Week 4 - Free Choice - Time Flies

Tigers, photo by Diane Frymire ©2009

Last summer, I went home to visit and stopped by my old high school. Not a lot had changed.  Even the door pictured above had the same sign along with the same ancient graduation photos that were there when I was in school. A feeling of entering a time warp touched me as I walked down the hall ways. Was it really that long ago?

Just a few days ago, there was a high school reunion back in Illinois. I was unable to attend. When I looked at the pictures, I thought about how everyone had changed. It wasn't appearances or getting older. I have several high school classmates as friends on Facebook now. They are funny, kind, wonderful people, but I really didn't know them back when we were teenagers.

High school for me was full of band, choir, and swing choir activities. I was not popular, but I got pretty good grades. Most of the time, I just did my thing and tried to avoid disasters as much as possible. How much has changed since then? I wonder.

Zander's book, The Art of Possibility, talks about vision. Vision is powerful and so is lack of it. My vision in high school was to live a life that would bless others. I wish I could say I've achieved it. Perhaps in some small ways, I have. One of my favorite songs then and now said that its the small things that spread wings and fly on up to the throne. Small is better than nothing. The journey is accomplished step-by-step.

Week 4 - Reading - Mission Statements

Shadows or Light, photo by Diane Frymire ©2010

Mission Statements can help anyone clarify what is their purpose. Zander's story about how his students raucously celebrated after a wonderful concert performance in Brazil gave an excellent example of why both students and teachers often struggle in the classroom. I loved how he approached the issue of behavior from the standpoint of what students wanted to represent. Their answers showed that the true desire was to demonstrate respect and all that was positive. Once they had processed the mission statement they really wanted to implement, they could see that their actions were not fitting into what they themselves wanted to portray. They owned it instead of receiving a lecture.

So much of the research and study I've learned this year has pointed to collaboration and ownership. Sharing information and supporting others to succeed are more powerful than shining flood lights on their mistakes. Don't we all self-criticize too much anyway? Students who really need our help, those who disrupt class and lash out, are frustrated and angry already. There is an art to finding ways to motivate people to change because it benefits them, because they sense that it will help them reach their goals. Zander really has tapped into that positive turn-around and I, for one, am inspired daily.

Week 4 - Response 2 Aimee Holcomb

Summer blossoms, photo by Diane Frymire ©2009

Chapter 10. Being the Board: It’s not them. It’s not the circumstances. It’s me. It’s my choices. Now what do I do?
A wise retiring teacher once told me upon moving into my first year of teaching, “whatever you do, do not hang out in the teacher’s lounge or a gossiper’s classroom!” I thought, ‘nah’, teachers are the most caring employees out there. As long as I fit into their circle, then I am good to go!’ Naively, I tried that... and soon saw what that wise old teacher was expressing to me. Oftentimes we as teachers are the quickest to judge others, and also remove all blame from ourselves to others or the circumstances around us. Being that I was the last hired in my certification for my county, I have been moved around to different schools every year.... and I admit, I have complained about it and placed blame along the way. But this year... and this book, have caused me to rethink my assertations. If it weren’t for those moves, I would have become too settled and comfortable. Moving around so much gave me experience in a variety of environments and subjects, that I may not have gotten otherwise. It also allowed me to not grow too comfortable with any staff members in that I became involved in the gossip and critical eyes that I have found exist in every school.
I love how Zander states, “there is nothing I can do about your [other’s] mistakes-- only mine.” (p. 142) It makes me think of the bible verse that says something like, before you point out the sliver in another person’s eye, pull the plank from your own. This graduate school year has been a largely reflective one for me... I have come to the time of looking back over my 7 years of teaching to see the many hardships I have faced as milestones getting me to where I am today, and not setbacks thrown in my path purposefully by others.
Chapter 11. Creating Frameworks for Possibility: How do I take this flash of insight and make it into daily thing? And how do I share this with others?
I have become, and am trying to make a lifestyle of always becoming, more and more of a self-reflective person. I have never participated in blogging before this program, and I had only journaled on paper when I faced a milestone or crisis. (And often times, those paper journals were left incomplete as I had gotten frustrated and tired.) Now I see the importance of regular self expression... even if you are the only one reading it. It is a huge and healthy stress reliever, as your emotions are expelled to text and not on another person or your job. It also helps you set and see your goals! I plan to share this with others in 2 ways: 1) I want my students to keep a journal. If they self reflect on their assignments and compositions, then possibly they will have more investment on the products that they turn in. Also, it will be a way to teach them positive expression, instead of dramatic outbursts that could negatively effect themselves and others. 2) I intend to blog on my continued life path outside of graduate school. This will help others by me being more available and real to them emotionally instead of using them as a crutch, while also influencing them to personally reflect for themselves.

Chapter 12. Telling the WE Story: I told you it wasn’t about you. Have you been able to tap into the power of combining your expertise and passions with someone equally gifted? Have you had the pleasure of lifting a teammate, student, stranger up enabling them to realize their dreams and exceed anything that you could have imagined?
For as long as I live, I will never forget a student I had my second year of teaching, Stanley. He was a tall and stout 8th grader from a very rough gang background that had little to no home support, and he seemingly cared nothing about school as he would sleep as often as possible. Some other teachers hated having him in class and would even celebrate the days where he was in ISS/ OSS. But-- he never acted out with me! In fact, he would participate in discussions and sometimes even complete his classwork. We had a deal that when he would get angry and felt like he was about to get into a fight or say something back, he was to get up, leave the room, and walk slowly to the furthest water fountain, then come right back! He liked this plan and always followed it without problems. One day, about half way through the year, we had a writing assignment on ‘What is a life lesson you have learned?’ After his usual staring off into space, he actually picked up the pen and began feverishly writing. I decided to let students share their work aloud, and to my and the rest of the class’ surprise- Stanley was the first to volunteer! As he shared passionately to his classmates about his lesson in choosing the right friends and removing yourself from bad situations, both mine and his eyes were filled with tears. Prior to school that year, he had seen his best friend shot to death by their so called friends in the gang, he then got on the phone and found his mother a job in our county where they moved away. He taught his classmates more in that 10 minutes of sharing his story, than I could in a year! Afterwards during class change, he thanked me for giving him the opportunity to share. He said that other teachers don’t even act like he is there except to yell at him, and that he felt like I would let him speak his heart.
I believe as teachers, we should be believers and empowers first and foremost! Many of our students have never had anyone empower them before, why would we seek to continue the trend.

Coda: Now what do we do?
We quit just thinking, reading, maybe even planning change-- and we just make the changes happen! If we see The Art of Possibility as only a book and don’t actually apply it, then it all remains just a possibility; but, if we commit to doing what we know we need to and making a lifestyle change in the way we act and react, then we applied it to become a reality.
*************************************************

Monday, June 28, 2010 - 11:59 PM
Diane Frymire
Aimee,
Although I haven't had the pleasure of knowing you very long, I am blessed every time you share. There is so much to what you said... I, too, used to think that teachers were supposed to be the "most caring employees" only to find in my first year of teaching that they are often just older versions of the children they teach, and often cruel. Many become teachers to help, others have different reasons. I have struggled in the past few years to shield myself from teacher negativity like you mentioned in your story about Stanley.  My Stanley was a boy named Luis.

When others are ruminating about the evils of their students, I want to know how to help them. It's like the 'downward spiral' thinking that Zander discusses. Thanks for being part of the building-up process. We need to stick together because the Stanleys and the Luises of this world need us to see past their bravado into their hearts.

Week 4 - Response to Emily Overstreet

Week 4 Reading-Chapter 11: The Frame

Most people like to live life comfortably. When they see a problem, they encourage someone else to do something about it, especially if it is out of this persons comfort zone. That is okay, however we should push our limits. In this chapter, they write about a second grade teacher who shaved her head so a child in her class that had leukemia would not be an outcast. A great example of this is in the movie "Billy Madison". Adam Sandler plays the character of a spoiled brat that is living off his dads fortune and has to go back to school K-12. In one scene of the movie, he is in 2nd or 3rd grade and they are on a class field trip. A fellow student accidentally pees in his pants. Being the good friend he is, Billy, puts water on his pants because all the kids look up to him, so he has now made the other kid fit in. Yes, that is a little out of the norm as far as real life situations go, but you get the idea. He stepped out of his comfort zone to help someone. He saw the possibility to make a difference and he did. We should be more like that. Hopefully, we won't pee our pants but if the need calls, I guess we could.
**************************************

 Diane Frymire said...
@Em
Hopefully we won't have to pee our pants, but you are right, it is important that we get 'over' ourselves. Everyone is afraid of being humiliated. When we get past the 'keeping up appearances', great things can happen! I just watched "The Secret Life of Bees" and Queen Latifah's character painted the house a color her sister liked. She basically said that in the big picture, the color of a house doesn't matter, but bringing someone happiness does. Thanks for the reminder, my friend!

JUNE 28, 2010 8:40 PM

Wk 4 Publication Leadership Project- Part 3 of 3: Final List

With careful consideration, I plan to submit to the following organizations:

Patterns of Adaptive Learning Study (PALS) - More research into their publications and requirements is needed.

Academic Exchange Quarterly -  The top article for Summer 2010 issue is entitled Student motives for social media in the classroom by Tim Brown, University of Central Florida.

American Educational Research Association (AERA) - Many other journals are members of the AERA

However, I reserve the right to change my mind.

Wk 4 Publication Leadership Project part 2 of 3

After review of various publication/presentation possibilities, I am considering the following:

Top of the list is

Patterns of Adaptive Learning Study (PALS) - More research into their publications and requirements is needed.
Academic Exchange Quarterly -  The top article for Summer 2010 issue is entitled Student motives for social media in the classroom by Tim Brown, University of Central Florida.
American Educational Research Association (AERA) - Many other journals are members of the AERA

Wk 4 Publication Leadership Project part 1 of 3

My AR project is focused on motivation related to media and technology in the classroom. I started by looking at motivational journals and education. My Google search produced: Motivation in Education - a special Interest Group of AERA. They have lists of Resources Related to Motivation which I wish I had found before for my Literature Review. Their lists includes research, graduate programs with motivation focus, and journals that publish motivation-related articles. Most are psychology centered, but it might be interesting to check out some of these:

Society for the Study of Motivation - they have conferences and a journal called Motivation and Emotion
Patterns of Adaptive Learning Study (PALS) - University of Michigan program combining Education and Psychology *** This one meets my criteria!  Their research emphasis is mine, too! However, I don't see anything about technology and motivation.  Maybe this would be a good place to start a beachhead.
Association for Active Educational Researchers - Australia - has a seminar noted from 2009 that has material very similar to my research.

This could be one of those never-ending searches.  So many places, so little time.

Week 1 - WIMBA Session 1

Coffee with Angie, photo by Diane Frymire ©2010

A year in Full Sail's Education Media Design and Technology is almost over.  Discussion questions about media and technology use in the classroom and blog posts about Zander's book, The Art of Possibility, will be done weekly. The Action Research website must be completed. New pages for month 11 include the completed literature review, an abstract, and the publication leadership project.  The publication leadership project will be presented in week four's WIMBA session. As a part of the publication leadership project, a blog post must be completed that details where you plan to publish or present the final presentation.

Week 3 - Free Choice - Blurry

Self-Portrait by Diane Frymire ©2010

"She had the kind of radical confidence about her own highly personal expression that people acquire when they understand that performance is not about getting your act together, but about opening up to the energy of the audience and of the music, and letting it sing in your unique voice."
The Art of Possibility, Zander, (2005)

During my time at Full Sail, I have been learning about my 'own highly personal expression'. Before entering this program, I thought I had to have my 'act together'. Since I knew that so much of my act was blurry, I was rather stuck in the hamster-wheel made up of the lower levels of Maslow's Hierarchy of Need. Survival was my major goal.

When life is out-of -focus, its easy to run into things and get bruised. When that blurriness is embraced, a whole new kaleidoscope of experience and thinking is opened.  When my students' lives are blurry, I can identify and help them see they are not alone.  Many people are confused.

Through media and technology, I have been given an opportunity to shine in new ways. I have found a way to express the pain of my mother's Alzheimer's and my father's untimely death. I have found a place where there is an audience whose energy makes my unique voice worth expressing...even if I still feel blurry.

Week 3 - Response - Tim Bemiller

Computer Companion by Diane Frymire ©2010

I loved reading chapter 9 particularly this week because I really appreciate the message of taking care of important business in a face-to-face manner. I teach an online class and I cannot count the endless class critiques from students saying, “I wish this class was a face to face class.”  The students have this same mentality it seems. They tend to think that the class that they are attending should be more personal for them to understand it more efficiently. In this example their important business (their education) with a person of extreme importance (the instructor) would be better achieved through a personal encounter (face-to-face class). I think in the grand scheme of things the best way to ensure that you, as an individual, are getting the best outcome you possibly can is to take care of the matter personally. This ensures that any emotions or meanings are not lost from the presentation.


*****************


Dear Tim,
I appreciate Zander's point and your response about face-to-face interaction. There is a lot missed, but, for me, there are things that can be gained online that are not in person.

There is a depth that enters online interactions that sometimes does not happen in face-to-face encounters. People's thoughts, or more internal  expressions, are not 'muddied' by external considerations. Body language can often be misread. 

When my students and I have interacted through e-mail, I got to know a very different part of them. Many people throughout history have gotten to know each other only through correspondence. Although it is nice to see people in person, I have never gotten to know my classmates so intimately as I have in this Full Sail program.  Just another point-of-view.

Week 3 - Response- Michael Melvin's Spark

Bits of Light by Diane Frymire ©2010

My favorite personal saying is “I may not be the light, but I will the spark.” 

It’s about relationships and motivating others passion. In our society we call, chat, text and social network, all of them lack the personal relations of face to face. Each can be cold and misinterpreted. When we reach out to others we should leave an impression. When we motivate them through their passions, dreams or aspirations we liberate them to be better and do great things. Parents and teachers spark interest and passion of students to be whatever they want in life. Or they can diminish that light that a child holds. 

My goal in life and teaching is if I can’t be the light then at least be the spark that inspire others to be the light. Which lights the way or inspires others to be better, do better and live. I become a guide, mentor, motivator and the challenger for those around me, my family, friends, co-workers and students. That’s important to me, I believe in leaving legacies and the only way we can do that is by developing relationships. 

I remember in college how some of my professors would invite use to their home or the local coffee shop just to talk. That showed me that they were people just like me, that’s the type of teacher and one day professor I hope to be.

“I may not be the light, but I will the spark.” 

***********************************

Dear Michael,
You ARE a spark! Certain people are easy to gravitate towards. Sometimes it may be because they attract like moths to a flame, others light the way and make the journey easier. Your post reflects what I've seen in you, a person with passion and direction.

Your statement that 'Parents and teachers spark interest and passion... or they they diminish the light' is right on the mark. I can't think of a better way to live. We should be 'sparky'!

Week 3 - Readings- The Should-Be Child

Passerby: She 'shoulda' took her scarf when she left!

Me: I'm glad she left it. It makes an interesting picture.

Scarf.  Picture and silly dialogue by Diane Frymire ©2010

"How many times have we addressed a 'should-be' child and found our words quite irrelevant to the child we've got? . . . . When our attention is primarily directed to how wrong things are, we lose our power to act effectively."
The Art of Possibility, Zander p. 104

"Don't 'shoulda' on yourself!' my friends and I sometimes say to each other when we start second-guessing ourselves. The connotation is clear. A nasty mess is created when the 'shoulds' start entering our heads and conversations.

Using should is tantamount to the downward spiral talk that Zander discusses. Especially when the discussion, or thoughts, have to do with past events. No amount of 'shoulda'ing is going to change a situation. In the present, a 'should' do can be changed to a 'will' do and thus become effective.

As teachers, the 'shouldas' run rampant:  "You shoulda done your homework!" "You shoulda cleaned up that mess!" "You should get better grades!" On and on they go twirling around our classrooms like a poisonous snake whose bite is extremely destructive.

How does one overcome the 'shouldas'?
1. Pay attention to how many times you say it to yourself, and how it affects you.
2. Notice when and why you say it to others.
3. Look at your own 'shouldas' and how they might hinder the way you see your students.
4. Allow the kind of people into your life don't 'shoulda' on you, and who help you not  'shoulda' on yourself.

My wish is for all of you (and me) to be 'shoulda' free!

Week 2 Free Choice - Go Through Belgium

T-shirt by Dynamic Diane's Designs - ©2010 Diane Frymire

In a recent conversation, a story was told of World War II in France. The French had bolstered up their borders to keep Germany out. Unfortunately, they did not consider their border with Belgium a threat. The Germans saw that opportunity and attacked through Belgium.

This story can be applied to many different areas of life. In teaching, educators often have to find ways to get around the walls our students present. Going through Belgium is a daily challenge. Some walls can be crumbled when their owners do not see the need for them anymore.

Opportunity is there even when it seems impossible.

Week 2 Response 2- Natasha Hogan

Joyful, Joyful
Natasha Hogan

http://web.me.com/natashahogan/Natasha_Site/Blog/Blog.html

 At the end of Benjamin Zander’s talk at a major economic conference, he led the audience in a German (I think) song to the tune of Joyful, Joyful. I don’t speak German, so I’m not sure what they were singing, but listening to the song lyrics again, I determined that this is a wonderfully appropriate song to live as a theme -- for all believers in the Art of Possibility, sing along!

Just reading the 5th Practice gave me hope and a revived since of joy. Thinking about being -- instead of just making -- a contribution, is truly a paradigm shift. I recall considering the question at one time more than a decade ago. Whether it was better to be or do, or whether the two concepts were even separable. The Zander’s put it nicely. It’s all the game you play. Playing to being a contribution is simply a happier place to live -- Joyful!

Diane Frymire

@Natasha

Joyful is a perfect word to describe just being a contribution. I loved the choice of videos because this part of Sister Act seems exactly what we are reading about, unabashed contribution without self-absorption. Can you imagine how our classrooms would be transformed, not to mention our schools, if we continually contributed this kind of joyful attitude in all we do.

Saturday, June 12, 2010 - 12:44 PM

Week 2 Response 1-Michael Melvin

Xylophone - One Note Counts -picture by Diane Frymire ©2009

WK2 Reading - I am a contribution! - Michael Melvin

http://web.me.com/memelvin8/EMDT_Graduate_Program/MAC_Blog/MAC_Blog.html

Thursday, June 10, 2010

We often go through life measuring how well we have done, if we succeed or fail. After reading “Being A Contribution,” I think we should focus on what we can and have added to the lives of others. As a teacher we’re so focused on meeting federal and state standards that we miss the point of teaching. I would rather contribute to the live of my students and build them up. Today, I will be a contributor in the live s of my students, they are not numbers. They’re people who desire to have a purpose and goal. In my own life I will do differently, I spend so much time over working myself teaching, grad school and running a business. How do I find time for me, family and friends? What am I contributing to their lives?  I even found myself complaining more, because of stress. But, if I just focus on contributing to whatever I’m doing then I still have done more. Don’t get me wrong it feels good to accomplish goals and live your dreams, but it’s not worth unneeded stress or heart-attacks.
The author impressed me when he related to his life and marriage, he’s will to look at himself and not point out the mistakes of others. Which is evidence of being a contributor, than a person that is self center.

1 COMMENT
DIANE FRYMIRE
@Michael
How wonderful to see yourself as a contribution to life! Standards and difficulties within school systems can never block out what we really do to contribute to the betterment of our students' lives.

I appreciate your positive contribution to the group in the short time I've know you. Thank you for contributing to me! Three cheers for heart-attack free!
Saturday, June 12, 2010 - 02:33 PM

Week 2 Reading - Making other People Powerful

Watch One Young World delegate on empowering young people in News  |  View More Free Videos Online at Veoh.com 


"The contributions game has remarkable powers for transforming conflicts into rewarding experiences."
Art of Possibility, by R. Zander, p. 59

Presence of mind rather than overwhelm with emotion allows more positive interaction. This presence is more transforming when both are seen as contributors to good in the world instead of arbiters of evil. A very destructive viewpoint is a double-edged sword. On one side, a person can throw out negativity that can cut another's psyche, while on the other side, the receiver's interpretation increases the damage on the return slice. The contributions game that Zander endorses dulls that return blade.

Many people, including, or especially including, students, are prone to receive information in different ways based on previous experience. Zander's way of opening his students' eyes to how they positively contribute to the world and people around them creates an inner sense of worth in them. This can be likened to filling up one's cup with delicious things so that when someone tries to pour something bitter into the mix, the sweetness already there can actually transform that tartness into something tasty.

"...his true power derives from his ability to make other people powerful."
Art of Possibility, by R. Zander, p. 68

What better goal should there be for a teacher!?! Pride wants to put-down others, while true humility is powerful and has the ability to empower others. Zander has hit on the true meaning of leadership. A leader is one who sees greatness in others, learns from it, nurtures it, and never feels that her/his knowledge is so untouchable that s/he cannot grow from even the smallest person's contribution.
As a teacher, this should mean that student opinions, thoughts and ideas should be treated with value and respect. Collaboration in its deepest sense is mutual contributions where wisdom guides but does not overpower.

"Who am I being that they are not shining?"
Art of Possibility, by R. Zander, p. 74

Without unnecessary self-deprecation, this should be a question teachers continually ask when students are not responding positively. A sober, positive assessment of pedagogical practices, as well as personal foibles, may reveal new ways to reach students that otherwise may have been considered difficult. Although this may take some extra energy to pursue, the benefits are often more long-term when others know that educators are paying attention to students' real needs.

That's Rule 6 isn't it?

Week 1 Free Choice -Mud Pies to Computers

...I'm convinced that their interest in the game was mostly because they were in control of the progress of the game.  EMDT Media & Tech Moments in Time Blog 

Adults may come to an understanding that their frustration stems from a feeling of helplessness or lack of control over their own lives. Unfortunately, some never realize the wasted potential their inability to assert themselves has caused. The problem starts in childhood. Parents, teachers, and adults in general tend to expect children to be controlled. The concept of allowing children to make choices and control the progress of their learning causes some to feel threatened.


The famous child psychologist, Piaget, believed that learning is rooted in experience and everyday objects would aide learning.  In the twenty-first century, technology has become part of everyday. Children learn early on about computers, gaming systems, and social networking. Experience-based learning allows exploration, trial and error all in the context of creation. 


During Piaget's time, mud pies were introduced into the learning environment as tools of interactive experience. Surely he would want the most innovative technology to be a part of the classroom educative experience today to promote optimal growth. Gardner may have differed with Piaget about childhood development, but he is a definite advocate of experience-based learning that allows students to explore their multiple intelligences. Within the context of experience-based learning with technology, children can explore their strengths and practice skills to improve weak areas.

Week 1 Response 2-Sheryl Floyd-Giving Myself an A

wk 1 reading--Giving myself an A for the summer

Dear Sheryl,

While the summer may seem like it only started yesterday, here it is again--the end of summer--with what may seem like another lost opportunity for the following:

---time used to organize your closet and kids’ closets;
--heavy duty cleaning of the windows;
--reading the books that your friends suggested;
--cleaning out the garage;
--just hanging out with the kids and actually getting wet in the pool.

Well guess what? You will have completed two months of your new job without the chance to much of that at all because you won’t have been home during the work week to do so. However, here is what you will have accomplished:

--better moods in the evenings spent with the kids;
--better time management for getting things done on the weekends and in the evenings;
--better time management for actually getting in the pool and reading;
--completing projects that have to be done with prioritizing a major factor because of limited time availability.

While the only regret I had in leaving my teaching job was the time off I spent during summers and holidays with the kids, my goal to be happier in my new job as a writer and curriculum developer will have come true. Yes, you can give yourself an A for the summer because you earned it by providing for the family and starting yourself on a new career path.

Love,

Sheryl


While this wasn't the only message I got out of the reading this week, it was certainly most on my mind. I will begin a new job next week and it is full of uncertainty and the unknown. I hope to bring a sense of purpose and passion to my new job and to share the possibilities of what I can bring to my new company. This letter will help me remember why I did what I did for the summer.

Week 1 Response 1-Becky Day-What do Humans Perceive?

@Rebecca Day - What do Humans Perceive?

In their book, The Art of Possibility, Rosamund and Benjamin Zander say that humans "perceive only the sensations that we are programmed to receive."  That statement makes me wonder if different individuals perceive different things.  Its been proven that cats, dogs, and other animals see differently than humans, and according to the Zanders, its because they see what they need to see to survive.  But what about humans?  Does one human see things differently than another human?
After reading just the first few paragraphs of the first chapter and thinking about the statement above, I was reminded of the movie Mallrats.  There's a particular scene where Willem (played by Ethan Suplee) has been staring at a MagicEye 3-D poster for hours trying to see a sailboat, while everyone around him glances at the same poster for a few seconds and sees the boat with no problems.  Willem gets aggravated with everyone because they can see the sailboat and he can't.

So why couldn't Willem see the sailboat?  Was he not programmed to see it or was he just not "relaxing his eyes" like the other characters advised him to do?

**I apologize for the quality of the video posted.  The video I wanted to post does not allow embeds, so I couldn't embed it into this post.  It can be viewed here, however.

Week 1 Readings - Draw a Different Frame

As one gets older one sees many more paths that could be taken. Artists sense within their own work that kind of swelling of possibilities, which may seem a freedom or a confusion.
Jasper Johns


Freedom or confusion? Grade A+ or less? How much of our lives are ruled by negativity rather than possibility? What frame have we painted around the picture that shows our lives? What happens when the frame is changed?


The frame of a building is the first step after the foundation is laid. The frame is scaffolding upon which the rest of the construction is built. If it is faulty, weak, or neglected, the results can be disastrous. Recently, The Associated Press reported that a scaffolding collapsed and injured five workers at a college in Vestal, New York. 

The architecture of any structure should be A+. This seems like a simple, logical conclusion for any sort of edifice. However, in reading 'The Art of Possibility', the tendency of people to downgrade the backbone of their internal dwelling became very clear. Destruction results. The expectation for an inanimate home or office is often higher than the hopes for the human heart and spirit.


Assuming the best of others is extremely powerful and an art that should be cultivated carefully and deliberately. The frame should be redrawn with the highest quality of materials: sharing, positive words, encouragement, high hopes, and an emphasis on what is achieved rather than what is lost.


A negative attitude based on "scarcity-thinking" creates hoarding, competition, closed-mindedness, and selfishness. This weakens the frame within, and damages the infrastructure of other relationships.