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1.

Designing Culture: The Technological Imagination at Work

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"The renowned cultural theorist and media designer Anne Balsamo maintains that technology and culture are inseparable; those who engage in technological innovation are designing the cultures of the future. Designing Culture is a call for taking culture seriously in the design and development of innovative technologies. Balsamo contends that the wellspring of technological innovation is the technological imagination, a quality of mind that enables people to think with technology, to transform what is known into what is possible. She describes the technological imagination at work in several multimedia collaborations in which she was involved as a designer or developer. One of these entailed the creation of an interactive documentary for the NGO Forum held in conjunction with the UN Wo [...]
Book
2011
Clemons (CHECKED OUT)
2.

Why Man Creates

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Interactive media program that demonstrates in its form and content, the nature of the creative process and discusses the variety, richness, and importance of creative vision.
DVD
2005; 1968
Clemons (Stacks)
3.

More Human Than Human

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Why do we prefer images of bodies which don't look like us? This programme looks back through history and the changes to the representation of the human body and what these representations can reveal about the culture of that time.
DVD
2011; 2009
Clemons (Stacks)
4.

How Art Made the World

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Reveals how the first big artistic discoveries were made and how they have cascaded down the centuries to define the look of the present day. Encompassing everything from cave paints to ceramics and pyramids to palaces, this film explores the global trend for unrealistic depictions of the human body; the secret powers of the feature film; how politicians manage to manipulate people so easily; visions of the afterlife; and why we use imagery at all.
DVD
2006
Clemons (Stacks)
5.

Inspired by Bach The Sound of the Carceri: The Second Cello Suite, Composed by Johann Sebastian Bach : The Carceri D'invenzione, Engravings by Giovanni Battista Piranesi, Architect

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Yo-Yo Ma and film director Franco̧is Girard collaborate in an interdisciplinary artistic exploration of Bach's second cello suite in the context of 3-D "virtual" computer renderings of Giovanni Battista Piranesi's carceri (prison) etchings.
VHS
1997
Ivy (By Request)
6.

Developing Students as Artists [electronic resource]

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Participants explore how arts teachers help students develop knowledge and fundamental skills while providing opportunities for creativity and independence. First, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects. Then a theatre teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert. In an intermediate visual art course, a teacher builds on students prior learning in a foundation course. Finally, a vocal music teacher works with two classes: students learning to read music and an advanced jazz ensemble.
Online
2005
7.

Addressing the Diverse Needs of Students [electronic resource]

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Participants meet a visiting theatre artist who takes advantage of the different backgrounds and learning styles of ninth-graders to help them understand and embrace the playwriting process. A visual art teacher brings top honors art students and students with disabilities together, so they can learn from each other. As a music teacher works with different classes, but addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.
Online
2005
8.

Choosing Instructional Approaches [electronic resource]

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Demonstrates that Arts teachers take on a variety of roles, and use many different instructional techniques as they engage with their students; that they can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, or audience members. In this session, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges. Next, an acting teacher becomes a facilitator as his students report on research about theatre history. Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students individual needs. Finally, two dance teachers engage students in critical analysis of a painting, as a way to encourage [...]
Online
2005
9.

Creating Rich Learning Environments [electronic resource]

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Demonstrates how Arts teachers create a safe environment where students feel free to express their thoughts and feelings and take creative risks. In this session, participants meet an Acting I teacher help students let go of their inhibitions and an Acting II teacher encourage students to take creative risks as they interpret monologues. In a dance class, a teacher asks students to work closely in pairs so they can study subtle aspects of movement technique. In a visual art department, the teachers work together to create a community that gives students multiple outlets for artistic learning. Finally, a music teacher builds his students confidence and skills as they learn the basics of improvisational singing.
Online
2005
10.

Fostering Genuine Communication [electronic resource]

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Demonstrates how Arts teachers communicate with students, and students communicate with each other, in respectful ways that encourage communication of original ideas through the arts. Participants meet a dance teacher whose students draw choreographic inspiration from poetry and sign language. A visual art teacher gives her commercial art class a fanciful assignment that enables them to communicate a concrete idea through several visual media. A theatre teacher encourages student interaction around the dramatization and staging of fables. Finally, a vocal music teacher asks her students to use descriptive praise to critique the performance of a fellow singer.
Online
2005
11.

Nurturing Independent Thinkers [electronic resource]

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Demonstrates how Arts teachers use formal and informal strategies to assess their students progress and to modify their own teaching practices. Participants meet a vocal music teacher who splits his choir into groups that give each other feedback; he also has students tape-record themselves during rehearsal, so he can judge their individual progress. A dance teacher critiques original choreography by a student and asks her peers to participate in the process; this feedback helps the student deepen the impact of her work. Next, theatre teachers give an in-depth critique to a student, and then ask him for feedback on their teaching. Finally, a visual art teacher helps students develop their observation and analysis skills throughout their high school careers, so they learn to be their [...]
Online
2005
12.

Making the Most of Community Resources [electronic resource]

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Demonstrates how Arts teachers can develop relationships with community members and organizations by bringing artists into the classroom, taking students beyond school walls, and asking students to draw inspiration from the voices of their community. Participants observe a guest choreographer who challenges the students with her working style and expectations. A visiting theatre artist helps playwriting students develop monologues based on interviews with people in the neighborhood. A visual art teacher and her students work with community members to create a sculpture garden in an empty courtyard at their school, drawing inspiration from a nearby sculpture park. A band teacher invites alumni and local professional musicians to sit in with her classes, giving students strong musical [...]
Online
2005
13.

First Steps [electronic resource]

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Provides an overview of the first steps teachers should take when working with student writers. The educators, researchers, and writers featured in the video programs talk about specific goals they share with their students, recognizing the local, state, and national standards that serve as a floor, not a ceiling, for their work. They also express the benefits and value student writers find as they grow as writers, communicators, and thinkers. Judith Ortiz Cofer leads the featured teachers in a writer's workshop activity focused on word triggers and their place in the processes of writing.
Online
2004
14.

A Shared Path [electronic resource]

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Explores the atmosphere students need to grow as writers. Teachers talk about the physical set-up of a writing community, the importance of reading in a writing classroom, and their own roles as co-writers in the community, showing how these practicalities and philosophies actually work in setting up communities where trust and mutual respect are the hallmarks. In a writer's workshop, the teachers react in writing to Judith Ortiz Cofer's assignment: hiding and revealing through language.
Online
2004
15.

Different Audiences [electronic resource]

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Examines the "self" most writers address, showing how the concept of writing for an audience is threaded throughout the dynamic and nonlinear processes of writing. From there, the session looks to a wider range of audiences, examining the demands the student writer encounters in addressing audiences in language arts and other disciplines, and audiences on other levels, such as those encountered in college and the job world. Classroom experiences show how writing community members think about, plan around, and address audience expectations. The teachers tackle the same theme for different audiences in a writer's workshop led by Judith Ortiz Cofer.
Online
2004
16.

Different Purposes [electronic resource]

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Teachers examine the relationship of purpose and form, presenting classroom examples of students working in many genres, including persuasive writing, memoir, and poetry. Their subsequent analysis underscores what students can learn by examining commonalities and differences among genres and the value of multigenre projects. In the writer's workshop, the teachers select a genre or a combination of genres to share vivid events from their lives.
Online
2004
17.

Usage and Mechanics [electronic resource]

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Focuses directly on key questions of grammar and mechanics: When should student writers and reviewers of student work pay attention to usage and mechanics? Does teaching grammar in context really work? Why should these things matter? Grammar experts add to the conversation, analyzing its role in communication and providing ways to bridge the connection between message and mechanics. In the writer's workshop, Judith Ortiz Cofer challenges the teachers to use only one sentence form to tell a story.
Online
2004
18.

Providing Feedback on Student Writing [electronic resource]

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Teachers, researchers, and authors discuss and demonstrate effective ways to conference and comment on student work and direct other members of the writing community to do the same. While offering great tips on structuring peer review, Judith Ortiz Cofer directs the teachers as they comment on each others' work during this session.
Online
2004
19.

Learning From Professional Writers [electronic resource]

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Educators, researchers, and noted authors offer innovative ways to bring the voice of the professional writer into the classroom. Teachers show how professional works by favorite writers can be the seeds for engaging classroom activities, while authors talk about their own writing processes and writing heroes. Includes interviews with Maxine Hong Kingston, Patrick Jennings, Margo Jefferson, Christopher Meyers, Amy Tan, Ruthanne Lum McCunn, and Tracy Mack. Judith Ortiz Cofer guides the teachers through an exercise triggered by a line from one of her favorite poets, Richard Hugo.
Online
2004
20.

Writing in the 21st Century [electronic resource]

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Examines how teachers can make the best use of the new resources available to writers. The teachers show some beginning steps they have taken to integrate technology into their instruction and their professional lives, and talk about the benefits and challenges evolving media present to them and their students. In the writer's workshop, Judith Ortiz Cofer leads the teachers as they reflect on the effect of technology in their lives.
Online
2004