Twelve

Simplicity

Experts tell us that most people cannot meaningfully grasp numbers higher than a few thousand.

To quote the I-Ching: "By means of the easy and the simple we grasp the laws of the world. When the laws of the whole world are grasped, therein lies perfection."

Studying the architecture of this week I recognized how certain spaces and structures evoked more feeling and meaning than others.

I was more moved by architecture whose form was more perceivable - not lost in complex design schemes to impress. In many of the examples I favored, simplicity ruled.

With the growing penetration of technology in our lives, the irony is our life is not getting any simpler. Our lives are becoming increasingly complex. We consume, we pollute, we deceive. We begin to overlook and take for granted what is very true and good.

I believe it is important we teach our students the elegance of simplicity.


“Simplicity is the glory of expression” Walt Whitman

“Simplicity is the ultimate sophistication.” Leonardo da Vinci

“In character, in manner, in style, in all things, the supreme excellence is simplicity.” Henry Wadsworth Longfellow

Eleven

Symbolism

This week we've explored numerous examples of compelling architecture. Many of these structures followed rules of design that have been used for generations.

Others are more modern spaces that embody contemporary ideas and thinking.

Architecture can be very symbolic. And these symbols can attract or repel people from a certain course of action.

Churches are a good example.

As teachers, we can also harness this power of symbolism by drawing on the numerous archetypes for hard work and perseverance.

Symbols of the power education, can strengthen a student's willpower to do his/her best in a class.

An idea would be to put posters of eminent figures of American society on the wall, symbols of hard work and determination.

Ten

Spatial Experiences and Teaching

Working through our first architecture assignment I began to think about the relationship between space and experience, and whether or not this could be applied to teaching.

I argue that it can.

I believe comfort is an important element in the learning process. How can the mind process information if it is constantly in touch with the body's discomfort of the space around it.

By creating a learning environment that resembles home, students will likely become more comfortable to the idea of leaving their thoughts associated to the body and focus on learning.

And I don't think it has to be too difficult. Every student can bring a piece of home with them to keep in the classroom. These artifacts can serve as a teddy bear of sorts and give comfort to students who need it.

Nine

Answering: So what?

Eight

Soundscapes

Having completed the initial edit of my short film, I felt something was missing. Though I felt I addressed the numerous elements of film making as presented in the readings at the end of my short clip I was still unmoved.

Missing: sound

In my second edit I layered different elements of sound, the sea, the sound of the wind, voice overs and subsequently created a much more compelling experience.

Often in my classroom there were times when I felt something was missing: maybe it was sound?

Sound, such as music, can create an ambiance that in itself is very compelling.

How often have we been at a restaurant where the music has set the perfect mood for the evening.

The entire experience can be amplified by the sound landscape that surrounds us.

Why not in the classroom?

Surely music can create the perfect atmosphere for learning.

I look forward to experimenting music and mood in the future.

Seven

Interactive Storytelling

Kroh's article on the art of storytelling really intrigued me.

It highlighted the power of stories and suggested numerous ways to create compelling experience through the art of narratives.

She argues that compelling storytelling is interactive storytelling.

Though how, do we invite our audience into our stories.

One way, is offer up opportunities for our audience to use their imagination.

We can see an example of this in comic strips. The blank in between scenes invites viewers to imagine what had happened versus being told.

Another example is by asking questions of our audience. Rather than offer a static storytelling experience, questions provide a dynamic that draw in the audience to think about certain aspects of the story.

As educators, we are the great storytellers of our age.

I don't think we realize this at times, but we have an audience greater than some novels.

We need to learn how to be great story tellers.

Six

Empathy and Compelling Experiences

Throughout last weeks discussions on films and ads I have realized that empathy plays a huge part in creating a compelling experience. Both the clips - My Best Friend's Wedding & Doritos commerical - failed to illicit any type of response from me what so ever. Unlike my classmates I was'nt moved by the acting or directing in MBFW nor was I overly joyed by the Doritos commerical. I acknowledge that both examples were aesthetic and professionally done, though within the paramaters of the design I found little in common with the characters.

This can translate into the classrom and make a suggestion to why some children pay more attention to subjects than others. Some may have an interest in it, while others may not. I don't believe as educators it is our responsibility to force feed students information. Though there are certain topics that students should try and grasp whether or not they hold any interest.

As teachers we may be able to overcome motivational issues in students by working to create compelling experiences for all the students in the class. We can accomplish this by taking a survey in the beginning of the semester to identify the interests of each student and working to shape assignments toward each student's particular interest