Liz Lerman - Dance Meets Genetics

This is a link to the video: Dance Meets Genetics ( I had troubles embedding it into the post).

It was a presentation made as part of the Penny W. Stamps Distinguished Visitors Series at the University of Michigan School of Art & Design. It was presented on April 5th, 2007.

I found this video interesting for several reasons. Being a graphic design student we are constantly at the intersection of many different disciplines. Many people are often surprised that as a graphic design student I am doing a thesis that is heavily based in the psychological and educational world. Liz Lerman's work as demonstrated in that video is a wonderful example of exactly that; bringing together two disciplines that are seemingly unrelated and creating something both beautiful and informative. 

The second reason I found this very interesting is that is is a fabulous example of Creative Intelligence. She has used her skills of visualization and her kinesthetic ability to create what may be considered and abnormal solution to a normal problem. Using her wonderful right brain to come up with an unconventional piece.

This also got me to thinking about the reasons why dancing isn't generally considered a normal way of presenting information. What is stopping us from using dance in the boardroom?

Writing the Research Paper

Writing the research paper this week had been both enlightening and frustrating. The continuation of my research into new domains gets me excited and makes me want to keep moving forward but my return to what is now old news to me is dragging me down. When I still have so much to move forward on I feel it is not yet time to reflect on what I have already learned but I far the deeper I get into my research the more reluctant I will be to compile it. Perhaps, if I had started to compile it more as I was going it would have been better but at the same time it is much easier to compile information once you start to understand where it has already led you.

When I get too frustrated with trying to write down something I already know I try to take a break by moving on to something I am in the middle of learning (something that is still creating sparks). It is a frustrating task for me but I am hoping that by the end of this grueling week I can get down what I already know leaving only to fill in the gaps of what I am still learning.

Feeling A Little Lost...

One Laptop Per Child Program

I am putting up these videos for several reasons.

1) It's a program that has a very bright outlook and a great core message. I think that all children deserve an equal opportunity to learn and be involved in their education. That's the most basic reason behind my thesis.

2) I will be creating a video as part of my final product and I think that this sort of video format is perfect. I want to do away with the cheesy live-action videos of before. With their synthetic music and dated clothes and hairstyles. I would like the final product to be graphic much like this one so that no bad acting would be required. 

Tim Brown: The powerful link between creativity and play

Benjamin Zander: Classical music with shining eyes

This may not seem like a relevant video to my thesis but the shining he talks about in his speech is exactly what I am looking to achieve. 

Sir Ken Robinson: Do schools kill creativity?

Multiple Intelligences

The Basics:

There are seven criteria for determining an intelligence

Each intelligence has a computational capacity that originates in human biology and psychology  (6)

7 Original Intelligences:

Musical Intelligence (8-9)

- notes and keys are the language

- argument for: autistic children who can't talk but can play music

Bodily-Kinesthetic Intelligence (9-11)

- the body creates the language

- argument for: people who may be able to do some movements without thinking can't do them consciously (apraxia)

Logical- Mathematic Intelligence (11-12)

- they can arrive at the answer without solving it step by step 

- this is the intelligence used for IQ tests

- savants can perform great feats of calculation but may be deficient in other areas

Linguistic Intelligence (13)

- the universal intelligence

- some people will make up their own language before they are taught

Spatial Intelligence (13-14)

- navigators can map locations in their head using the stars, water colour, etc

- processing in right cerebral cortex

- a blind person may not have visual perception but will have great spatial intelligence

Interpersonal Intelligence (14- 16)

- insight into other people 

- when Anne Sullivan taught Helen Keller she did not depend on verbal language

- if the frontal lobes get damaged a person's personality would change 

Intrapersonal Intelligence (16-18)

- knowledge of oneself

- aphasiacs ["a loss of the ability to produce and/or comprehend language, due to injury to brain areas specialized for these functions"*]: according to the testimony of those who made a recovery although their general alertness decreased and they felt depression over their condition they never felt like a different person/ they continued to to have the same dreams, goals, etc

- interpesonal and intrapersonal intelligence both feature problem-solving as an intelligence

Conclusions (23-24)

1) we all have the full range of intelligences

2) no two people have the same intellectual profile 

3) having a strong intelligence does not mean you act intelligently

*http://en.wikipedia.org/wiki/Aphasia

Things to address

What are visual-spatial learners (VSLs)?

How do VSLs differ from auditory-sequential learners?

How can you identify VSLs?

- test?

What techniques can VSLs use?

- note-taking

- memorizing

- understanding

How can that be applied to a curriculum?

Initial Notes

Visual-Spatial Learners:

- think in pictures

- learn all at once

- do not learn by repetition

- learn the big picture first and then the details

- are non-sequential

- are system thinkers: understand large amounts of information but may miss the details

Two kinds of learners:

Visual-spatial learners and auditory-sequential

At least one third of students are VSL (Visual-Spatial Learners)

Note-taking:

- they use acronyms and symbols

- they often use drawings to understand (which most teachers consider doodling and not paying attention in class)

They often can't explain how they got to an answer because they can just see it

They are also very likely to develop their own systems of doing things

Questions

What tools help visual learners?

What media will help them the most?

How can you explain visual learning?

Is it better to educate people on visual learning or re-vamp the curriculum to cater more to their learning?

What's the best way to teach people about visual learning?

- Seminars? Pamphlets? Presentations? etc?

What is the best way to apply visual learning to the current curriculum?