Chapter 10 - Telling Stories

Last weekend, I sat through a great program about the life of free Blacks during slavery. There were four presenters that presented information to the group, and it was a case study for how to give presentations. The presenters shall be nameless to protect the innocent. The first presenter elaborated on the material life of slaves and free blacks antebellum. Her style was very scholarly and dry, which was difficult to listen to. It just made me think of youngsters being presented great information but being disconnected because of the delivery style. I am glad that as an adult that I can concentrate through the delivery of such a style, which is a true skill. The last presenter was an actress that played the role of a great educator in our county and she interacted with the crowd through call and response and other techniques. We were on the edge of our seats listening the great story of Ms. Virginia Randolph. The information was great from both presenters, but the art of storytelling is hard to beat. Sometimes being too scholarly is a deficit if you don't reach the target audience. References Burmark, L. (2011), They Snooze You Lose: The Educator's Guide To Successful Presentations

Chapter 11 - Engaging Senses

The last few chapters in the text threw me a curve ball. I was just trying to see how I was going to implement the strategies beyond the original scope of the assignment. The themes that I chose in the presentation were very artistic in nature and I can see how it could engage the senses more deeply in an art class where the student learners were being taught by an upcoming artist and had the opportunity to smell the paint, feel the textures of the ingredients as they learned how to mix them into the paint. Can your hear the bold sounds of the music in the background as the painter broadly strokes the medium? If I would have developed a big picture of the initial presentation and how it could be incorporated in a workshop that the learners had access to manipulatives and other tools would have been wonderful. In the next chapter, when we put it all together then I will rearrange to the scope and breadth of the work to make learning about copyrights memorable instead of just informational. References Burmark, L. (2011), They Snooze You Lose: The Educator's Guide To Successful Presentations

Basquiat 5 - Modifications 8 and 9

In this iteration of changes, I added music to slides 3,4,9,10,11,and 12. At the end of this project, I plan to convert to camtasia to lay an audio track below all the slides with my narration above for emphasis.

Copyright snapshot5

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Chapter 9 - Tapping Emotion

A picture says 1000 words! After I graded from college, I had the opportunity to temp for the Christian Childrens Fund in Richmond, Virginia. While I was working on some mundane administrative task, I never really looked at the marketing materials. Mom and dad used to say to eat all of your food, because some children do not have anything to eat at all. Back then as a kid, you just ate your peas without questioning the deeper question. Why? Why are children hungry around the world? There are many theories on that subject. The picture is compelling and taps into your emotions whether pro or con of contributing. The images of the child workers was stirring and made me think about the industrial revolution. They tell a story in their faces by not really knowing that they were being exploited. The price of Capitalism in a lost youth working to help the family make ends meet. As educators, we may be addressing the remnants of this age and its affects on the work ethic and family structure. For example, in the 1950s the tracking system was implemented to determine who would be the professionals and workers to continue in the realm of mindless repetitive tasks. I guess much hasn't changed because someone has to work at the mall and some in the tall buildings. Either way Americans are working more to make ends meet! References Burmark, L. (2011), They Snooze You Lose: The Educator's Guide To Successful Presentations

Chapter 8 - Playing Music

Well, we are in the final few days of Black History Month! It is amazing the new facts that I learn every year about the journey of African-Americans. As an information buff, I enjoy watching informative documentaries and I had the opportunity to see one about Virgnia Union University, which is the institution that my father teaches french. The beginning of the documentary started with the Fugitive Slave Act of 1850. One of the integral members of the institution and its founding was captured in Massachusetts and brought to Richmond and jailed. The documentary used a combination of old pictures with music to set the stage to the narration about the story. The music was not overwhelming where it would distract from learning about the material. It is a skill in choosing the appropriate music for any presentation that it would be included. As I had suggested before with regard to humor, music should not be handled by the novice, because it is a fine line to set the mood with music verses being a distraction. In the development of future workshops, I think that music could definitely be used for transition to break the monotony and rev up the crowds emotions. Sing along songs from period music is always a winner, especially if I am singing partial words off tune to make a point on active listening. References Burmark, L. (2011), They Snooze You Lose: The Educator's Guide To Successful Presentations

Enigma Murder

Enigma murder

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Basquiat 4 - Modifications 5,6, and 7

In this revision, I changed the text of the slides to dark blue and increased the graphic sizes as appropriate. In the previous revisions, I tried to choose images that were abstract and stood out. Added the Bobby Seale image from the Chicago 7 trial to the What is a copyright slide, and an image of the Brown Hornet on the Resources are Plentiful slide.

Copyright snapshot4

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