My classroom and architecture

Here is a partial picture of my classroom. It is full of light and space but occasionally lacks order! Its my passion for organized chaos, I suppose, that drives the order aspect of my room. I actually have a very large classroom, but I guess it would be impossible to have 6 kitchens in there otherwise. So my not-so-small space in my classroom is a McMansion classroom if you will! There are some things that Susanka talks about that create a cozier space in the room. The picture shows one of them~ the lower ceiling. I know that this was created as a function piece several years ago when the entire building was remodeled, but accidentally became one of my favorite design elements in the room! It is part of the heating/cooling unit. However, it makes the section underneath it a bit smaller ad homier. In addition it is painted a nice blue color. Susanka wrote in the introduction to Home By Design that "The contrast between the colors, combined with the separation of the wall surface into two parts, tells our senses, inaccurately as it turns out, that the ceiling is higher than it actually is." (p. 14) She is speaking of a kitchen space that was made to look larger by contrast and illusion. I think that this blue painted ceiling duct of mine creates an opposite effect in that it makes the room/area feel smaller.
So with respect to Space and the principle of Ceiling Height Variety (vary the heights of parts of rooms, as well as the connections between spaces, to define one activity place from one to another, without resorting to solid walls), I will give another valiant effort at creating an imaginative bridge to teaching... Being that my classroom is so large and that many different activities occur in it I have attempted to visibly organize it so that different areas are obviously for different purposes. I cannot construct walls in my room to separate activities that should occur in different areas so with the desks in one area, I imply that independent learning takes place in the area, at the six round tables and in the kitchens, it is indicated that cooperative learning, group work and conversations will take place here, and finally my space is in the corner of the front of the room. The space creates boundaries protected by my desks creating the opposite corners and students know that this is an area that they may not freely enter. Its not a rule or ever even stated by me, but they know or maybe feel that it is a space that is not for them.
Secondly, if it takes space, light, and order to create a feel of home, maybe the same necessity exists for students to learn. Space is provided by the building, order is physically created by the organization of the room and the boundaries, rules, and standard operating procedures of the teacher. Light is not only what is provided to students through instruction but also what occurs inside of students as they learn!

Imaginitive Bridge Disconnect: Film and Teaching

I just have a quick imaginitive bridge to question. Actually, it is a disconnect between film and teaching. So the opposite of a bridge, I suppose! Hirsch says that "Film is truth, but its all an illusion. It's fake.Film is deceptive truth... So the shooting of a movie is the truth part and the editing of a movie is the lying part, the deceit part." Teaching is all real, all the time. We, as professionals, have no time to edit, cut, or re-take. We can add music and plan our transitions to add depth, feel and engagement, but we have no real deceit to go on...We are all truth. The only form of editing we have are our internal filters in what we choose to say or do with students. There is no undoing in our jobs. Another issue I take with comparing film to teaching is in the statement, "One of the old definitions of art is deception." Is teaching really an art if that statement is truth?!?

My day off... for module 2

Well, I decided to take a day off of work to accomplish a few things. One of them being some homework! Irony, I suppose. I must admit that I am a bit intimidated by this module's assignments. I viewed the Godfather and My Best Friend's Wedding clips and don't feel that I yet have much to say. I then read the Chapter 11 "Percussive " Editing with Paul Hirsch. As certain aspects of films were discussed, I viewed some in youtube to see if I could "see" or "feel" anything that was in the interview. Many things I've never even considered while viewing a movie. Now the intimidation factor is not just present, but instead, overwhelming. I realize that the expectations for the assignment of creating a compelling video with commentary are realistic given the knowledge that I've never done it or even considered such a thing. My editing skills are limited as well as my knowledge for creating such a thing. This will take much thought... and surely, I'm not alone. However, I am excited to view the work of others.

Test?

Can anyone see this? I just want to make sure someone in CEP882 can. I've had several classes that require blogging and all are use a different site... so each time I have to re-learn how to blog. At any rate, I just want to make sure I didn't do anything wrong. Let me know. Thanks!
~Abbie

Module 1 Blogamundo

My awesome attempt at imaginative bridging... here goes...
A few of our readings talked about consistency and flow. Just like the cover of a piece must be linked with the interior, so too must the intro to a lesson and the lesson itself. It must be appealing and engage the audience as well as keep them thoughtfully involved throughout the lesson. I guess that seems obvious. So another bridge I considered is the use of consistency. Consistency in typography, margins, and image can be comparable to a teacher remaining consistent in grading, discipline, humor, classroom routines, etc. Students and art audiences alike rely on an "artist's"/teacher's consistency; Nature of each beast. For example, Monet and Picasso are pretty different- but both great painters. A lover of Monet loves the brush strokes and or color choices which seem to be consistent facets of his pieces. The same person may also love Picasso for quite different reasons. Similarly, a student relies on what they know to be the same from day to day with any given teacher. The student knows and understands what is acceptable behavior and what is not, they know the classroom procedures and policies, and they know the general flow of any given day. If a teacher suddenly changes a rule or procedure, it will likely be a surprise to a student who knows what to expect. If he/she can all of a sudden not get away with being tardy- it will through off their expectations and comfort with a teacher. The same would be true for a lover of Monet if he had suddenly began using bold colors, sharp lines, and painted abstractions instead of scenery. Its an unpleasant change due to the inconsistency.