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Posts Tagged ‘art

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Art without science might be entertaining, but it breeds ignorance of how the world works.

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Science without art might provide explanations, but it removes what makes us human.

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One thought that crossed my mind as I watched this video was how much science undergirds and enables the art. The same could be said about pedagogy.

I define pedagogy as the science and art of teaching. The science refers to the theoretical principles, experimentation, and research of what might be quantified about teaching. The art is the practice getting better with critical and reflective practice. Do one without the other, or favour one over the other, and we are unlikely to teach effectively.

Returning to the Seven Terraces in Georgetown, Penang, was like revisiting a friend’s home. A very rich friend’s very large home.

Like my first visit 2.5 years ago, I never got to meet this friend, but I met many of his staff. They were warm, professional, and polite. In both stays, my family and I got extensions at no extra cost thanks to late flights and accommodating front desk folk.

There were also some not-so-subtle changes to the decor. One was this art piece that featured an elephant-giraffe.

This was not there in November 2015. I took this photo of my wife and son in the same spot then.

Like any good art, the piece sparked thought. For me, it was how easy it is to take sides — either extreme with clear views or somewhere in between with a jumbled ones.

While some might point out that only the extremes offer defined views, I prefer to focus on changing one’s perspective by walking back and forth. Doing that takes effort.

The effort was minimal in the case of the art piece. It might not be so easy when trying to see something from someone else’s vantage point. But making the effort is important in both cases.

Some might say that the YouTube video below is a good example of combining science and art.

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I agree. I would also add that such a combination creates perspective. This could mean helping us see what we could not before or seeing something unexpected as a result of the combination.

What we see projected as a shadow is another subtle message — there is one entity with severals sides, each of which is only apparent when we make the effort to change the perspective.

I spent my last day in London in the Old Truman Brewery area. I did not plan on being there.

I had visited Poppies for its fish and chips the evening before. On my way back, I spotted a billboard advertising the exhibition.

The next day I visited The Art of the Brick, took some photos, and enjoyed some street food.

It was a wonderful way to leave London thanks to serendipity.

It is Friday and time for something light.

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What is inspiring?

A 98-year-old man who has wet macular degeneration but uses MS Paint to create works of art that he can barely see.

This is technology integration at its most powerful.

It is meaningful and personal. It allows users to express and create. It goes beyond what you can see to what you thought you could only imagine.


I chanced upon this display in NIE along the stretch where those that specialize in the visual arts occasionally display their work.

The statement was “Do you know that too much use of technology decays your ietnllginece (sic)”.

I know that the word “intelligence” was misspelt for effect and the statement was designed to provoke. Here are a few of my responses.

My first reaction was: Did you know that if you spell check, you might come across as more intelligent? Punctuation also helps the statement be read as a question. But that reaction adds little value to the conversation and merely indicates that I did not “get” the point.

My second reaction was that a more reasoned statement might read: Thoughtless use of technology might make you seem less intelligent. But a statement like that might not tickle the cerebral cortices as much.

What worries me is student teachers who see the piece and read the statement as fact instead of a point of discussion. I think this form of negative technology determinism is frighteningly common. It is our responsibility as educators to think, do, and show otherwise instead of adding fuel to this destructive and retarding fire.

One other thought. What if the art work was interactive? What if you could visit a URL or scan a QR code to tweet your opinion or leave your thoughts in an online space?

What if we actually used technology to not just expand the reach of art (or any other subject), but also to increase our collective intelligence by sharing and discussing?

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