Music Notes: Each of the lines and dots represent part of a whole note which is in turn part of a whole song. The music is merely a connection of notes which are lines on a page that you read in order to represent the sounds of a song. The same is relevant in terms of education, when thinking about my project idea. Each item you learn comes together to build into a whole idea that makes up what you have learned in school and in life. They are merely lines on each scale of music that are all make the song that is life. The beauty of your knowledge of each note of all you know is the translated in the mind into one fluid, dynamic work. The work that embodies you and the souls experience.
Mardis Gras Beads: A reoccurring question that pops up when pondering over my project is "Is creativity limited through the structure and framing of educational space?". When considering the representation of Mardis Gras beads you see a loop, ring, or whatever you want to call it. One way we can consider each necklace is as a form of educational space, or a structure of a certain educational space (i.e. the structure of a educational system of a specific country). Each bead then could embody a specific studied subject within the realm of educational space, then connected to the other beads as other forms of education. With this structure, the frame of educational space shows symmetry as all the subjects are connected through the necklace. Is creativity one of these beads? Should it be within each bead itself? Is creativity its own separate necklace?
If another necklace is twisted within another and are locked, it could show the representation of the symmetry and interaction of two separate educational systems, say of two different countries. This could then be connected to another necklace of educational system and again and again showing the connection of multiple educational systems.
Returning again to the questions of creativity and its absence from educational systems, as I was twisting around a necklace it snapped and was one simple strand of beads no longer united together from beginning to end. This appeared to me as the breaking of educational system, or educaitonal space. The only question and thought that came to mind in response to this was then: If educational systems broke down, would there be a return of creativity that was once absent? Something to think about....
Representations in Supevision!!!!!
The following pages give reference to images that can be found in the book Supervision. Depending on how the appearance of each image is perceived, and/or the meaning of each image given, they are able to be metaphors representing entire different thoughts and ideas. The six explained show their relation to the idea of "Framing of Educational Space".
Page 76, "Wires sans Resistance": From the appearance of the image, it could be perceived that the large circle is the image of educational space system as created by society. The many little circles could then be seen as the alternative views of education and how they would like to charge, improve, or alter education but are not able to impose the structure that is fixed in society.
Page 87, "Reading the Code": This image can represent the system of education built up of its many subjects each connected, each related, and each affecting the overall system of education; much like the human genome actually represented within the picture.
Page 113, "Weld Art": This image is able to show how when looked at closely, the different subjects studied that comprise of education are aligned next to each other building up education as it is known. Each very different, but interaction of each beam represented shows how education evolves to what it is known as.
Page 157, "Freezing a Bullet": This image is able of representing what would happen if educational space or systems were broken or de-constructed. Would creativity then be more apparent? Is the bullet actually representing creativity? Could the destruction of education be creativity? It suggests many questions relevant to that of educational space...
Page 164, "Fluidity": "To the eye, a clear fluid like water looks homogeneous. Even when it flows and has an irregular surface, it still looks as though there is no real internal structure, but such a structure exists nonetheless." This could be considered true within the appearance (surface) of educational space.
Page 199, "Point of No Return": This image of a black hole to me grasped me as an image of education. Education grasps all aspects of life, one could say, even creativity in the representation of art schools or what not. Education involves all forms and when ideas are shared, education happens. Educational space involves all and all can be applied to educational space. Much like how nothing can escape a black hole, nor can it educational space.
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1 comment:
Yes --I like how the convergence of notes of experience form a song the spirit can sing
(a song that doesn't have to confirm to the singer's --or anyone's-- configurations of beauty,
and a song, perhaps beautiful in some configuration of beauty on some scale for some duration of time,
that the spirit may not be able to sing well;
a song
that the spirit may not be aware --though may (on some scale in some location for some duration of time)
become aware--
may be sung
but I do sing
Perhaps creatively can function as the necklacing itself, the formation of a connected educational experience to which each bead contributes?
--even to flowers of loops of omission?
--flowers that blossom in alternative space, negative relative to assessments from outside the loops, perhaps;
not necessarily negative from loop assessments?
Quite fine:
f another necklace is twisted within another and are locked, it could show the representation of the symmetry and interaction of two separate educational systems, say of two different countries. This could then be connected to another necklace of educational system and again and again showing the connection of multiple educational systems.
--indeed, the breaking of a framing system, especially one with a vigorous stronghold, may need to occur before the framing system can be reconfigured.
I consider that a choker form of necklace was broken when Limited Fork Theory emerged in the Quality 16 cinema on Jackson Road in 2004.
--Wow!:
"Point of No Return": This image of a black hole to me grasped me as an image of education. Education grasps all aspects of life, one could say, even creativity in the representation of art schools or what not. Education involves all forms and when ideas are shared, education happens. Educational space involves all and all can be applied to educational space. Much like how nothing can escape a black hole, nor can it educational space:
Had the choker not been broken already, this bit of commentary would have snapped that necklace
(though an impression of it, ever growing fainter but still there, remains around the neck).
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