So maybe it is not officially fall, yet; however, the prairie plants in my yard have that look. I guess they do not worry as much about calendars and meteorological pronouncements.
In any case, there should be a word for this period between the heat of summer and the chill of autumn. As far as indeterminate spaces go, it is one of my favorites. Temperatures vacillate. Night creeps in more quickly. The light falls differently than during those dry tinder days of July and August.
There should be a word. Maybe something along the lines of gloaming--quite possibly my favorite time of day, when the dipping Western sun takes on the look of rose-tinged klieg lights against the houses and trees across the park. There should be a word. For now, I'll not worry about the naming, but just enjoy the changes according to their own logic.
To this end, it seems like the perfect time to do a little creating.
A note to my students and anybody else who is interested:
People might wonder why I took the time to make this. Here are five reasons:
I wanted to spend some time creating, not consuming.
I wanted to spend some time experimenting with materials and tools.
I wanted to capture a moment and be an active observer.
I wanted to feel connected to my world.
In a moment of boredom, I wanted to resist being a mindless scroller.
Wait. I just thought of a sixth:
I wanted to have a little fun.
It took me somewhere between 90 minutes-2 hours to put this all together and write this post. What could I have done with that time instead? Certainly, I could have watched t.v. I could have read, taken a nap, thumbed my way through Twitter, taken a walk. But it's not about what I could have done. Giving my attention to this project meant giving attention my thinking, to my breathing, to my fingers, to my eyes, to my legs. As a colleague put it, it meant striving to be a "proactive authentic being." That's what these tools at my disposal, like my exacto knife, my phone, my laptop, can help me to become.
Ask people to define the purpose of school and most will answer, “to learn.” However, school is not the only place where we learn. As human beings, our lives are consumed with learning, from the time we are born to the end of our lives. Unfortunately, however, many students associate school with a certain kind of learning process. This process can best be described as top-down: content is selected by others, pacing is dictated by others, and the form of assessment, usually tests, is decided by others. In short, every step of the process originates from outside of the learner, who is motivated to succeed extrinsically: follow the directions, master the material, get an “A.” If not, face punishment. As a consequence, many students lose their drive to learn, at least at school.
So here is a question: How can schools make the learning process more personalized and meaningful for all students? One intriguing answer: by adapting 20% time.
20% time is a concept made famous by Google, but its roots reach back to the mid-20th century, when the head of corporate giant 3M decided to give its employees 15% of their time to work on projects they found personally relevant, whether or not those projects related to their specific position. 3M’s reason for such a radical shift was simple: giving workers the autonomy to determine what is meaningful to learn fosters more engaging, motivated, productive and happy employees. Of course, these are the same reasons why Sergey Brin and Larry Page instigated the policy at Google 60 years later. And other companies have begun to pick up on it as well. Now it is education’s turn to explore the benefits of 20% time. Certainly the goal is to reignite student passion for learning and reacquaint them with the joy it brings. But that is not all. Technology and the easy access to information has disrupted all aspects of our lives, including the way we learn and work. Our kids must be self-starting, creative, perseverant thinkers. These traits cannot be nurtured in an environment that deprives them of choice and agency. The classroom must become more flexible with teachers acting as facilitators and guides, not as the repositories of all knowledge. This is what a colleague and I hope to accomplish as we set out on our 20% time experiment. Specifically, our students will articulate a question of interest, research the question, and then determine what they can make and do with their discoveries. Along the way, they will be sharing what they learn and create with their peers and others. By the way, one result of 3M’s experiment with 20% time? The post-it note. For Google: gmail. Two wildly successful products born out of the willingness to give people control over what comes so natural: learning.
What does this brand represent? Most people would say computers, iPhones, iPods: tech devices. But what would Apple say? How about this:
It is not about the devices themselves, it is about resisting drudgery, being empowered, becoming an individual. And not just any individual:
Apple's products do more than simplify tasks, grant access to information, and connect you with others. Sure, these are the common benefits afforded by tech tools. A MacBook or iWatch, though? These provide access to an illustrious list of people who refused to follow the status quo. With Apple's products, we can all fulfill one of our deepest human urges: to give voice to our singular potential and idiosyncratic point of view:
These are all examples of incredibly powerful branding. Full disclosure: I have been an Apple user since I first used the IIe in high school. I like to think I am not as rabidly loyal as other Apple users. I have never queued up outside an Apple store for the latest iPhone. In fact, I use a Samsung. Still, I would be dishonest and deluded if I claimed not to be enchanted by these ads and this brand.
But wait. There's more to this brand. For example, in the last few years, Apple has been at the center of a scandal regarding the working conditions of those building products like the iPhone. In short, workers have faced grueling factory conditions, long hours, and low pay. And just like that, the enchanting brand narrative becomes a whole lot more complex. Exactly what kind of company is Apple? I guess one that cares most about its profit margin. In other words, a typical company.
Now that I have most likely oversimplified a complex issue regarding corporate labor practices without even broaching my own complicity as a first world consumer, I'm going to switch the focus to social media, students, and language that has gained currency in education.
Specifically, I want to address how the term "branding" has been embraced by many educators, as in "students need to think about their personal branding." To be sure, this terminology surfaces in conversations regarding digital citizenship, as in "students should be careful to cultivate their personal brand in a way that makes them appealing to colleges and employers." To cultivate a personal brand is to carefully tailor your appearance, so that your name and your being become synonymous with some defined qualities.
As I consider it further, I am not surprised that this metaphor has caught on. It is the language of capitalism. Since many of us grow up with the sense that capitalism is part of the natural order, it makes sense that its ideas would attach themselves to more than products in the marketplace. But capitalism is no more natural than any economic or political system.
I know I have used this language. But I now realize that I have used it without considering the implications. No longer.
Here are my concerns, in no particular order:
The point of branding is to obscure the truth, at least some of the time. It is used to sell a version of a product or corporation that might not be completely honest. In fact, Apple illustrates this perfectly, as do many other brands, like McDonalds, Coca-Cola, etc. In short, branding attempts to insulate the company from taking responsibility for its actions. It is a form of distraction, not a statement of authenticity.
The point of branding is to sell. Yes, we live in a capitalist society; however, as human beings I like to think we have a deeper purpose than selling and buying. When I talk to my students about branding, though, I cannot help but feel that I am reducing my students to consumers and marketers.
The point of branding is to focus unrelentingly on oneself and one's influence. Yes, students need to consider how they appear to others, whether online or off. But I am starting to wonder if the brand coaching students receive ultimately feeds another term I see more and more: digital narcissism. In his Ted talk, James Nachtwey powerfully states that "every story does not have to sell something. There's also a time to give." When we focus on personal branding, do we undermine discussions about qualities like generosity and kindness, which should be seen as ends in themselves, not as traits to nurture for some kind of payoff?
The point of branding is to craft a message and then stick to it. But people are complex, certainly more complex than a product or company. I want my students to embrace the complexity of who they are, not shy away from parts of their beings that might compete with the message.
The point of branding is to gain a competitive edge over competitors. Once again, I know we live in a capitalist society, but I resist using the language of the marketplace to define all aspects of our lives. Yes, I want my students to achieve success. Yes, parts of life require competition. But applying the language of competition to something like identity formation? It seems like a sure way to deny those parts of oneself that fit a prevailing narrative.
To be branded is to be marked indelibly. See cows and horses for example.
With all of this said, I am not sure what term to use instead of "branding." As shorthand for crafting online identity, it is powerful. But there is no reason to believe that it is the only possible metaphor to use. For now, I will leave this as fodder for another post. Ideas?
There's something special about playing guitar. Maybe it's the populist nature of the instrument: learn a few chords, a few patterns, and you're ready to go. Put it over your shoulder and you're ready to go: the porch, the campground, a friend's house. It is made to travel.
Woody Guthrie
When accompanying a voice, the guitar adds depth. It adds texture. It adds backbone to the experience being communicated. In the right hands, the guitar builds worlds. It's like a hammer, a wrench, a screwdriver: a tool so essential and simple, but also so damned vital.
Picking up the guitar fosters creativity. So many songs have been written. However, like the variations inherent in every chess match, the unique combinations of notes and chords are practically unlimited. And, as I've learned from experience, you're never too old to start. It's about dedication and the desire to have a space to create, both of which I value having in my life. Even if I can't sing. Yet.
Music has always been important for me. Songs conjure up moments in my life, from the pivotal events that loom large in my history to the smaller, quieter moments that fill most of my days.
For my wedding, it's "Mystify Me," sung just after my wife and I exchanged vows:
For my kids, it's "Sugarcube," a song that played once while we sat on our living room floor, eating plums from a farmer's market:
For senior year of high school? Perhaps it is "The Stars and Stripes of Corruption" a song brimming with anger, energy, and d.i.y. soul:
As I write this more and more titles spring to mind: Me, Myself, and I; So. Central Rain; Dig Me Out, and so many more. Oddly enough, though, while growing up, I never played an instrument. That changed at 38. I made it my goal to learn guitar by the time I was 40. I considered "learning guitar" to be knowing enough chords to play the songs I treasured by artists like Johnny Cash, the Ramones, REM. I succeeded. The guitar has become my primary hobby, my way to release, my key to a new language.
Now I have a new goal. I want to create music, not just play what others have written. But this leads to a question: how do I write a song?
I have a handful of riffs--3 or 4 chord cycles that seem catchy. However, it is mind-boggling to consider turning these isolated bits into a song with structure, integrity, maybe even vitality. I think I understand how pop songs work, not that it has to be a pop song. But something with a beginning, middle, and end, with lyrics that convey a story: this is what I want to produce.
I am amazed by artists regardless of the medium. Whether it is producing a painting, writing a story, or crafting song, artists create a world where one did not exist before. I want to be a part of this.
Following is a list of questions that interest me. They are organized according to what I have wondered about most over the last year. As such, the number 1 question is the one that has been most on my mind. While this might not seem like the most important question to answer, it is the question that drives much of my thinking and which I would like to figure out immediately.
Question 1:
How do I write a song? (It's about more than just a song. Songwriting, like painting, moviemaking, and any other creative pursuit, amazes me. An artist begins with nothing and then creates a world. From scraps of ideas, a work gets developed that contains unity and an internal logic. I want to understand the different strategies and processes artists take to achieve this end.)
Question 2:
We need to live with less stress/learn to handle stress in a healthy way. How do we get this done?
Question 3:
We need to refocus the education system so there is less emphasis on standardized tests and grades. How do we get this done?
Question 4:
Artists and journalists must be compensated financially for their labor; however, people have grown accustomed to getting content for free online. How do we change this tyranny of free? Question 5:
How do I become more understanding of people with different experiences than me, especially when it comes to race?
Question 6:
Who is/are the people with the best ideas regarding learning how to use technology thoughtfully and creatively?
Question 7:
We need a political system less influenced by lobbyists and wealthy donors. How do we get this done?
Question 8:
Who has the most compelling ideas regarding our broken justice system that incarcerates minorities and the poor at far greater levels than whites and the wealthy?
Question 9:
How do I instill in my students (and kids) a love/respect for reading?
