Curiously this assignment came directly after doing the readings and exploring Teacher Tube (amongst others such as BBC and CNN sites for videos). I have found plenty of videos on YouTube, but am often looking for something a little more academic in tone. I was excited to learn about these other sites, but when exploring the other sites I was a little disappointed that so little content was available in my field. Admittedly my research was rather cursory. I was disappointed by the BBC site because they had very few videos that I could watch as someone situated outside of England.
Even Teacher Tube (which I had great hopes for) was rather disappointing, but found a “gem” amongst the listings. I found the following video for a class that I co-teach that combines art, music and theater. We are always trying to come up with new projects that combine the arts. The video I found combines music and visual art to explore the Baroque period.
What I love about this video is that it is short and isn’t very good. The image quality is poor, but it does give students an idea of how the arts are “interrelated”. Because of its modest quality, I think it would be interesting to discuss with students how it could be better and then give the assignment.
I would use this video as a sample to introduce a lesson where students are challenged to create a 4 to 5 minute video exploring a specific artistic movement and explaining how it was exemplified in visual art, drama and music. There would be very specific historic criteria to be covered in their videos and the image quality and sound quality should show a level of sophistication concurrent with their grade level. These videos would be assessed by their peers for content and production values.
I think this video gives just enough of a hint as to expectations without being intimidating to students. I am glad I found it and am looking forward to using it.
Creative Commons copyright licenses allow content creators to adapt copyright rules (that automatically apply to all documented forms of creative work) to suit their more specific needs. The genesis of this idea was to let creative people share some (or all) of their otherwise copyrighted work if they so desired. The motivations for allowing this controlled sharing can range from the purely altruistic to the recognition that works often acquire more importance as they are shared, adapted, built upon and exchanged, and possibly ultimately benefitting the creator.
Many people, especially educators, wish to share their content. Typically, the content they created would be exclusively owned by them and not usable by others without permission. Getting copyright permission can be a time consuming, difficult, and expensive process. Creative Commons (CC) licenses allow the creator to select amongst an array of standardized licenses so that people who wish to share the content will know automatically what is permissible. Currently there are six types of licenses plus an “all rights granted” mark option to put your work in the public domain.
The six currently existing CC licenses for sharing work are:
- CC BY (very open, just asks for attribution)
- CC BY–ND (may be shared with attribution but no derivatives made)
- CC BY-NC-SA (may be shared, tweaked etc., but only non commercially, must be attributed to you and shared under the same terms you created)
- CC BY-SA (same as #3, but does allow commercial use)
- CC BY-NC (work may be tweaked, shared, only non commercial use, but can redistribute under another license)
- CC BY-NC-ND (the most restrictive; no commercial use, no derivatives, must have attribution)
It is wise to be aware of what type of license the material you are using has before you invest time modifying and/or sharing it with students. One drawback to relying upon a CC license is the assumption that the person issuing the license actually has the right to do so and is not violating someone else’s copyright. I have often found obvious copyrighted material under a CC search.
Overall, CC is a great benefit to educators and all content creators who wish to maximize the potential use of their work by others. It facilitates educators’ desire to be generous with their knowledge and ingenuity.
Unurth is a timely street art blog with some great videos.
I often find beginning art students who want to learn about photography. Here is a link to a free online do it yourself course with assignments and opportunities to receive instructor feedback that looks sound from Morguefile (a source for royalty free photographs).
While my classmates in TT1531 are probably hung ho for teaching online, there is much skepticism about it in higher ed circles. I see both points of view. This article in Higher Ed addresses a survey about faculty attitudes towards online teaching. I notice that administration generally views outcomes more positively than faculty. And those who teach online are more positive than those who have never tried doing so. I think online will become more effective as it crosses technological hurdles, but there are still many hurdles to cross.
Currently I can’t see the applicability of texting to poll my students, but polleverywhere.com is site to explore in case I change my mind.
I still don’t get Wiki’s but if I ever do, I might try starting one at Wikispaces. Their information says they are geared towards the needs of educators and students.