The new Studio Institute will bring visual arts programs to schools that serve low-income families.
Susan Davis Cushing's insight:
“These are programs that can be replicated,” said Agnes Gund, the organization’s founder and chairwoman. “They have substance, they work for children in schools that don’t have many opportunities. Art is the first thing that’s cut.”"
"....Evidence shows that creative contributions depend on the breadth, not just depth, of our knowledge and experience. In fashion, the most original collections come from directors who spend the most time working abroad. In science, winning a Nobel Prize is less about being a single-minded genius and more about being interested in many things. Relative to typical scientists, Nobel Prize winners are 22 times more likely to perform as actors, dancers or magicians; 12 times more likely to write poetry, plays or novels; seven times more likely to dabble in arts and crafts; and twice as likely to play an instrument or compose music.
"No one is forcing these luminary scientists to get involved in artistic hobbies. It’s a reflection of their curiosity. And sometimes, that curiosity leads them to flashes of insight. “The theory of relativity occurred to me by intuition, and music is the driving force behind this intuition,” Albert Einsteinreflected. His mother enrolled him in violin lessons starting at age 5, but he wasn’t intrigued. His love of music only blossomed as a teenager, after he stopped taking lessons and stumbled upon Mozart’s sonatas. “Love is a better teacher than a sense of duty,” he said."
Edutopia blogger Mark Phillips examines eight myths that drive education policy, including the value of homework for students and merit pay for teachers, the irrelevance of funding and class size, and the fairness of college admissions.
Susan Davis Cushing's insight:
The latest thinking on teachers, homework, class size, test scores, and merit pay.
I've recently been drawn to a slew of impassioned posts from several strong voices in education, each managing more than the last to confirm we're headed towards a defining moment in the history of our schools: a shift from an exploration of more effective models of teaching and learning, to an ethical imperative to implement them in our schools. (more)
This Visual Learning activity will get your students thinking about what it would be like to live in a remote area and between two worlds—the past of their ancestors and the present of American mainstream culture.
Ed tech should be a means, not an end, to improving our education system.
"All too often, technology is treated as a silver bullet for perceived problems in education. This sometimes leads to knee-jerk investments, using scarce resources to invest in software or hardware without a clear notion of how either might actually empower learning. Instead of having more technology as a goal, we should have more human interaction, personalization, access, and content mastery as the goals, and then think about what tools can get us there. (more)
As chancellor of the UNC School of the Arts, the Journal invited me to describe the challenges that face my institution. After 25 years in the private sector, I joined the school last August at a turning point in its storied history: a 50th anniversary that calls on us to reflect on our past and re-imagine our future as the nation’s first public arts conservatory.
How do you go about getting students invested in the planning of the future? The Ellen MacArthur Foundation has teamed up with educators, scientists and authors to bring learners and teachers a free, four week festival of disruption.
Robert Hawkins, a strong advocate for integrating Information Communication Technology into education, shares his ideas with Creative Times about the development of a pedagogical model that combines ICT with learning to produce a 21st century work force. Hawkins is the Executive Producer of an online gaming program, EVOKE (www.urgentevoke.com), that is pushing and inventing boundaries for improved learning.
Set in 2020, EVOKE is an online crash course that challenges students to address future world crises, such as food and water shortages. Launched March 3, 2010, the ten week course enabled 20,000 players around the world to participate and develop innovative approaches to solving real global challenges using 21st century skills.
“The assumption that we’re making is that more time on task translates into more knowledge and skill acquisition,” said Hawkins who is also a Senior Education Specialist at the World Bank which developed EVOKE. “The evaluation shows that players spent quite a bit of time engaging with the content. We think this is partially due to the incentives inherent in playing a game and receiving rewards. If this mode of engagement develops the type of motivation in students to stick with a subject, then we think there is some positive learning and skill acquisition taking place as a result. Beyond the motivational factors that contributed to more time with the content, we also saw a great deal of peer learning and interaction through the mechanics of the social aspects of the game. In many instances, students learn and understand concepts better from their peers.
I think part of the success of EVOKE was that it was driven by a very compelling story. The narrative gave students the space to imagine alternative possibilities. I think that provoking students to think 10 to 20 years into the future cultivates the imagination and is critical to thinking about the possible, about students thinking of things outside of their day-to-day lives, being exposed to new perspectives. I think that the ability to imagine is the first step in doing and actually following through and creating something.”
"The process of combining more primitive pieces of information to create something more meaningful is a crucial aspect both of learning and of consciousness and is one of the defining features of human experience. Once we have reached adulthood, we have decades of intensive learning behind us, where the discovery of thousands of useful combinations of features, as well as combinations of combinations and so on, has collectively generated an amazingly rich, hierarchical model of the world. Inside us is also written a multitude of mini strategies about how to direct our attention in order to maximize further learning. We can allow our attention to roam anywhere around us and glean interesting new clues about any facet of our local environment, to compare and potentially add to our extensive internal model."
"TED and The Huffington Post are excited to bring you TEDWeekends, a curated weekend program that introduces a powerful "idea worth spreading" every Friday, anchored in an exceptional TEDTalk. This week's TEDTalk is accompanied by an original blog post from the featured speaker, along with new op-eds, thoughts and responses from the HuffPost community. Watch the talk above, read the blog post and tell us your thoughts below. Become part of the conversation"
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