Pink’s Reading Response 4/6/10

Pink’s Reading Response 4/6/10

In the age of Abundance -- appealing only to functional, logical, and rational requirements is not enough. Design, empathy, play, and other "soft" aptitudes have become the focal point for individuals and companies that want to stand out above the others in a crowded marketplace. Look no further than Apple's design-triumph, the physically appealing and emotionally compelling iPod, for quick confirmation of this notion! Looking at trends, Pink concludes outsourcing of white-collar jobs (knowledge work) to nations in Asia will have profound "long term effects" on the economic well-being of Australia, Germany, Japan, the UK and the US. Just as factory jobs flowed out of the country during the eighties, globalization of white-collar jobs will soon follow. Consequently, most Americans will need to come up with a new skill set that is not abundant overseas. Even if Pink is wrong, and Abundance and Asia aren't transforming America, rest assured that Automation is. Pink cites specific examples of how Computer Programming, Law, and Medicine have been radically altered by technology. You'll notice this trend in even simpler venues (like self-checkout at supermarket and department store chains) throughout the US. Transaction based jobs may soon start declining. Now here are a few key items worthy of consideration, when it comes to your present or future career track. Can computers do it faster? Can overseas labor do it cheaper? Are your skills in demand? Are your skills overly abundant? Eventually we'll all have to find new jobs. The Agricultural Age and Industrial Age have fallen away, and the Information Age is fading fast. We're hurtling into the Conceptual Age, where the majority of jobs will be held by people that create something, or by people that are capable of empathizing with others. Most of these jobs will require care, humor, imagination, ingenuity, instinct, joyfulness, personal rapport, or social dexterity.
Pink explains High Concept, High Touch, avenues of growth that are likely to appear, delves into the importance of gaining an MBA or MFA, and then compares the differences between IQ and Emotional Intelligence in rough metaphor. He then closes Part One with two pages of observation on the baby boomer generation, and their newfound gravitation toward meaning and transcendence, and away from the allure of wealth. Most of A Whole New Mind actually resides in Part Two, wherein a complex theory of the "six senses" that one could harvest to build a whole new mind. Design is an asset above function. Story is an asset above argument. Symphony is an asset above focus. Empathy is an asset above logic. Play is an asset above seriousness, and Meaning is an asset above accumulation. After an extensive essay about each of these six components, Pink includes a "portfolio" of exercises (further reading, tools, and websites) that one could call upon to enhance this mindset, all being useful.

Pink’s Reading Response 3/15/10

Pink’s Reading Response 3/15/10

Pink that covers creative thinking and other aspects of success. Ostensibly geared toward career pros, this non-fiction title analyzes transitions in society as America migrates from an Information Age to a Conceptual Age economy. The text is not academic -- instead it is more biographical, intuitive, observational, and playful. His book is a real triple threat of content, style, and visual presentation. Pink shares this experience to illustrate normal brain function -- to note a few misconceptions about the way the brain divides work -- and then posits that while most people integrate both left and right brain activity, R-Directed Thinking will increasingly be relied upon in the future, by people that want to succeed in business or life. Here is the crux of what Pink is trying to relay. America is currently organized around a cadre of accountants, doctors, engineers, executives and lawyers. These "knowledge workers" excel at the ability to acquire and marry facts to data, and these abilities are typically accrued through a series of standardized tests such as the PSAT, SAT, GMAT, LSAT and MCAT. (As an aside, Department of Education only serves to increase the number of L-Directed Thinkers, providing corporations cheap labor in abundance.) Pink asserts this regime of L-Directed Thinking in America is diminishing due to three factors: Abundance, Asia, and Automation

Pink's Reading Response 3/2/10

Pink’s Reading Response
3/2/10

Pink is absolutely right: creativity and innovation will be a boon for post-industrial, post-information age workers now that countries like China and India can produce cheaper knowledge workers. However, the economics of supply and demand will simply do the same to this new conceptual age worker that it did to programmers and MBAs. Once the economy is flooded with talented designers and creative personnel, the market will correct and wages will fall. And many creative and brilliant "whole brain" workers will become yet again another glut of talent. In the end, the market favors no whole class of worker but rather the most unique and talented of a class. And this has always been the case.

A Whole New Mind 2/20/10

Reflective Writing

A Whole New Mind is the kind of book that many life coaches will love. Pink presents ideas that will reassure us we can have fun while reaching success. Creativity wins. Meaning matters more than money. Your job (and even your industry) could be automated or exported out of existence.

This book reminds me of newspaper articles about "new jobs for aging boomers," where the fine print describes a few boomers in exceptional circumstances who continued their jobs, rather than moved to new ones. Or we get warned about "shortage of management talent," but thousands of managers can't find jobs. Similarly Pink optimistically reports evidence that we're moving to a more creative, right-brained society. Executives attend seminars on humor and story-telling. Design is used to differentiate me-too products. But for the most part, corporate jobs and rewards continue to accrue to the left-brained. Maybe a few top execs at a few companies go to seminars on story-telling. The rest of the employees get measured on hard numbers and are lucky if they find time to tell bedtime stories to their kids. Another example: Pink identifies medical training aimed to create kindlier, more empathic doctors. But in reality, once physicians are forced into managed care systems with mandated 7-minute consultations, they're lucky to find time for a civil "Good morning."

A.R.T.S. APS Action Research Project: How Do I Improve Sight Reading Skills in a High School Band?

I. Description of the Problem:

A. Sight reading is reading and performing a piece of written music, specifically when the performer has not seen it before. It has been notated that a lot of authors in music literature commonly use the term "sight-reading" generically for the ability to read and produce instrumental music at first sight. The conversion of musical information from sight to sound. It is also considered to be sight playing. I think the differentiation leaves a more restricted use of the term "sight-reading" for the silent reading of music without creating sound by instrument.

A lot of high school students are placed in classes according to availability and not skill level. This could be a major problem with the productivity of successful or advanced sight-reading skills.

II. Aim of Study: How Can Sight Reading Improve?

The ability to sight-read depends on a strong short term music memory. Rhythm is the most

important part of sight-reading. If you play wrong notes but the correct rhythm, you will be

in the correct place. If you play the correct notes but the wrong rhythm you will quickly

become lost. Musicians improve sight reading by creating random measures of rhythm.

III. Domain of Study:

Intermediate Concert Band

Level: 9th - 12th Grade _ Length 2 Quarters_ Credit: 1_ Classes Daily: 1hrs 35min.

Students taking this course are provided with a balanced comprehensive study of music

through the concert band, which develops skills in the psycho motor, cognitive, & effective

domains.

Students have the opportunities to experience live performances by professionals during

and outside of the school day. Time outside of the school day may be scheduled for rehearsal

and performances. A limited number of public performances may serve as a culmination of

daily rehearsal and musical performance opportunities outside of the school day that

support and extend learning in the classroom.

In addition, students perform with expression and technical accuracy. A large and varied

repertoire of concert band literature that is developmentally appropriate. Evaluation of

music and music performances are included.

IV. Methods/Drills

A. Having students to drill rhythms daily to enhance sight playing skills.

B. Repeating Drills & rhythms constantly with different tome signatures and rest.

C. Design patterns that students are familiar with, but not aware of the written pattern for more productive outcomes

D. Back rest are very important with including sight reading drills for notoriety of reoccurring

rhythms in various time signatures.

V. Results:

A. Several Methods have been used to improve sight reading , but drilling rhythms including rest in various/ selected time signatures have been more beneficial to my band program. Having students to reorganize where down and upbeats are in measure also has gained confidence in reading at sight. I have approached this problem from several angles and I have realized that if my student can clap and sing rhythms they can play them. CONFIDENCE also has

been a key factor at developing better sight reading skills. Mastering fundamentals WILL

assure better sight reading skills.

IV. Analysis:

A. Performances: Perform repertoire proficiently.

B. Notation: Demonstrative standard music notation competence

C. Evaluation: Analyze, describe, and evaluate the music

D. Relation: Comprehend music, culture, history, other arts, and other disciplines.

VII. Conclusion:

Most students do not sight read well because it requires specific instruction which is seldom

given. A major challenge in sight reading instruction is obtaining enough practice material. Since practicing rehearsed readings does not help improve sight reading, a student can only use a practice piece once. Therefore, the material must be at just the right level of difficulty to improve their individual sight-reading skills.

Universal Studios "STARS" Performance Program

Sorry, I was not able to attend the class on April 17, 2010. I was at a performance in Orlando, Florida with the band in representation of our school system. It was a great opportunity for exposure and a remarkable experience for the students. A lot of them had not had the privilege or chance to visit the astonishing attractions that Orlando has to offer. Due to their participation with the band program at South Atlanta High Educational Complex they were granted what may be a once in a life time experience.

Refective Writing 3/13/10

The artistic class was quite creative today as we prepared for our end of year field experience. We collectively came up with a title, theme and components/characteristics for an instrumental presentation which revolved around the sounds of nature. I think we a have pretty sound foundation for a remarkable performance.

The aesthetic class was very informative in reference to where we should be at the moment with our action projects. We were told how we should prepare them for our presentation and which components should be used sequentially to guide us towards completion. We were also delighted with a remarkable solo performance.