environment for young people.
And then I ended with: Will AI make things better or make things worse? (It took a long time to generate this response):
The impact of AI on the relationship between social media and youth mental health is still unclear, and it could go either way. On the one hand, AI could be used to identify and mitigate potential harms of social media use among young people, such as cyberbullying or exposure to harmful content. For example, AI algorithms could be trained to detect signs of distress or negative emotions in social media posts and provide resources or support to users who may be struggling. On the other hand, AI could also exacerbate existing problems by amplifying harmful content or creating new forms of online harassment or manipulation. Ultimately, the impact of AI on youth mental health will depend on how it is developed, deployed, and regulated.
Side Note: I like the ChatPDF as a tool to interrogate a PDF. It does a good job of using the source document to scour information, make summaries and more.
Peace (and plans),
Kevin
We’re bound to see even more integrations of Generative AI (like ChatGPT) in digital platforms, so I am keeping an eye out for ways that AI might be used to tell stories. Tiny Storie came across my screen the other day, as a site that will create “personalized stories for kids” through guiding prompts.
As I understand it, the site is not built for children to use, specifically, but for parents and adults to use to craft stories for their children.
I gave the site a whirl — following the prompts to suggest a story about perseverance with a character who is a centipede named Legs. I liked that the stories, as sort of fairy tales, prompt the participant for suggestions on lessons learned in the story and overarching themes, as well as character, location, etc.
Within a few minutes, I had a pretty decent fable set in a garden with my centipede, along with AI-generated artwork and AI-generated voice narration (with the option available for me to record my voice — I didn’t try that feature out). The writing remains a bit wooden and a bit preachy, as it is using ChatGPT as its underlying AI.
I think you can read my story without logging in. Try THE ADVENTURE OF LEGS THE CENTIPEDE: A JOURNEY THROUGH THE GARDEN
The site is still in beta but I think it has some nice possibilities for personalizing stories. In fact, the Tiny Storie site reminds me a bit of those books you could (still can?) order with a kid’s name in it as the main character, and then when the book was published on demand, the kid is the main character in a printed, physical book. I remember having that done for me by my grandmother when I was a kid, and how incredibly thrilled I was! My wife had the same experience.
Peace (and Stories),
Kevin
I’ve had some strange obsession over the years of finding creative connections between audio files (in particular, music) and image files, and how to make one become the other, and vice versa. I tried some interesting experiments with a PC program called AudioPaint, and even tinkered with using Audacity for audio-image convergence, but none of those experiments generated anything to get too excited about. Mostly the result was noise — either visual or aural.
My DS106 friend John J over on Mastodon shared a conversion site the other day for the Daily Create — Wave2Png — and I gave it a try with a music file that I had written for this experiment. A short piece of instrumental loops that begins with a static sound blast. The site ate my wav file and kicked out an image file of … something like a panel of orange, sort of the same variation that John had created in his own experiment. John said he thought the idea was to take that generated file, and use photo editors to remix it, to turn it into something else.
That sounded like something worth trying, and I went through a few iterations with the orange panel before landing on a version that became even more static as a visual, with a black and white wave vibe, prompting a poem that I layered lightly on top of the file. Then, since the font I used brings forth the background, I tried to add another color layer (yellow) to the back and I really liked the effect. The poem is nearly static itself in the way I created it, in look and design, and the poem — which went through a few iterations — is called Static In The Poem.
As a final step, I brought the image file with the written poem into a video mixer and added back into the original song that had started the whole process. I do like the final video result but I am not sure all of the meta-work (audio-image conversion, filtering effects, adding words, re-layering the audio) does much for the casual reader/watcher but at least now you know how I got there.
Oh, I also did try a revers-o move — putting the final image/poem file back into Wave2Png to see if it would generate a new soundtrack for me, but all I got was an audio file of silence. The machine as critic!
Peace (Filtered, for effect),
Kevin
I am not sure how to even categorize this but I found this interesting prose/poem tool from an online journal called ‘the html review’ and went into the platform, wanting to try to figure out how I could use it. The tool — Prose/Play by Katherine Yang — allows you to layer words and then when you hover, the words appear. But the randomizer tool randomizes the selections across the piece, creating a rather interesting effect you click click click. There’s no save or share button at the site, so I did a screencast video to capture the motion.
On the left of the screen, you can see my “coded” words, and then right is the poem itself in motion.
Peace (Layered in Wonder),
Kevin
Image collage created by AI via Bored Humans website
This post is really just an attempt of mine to gather together some of the explorations I have been doing to see what progress is being made with AI technology and the making of music and sound. It’s all pretty strange worlds out there right now.
Some sites are starting to use inputted text from users to generate sound and music. Others are built where the user does not have agency to create music, only to experience songs based on some choices, like mood or genre or artist. None of it, to my ears, sounds authentically human (yet?).
Here are a few sites I’ve explored:
Riffusion takes a phrase of writing put into its engine and moves it into a sort of song pattern, and the site features a rolling musical pattern that is designed to make visual the algorithmic patterns being used. Here is one that I did for a Daily Create that featured Riffusion with the phrase: A haiku is a moment in time. See the details on how Riffusion works — it is pretty fascinating. (Free to use)
Google is developing its own text-to-music AI generator, called MusicLM, which takes inputted text and creates a moody, evocative soundtrack to go with the words. There are plenty of intriguing examples, although it seems like Google is maybe working to figure out the copyright logistics of its database, where it has collected sound and loops that its machine uses to generate the soundtracks from text. Google also has the Magenta Project, another AI development that’s been around for bit, and the Magenta site does feature some examples of how it is being used to merge creativity with machine learning. (MusicLM not yet publicly available for use other than samples – Magenta data can be used for projects, I think)
OpenAI — the group behind ChatGPT — has Jukebox on its drawing board, and the algorithms are being fed music and sound and song lyrics, and it is learning how to create music tracks in the styles of those artists. It’s a bit jarring, to me, to hear how the machine uses Ella Fitzgerald as its source. OpenAI also has something called MuseNet, which seems similar to Jukebox. (Not yet publicly available other than samples)
The Bored Humans website has an AI Music Generator that uses neural network learning to produce entirely computer-generated songs, with lyrics. None of it is much fun to listen to for any extended period of time, in my opinion, but that it is being done is something to take note of, and worth playing around with. They even host a Lyric Generator. (Free to use)
Soundraw is a site that generates music by mood, and gives you a handful of song options to choose from. I found many of the tracks sounded the same, but I didn’t do a full explore of the possibilities there. Here is a track for the mood of “hopeful” as an example. (Free to use, but requires account for any download)
Melobytes is another odd one, but it gives you plenty of options to manipulate the sounds the AI generates as a sort of “song” from text — although every time I have used Melobytes, the song sounds pretty jarring and off-kilter to me. (Account required).
And I am sure there are others out there, too, and more to come, no doubt.
Whether this is all good for the field of music creation or not will be debated for a long time, I am sure. Just as ChatGPT and its field of chatbots has many thinking deeply on the art and creative act of writing, so too will the field of AI music generators have musicians wondering about how the field of sound is being transformed by algorithms, and what it means to be an artist in the field of music. (I also worry these AIs will put a lot of musicians who work on films and television and other media venues out of work, just as the DJ put many live bands out of work for weddings and other gigs.)
Peace (and sound),
Kevin
Music Machine flickr photo by Dogtrax shared under a Creative Commons (BY-SA) license
My connected friend, Maha Bali, shared a post about thinking through how to navigate the world of citation in the age of ChatGPT and AI-generated text, particularly if a writer uses the AI chat for parts of their own writing and/or research. Maha suggested a citation format, but I was particularly intrigued by Alan Levine’s thoughtful response in the comments, and when Alan referenced Jonathan Portiz’ insights about how or whether to reference machines in the act of writing, using the use of music software for songwriting as an example, something perked up for me.
(See Maha’s post and the comments at the bottom and then her follow-up post)
I like to write and produce music, mostly at the hobby level. Although I do play real instruments (saxophone and rhythm guitar, and I also dabble with bass and keyboards), I also often turn to apps and platforms like Garageband and Soundtrap, and use sound loops and other elements of the computer to create music.
When I have shared those pieces out, I have often wrestled with how to make sure anyone listening (if anyone is even listening) would know it wasn’t me playing those instruments, but some musical loops. Often, of course, it’s obvious, mostly because the music comes out rather way too flawless and always exactly on the beat, like a droning metronome. That said, it’s not always obvious that technology has been used. If I am layering in my own singing voice, or my saxophone, or guitar into the mix, then the hybrid pieces are a bit of both things — the human musician and the algorithmic loops.
I have yet to come to a suitable system for letting anyone listening know that a piece of music is more computer loop than musician me. To be honest, I often travel the lazy route — no mentions of the software.
Here’s an example of what I mean. A music friend had sent me some lyrics and asked for a song, which I then built musically in Garageband after adding some lyrics to his words myself, so it’s a human-human-machine collaboration. When I shared the final version with him, he admired my guitar playing, to which I let him know the reality – none of it was me.
So this topic of leaning on the machine for creativity, and whether to make that kind of technical support more visible to others in any published content through citations or some other methods, has long been at the back of my mind.
This has been made more pertinent in recent years as my teenage son has been producing his own music tracks using another (more advanced) digital music software platform, collaborating with hiphop singers and writers from around the world. He doesn’t play an instrument. He plays the platform. He doesn’t cite the platform when he posts his music on the major streaming services.
Should he be considered a musician, even though he didn’t make any of the original loops himself? What about if he edits and changes the loops, as he does? Should every loop he uses be cited somehow?
All this brings us to ChatGPT and its brethren, and Maha’s exploration of how to make citations when using AI chat platforms for writing pieces.
Is it necessary to cite the machine?
My initial impulse is that Maha’s discussion about writing and citation feels different from making songs because it is writing of words through predictive text of the AI and not music composition with prerecorded loops. Writing a poem or a story or an essay also feels different than writing a song that layers words over music.
Even as I write that, though, I realize: that statement doesn’t seem to sit well with me at all — all are creative acts that begin with nothing but an idea and lead to something that others can experience. Maybe my conflicted feelings stem from being so used to technology being integrated so fully into the modern field of music production, and I am not yet used to its use in the field of writing.
Not yet, anyway. Will time and experience change that?
Garageband and Soundtrap and others don’t cite the musicians where the original loops came from. Do we expect that ChatGPT and others will cite where their words come scraped from? I believe that to be a strong yes in my view – that such information about original sources should be baked into the chart system (even as I understand the technical aspects will make such a thing nearly impossible). If this were done, then a writer could cite the sources of their AI-influenced writing.
Right? Hmm.
How confusing is all this? Pretty.
And how interesting to grapple with it? Very much so.
Peace (in the machine),
Kevin
Like many educators, the arrival of ChatGPT has raised some of my alarm bells and also piqued my interest. I wrote about this, from a teaching perspective, for the local newspaper. Interestingly, it was written a few weeks ago, and even now, I find there are more wrinkles with the topic that could have made the piece better. Oh well.
Peace (with the Bots),
Kevin
My DS106 friend, Paul B, shared a call from the Internet Archive, inviting people to use material from 1927 — now entering the Public Domain — for creative remix for a contest with cash awards. I sent the invite along to two of my sons who are filmmakers and then thought, What about me? (And what about you? See the Internet Archive blog post with all the information)
I dove in and came up with idea of using a 1927 periodical’s front page as a series of movie screens for clips from animated movies from the 1927 collection. I was hoping for something more narrative cohesive, but I ran out of time and patience and technical know-how.
I still like how the project came out, though, with little screens on the page, and clips from the movies showing. And the other entries coming into the contest are pretty cool. Check out the page where the projects are tagged.
Peace (and remix),
Kevin