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Gone is the computer. Here is a fountain pen and paper. It is easier to spread out, easier to gather up ideas in bundles … better for brain? This has the makings of a dissertation.
Familiarity and mastery
Your head gets into a place it never wants to leave. You take command of a subject and want to build on it.
Or should do. I resist mastery in favour of novelty.
So I have to find ways to keep everything fresh. To seek out the challenge.
According to Coursera, the 'learning facilitator', a new role that they are developing and will wear several different hats: managerial, technical, social, and pedagogical.
Coursera goes on to say that "effective facilitators must know how to guide learners in their learning journey, provide formative feedback, offer technical guidance, foster community, and communicate in a way that encourages learners to construct knowledge together".
This 'facilitator' role is somewhat more demanding than the current Coursera 'moderator' who is there simply to nudge things along. This Facilitator role sounds more like the Open University 'Associate Lecturer' (AL) – a practitioner, a graduate of the course they support, and typically someone at PhD or PhD candidate levels. The Coursera moderator is merely someone who recently took the course on which they plan to moderate and gained a score of over 82% and have done the Coursera E-Moderator MOOC.
The development of the Coursera Facilitator is in line with their move increasingly towards developing undergraduate and postgraduate degree courses.
Where Coursera will struggle is expecting facilitators to have enough technical knowledge to do much more than answer the most basic technical questions: they need to know where they can turn. Also those who have invested so much to gain this greater academic knowledge required to be a facilitator will expect to be paid. Coursera will be charging, as they do increasingly as they move away from the Massive Open Online Course (MOOC).
From the introduction to the Polish documentary on Zbigniew Alexandri Pelcyznski. (see below for computer translation)
Bohaterem filmu jest prof. Zbigniew A. Pełczyński, w młodości żołnierz powstania warszawskiego, dziś filozof polityczny, emerytowany naukowiec i działacz społeczny lub – jak to sam określa – “przedsiębiorca społeczny”. Dwukrotnie ranny w walkach w stolicy w 1944 r., na krótko przed upadkiem powstania dostał się do niewoli i trafił do obozu jenieckiego koło Bremy. Siedem miesięcy później, pod koniec kwietnia 1945 r., obóz został wyzwolony przez Amerykanów. Młody Pełczyński wstąpił do brytyjskiej armii, by dalej walczyć. Pragnął też studiować. Miał szczęście: wraz z kilkoma innymi kolegami z AK trafił na uniwersytet St. Andrews w Szkocji. Specjalizował się w filozofii politycznej, w 1951 r. przyjął brytyjskie obywatelstwo i otrzymał etat naukowy na uniwersytecie w Oksfordzie. Dobrze czuł się w Wielkiej Brytanii, cenił i lubił tamtejsze obyczaje, kulturę, ludzi. Wrósł w swoją drugą ojczyznę. Jak powiada, “zrepolonizowała” go dopiero “Solidarność”. W początkach III Rzeczpospolitej był doradcą Sejmu i URM, ale nie odniósł na tym polu wielkich sukcesów. W 1994 r. zakończyła się więc jego kariera doradcy, lecz po kilku latach intensywnej działalności w Polsce nie chciał wracać do spokojnego życia emerytowanego wykładowcy i swego domu na angielskiej wsi. Zainicjował współpracę między uczelnią w Oksfordzie i Uniwersytetem Warszawskim, stworzył system stypendialny dla studentów z Polski. W 1994 r. założył też Szkołę Liderów, która w ciągu 10 lat funkcjonowania przekroczyła granice Polski: w jej zajęciach coraz liczniej uczestniczą bowiem także młodzi ludzie z Ukrainy czy Gruzji. Celem szkoły jest kształtowanie postaw i stanu świadomości charakterystycznych dla otwartego społeczeństwa obywatelskiego, przygotowywanie młodych kadr zdolnych rządzić krajem, lokalnymi społecznościami, dużymi firmami – ludzi otwartych, kreatywnych, elastycznych, umiejących korzystać z cudzych doświadczeń. Opowieść o prof. Zbigniewie Pełczyńskim nie jest typowym filmem biograficznym, choć wiele w niej szczegółów z życiorysu bohatera, wyjaśniających, jakie wydarzenia i czynniki kształtowały jego postawę życiową, wpływały na jego wybory, skłoniły go do podjęcia określonych działań. To raczej filmowy esej, w którym losy tytułowego “lidera” stanowią punkt wyjścia do refleksji zarówno historycznych nad postawami powstańczego pokolenia, jak i tych całkowicie współczesnych, dotyczących reformy oświaty, a zwłaszcza szkolnictwa wyższego, możliwości kształtowania liderów społecznych i intelektualnych. Licznym stypendystom z Polski uniwersytet oksfordzki stworzył warunki, jakich nie był w stanie zapewnić im rodzimy uniwersytet. Losy i działalność prof. Zbigniewa Pełczyńskiego poznajemy z jego relacji, a także z wypowiedzi ludzi, którzy go znają prywatnie lub współpracują z nim: prof. Leszka Kołakowskiego, prof. Jerzego Kłoczowskiego, Bolesława Taborskiego, Timothy’ego Gartona Asha, Elizabeth Frazer, Johna Adaira, prof. Jana Krzysztofa Bieleckiego. Z kolei polscy stypendyści Oksordu i zatrudnieni na tej prestiżowej uczelni młodzi naukowcy z Polski, m.in. dr Marcin Walecki, dr Grzegorz Plebanek, dr Wiktor Maciejewski, Piotr Drag, Agnieszka Grodzińska czy Witold Czartoryski mówią o pozytywnych stronach systemu stypendialnego stworzonego przez prof. Pełczyńskiego, i ogromnych możliwościach, jakie otworzyły się przed nimi wraz z przyjazdem do Oksfordu. Absolwenci Szkoły Liderów, tacy jak Adam Krzanowski z Krosna, swoją pracą na rzecz miasta i jego mieszkańców, dowodzą natomiast praktycznej przydatności takich kursów. [TVP]
Courtesy of Google Translate:
The protagonist is prof. Zbigniew A. Pełczyński, in his youth a soldier of the Warsaw Uprising, today, political philosopher, a retired scientist and social activist or – as he describes – “social entrepreneur.” Twice wounded in the fighting in the capital in 1944., Shortly before the fall of the uprising he was captured and was sent to a POW camp near Bremen. Seven months later, in late April 1945., The camp was liberated by the Americans. Young Pełczyński joined the British army to continue fighting. Also he wanted to study. He was lucky: along with several other colleagues from AK went to the University of St. Andrews in Scotland. He specialized in political philosophy in 1951. Adopted British citizenship, and received time researcher at the University of Oxford. Well felt in the UK, valued and liked rustic customs, culture and people. He has grown into his second motherland. As he says, “zrepolonizowała” it with “Solidarity”. At the beginning of the Third Republic was an advisor to the Sejm and the URM, but did not comment on this area of great success. In 1994. So he ended his career counselors, but after several years of intense activity in Poland does not want to return to the quiet life of a retired teacher and his home in the English countryside. Initiated the cooperation between the university at Oxford and the University of Warsaw, he created a system of scholarships for students from Polish. In 1994. He founded the School of Leaders, who during 10 years of operation exceeded the limits Polish: in her classes growing numbers participate because the young people of Ukraine or Georgia. The aim of the school is to shape attitudes and awareness characteristic of an open civil society, preparation of young talent able to govern the country, local communities, large companies – open-minded, creative, flexible, able to benefit from other people’s experiences. The story of a professor. Zbigniew Pełczyński is not a typical biopic, although many of the details from the biography of the hero, explaining what events and factors shaped his attitude in life, influenced his choices led him to take certain actions. It is rather a film essay, in which the fate of the title “leader” constitute a starting point for reflection on the attitudes of both the historical insurgent generation, as well as those completely contemporary, for the reform of education, especially higher education opportunities to shape social and intellectual leaders.
Numerous Polish fellows of Oxford University has created the conditions under which he was not able to provide them with native university. Fate and activity prof. Zbigniew Pełczyński know of his relationship, as well as the statements of people who know him privately or cooperate with it: prof. Leszek Kolakowski, prof. George Kłoczowski, Boleslaw Taborski, Timothy Garton Ash, Elizabeth Fraser, John Adair, prof. Jan Krzysztof Bielecki. On the other hand, Polish scholars Oksordu and employed in this prestigious university, young scientists from Polish, among others Dr. Marcin Walecki, Dr. Gregory Plebanek, Dr. Victor Maciejewski, Piotr Drag, Agnieszka Grodzińska whether Witold Czartoryski talk about the positive sides of the scholarship system developed by prof. Pełczyńskiego, and huge possibilities opened up before them, with the arrival to Oxford. Graduates of the School of Leaders, such as Adam Krzanowski from Krosno, his work for the city and its inhabitants, demonstrate while the practical usefulness of such courses. [TVP]
Chance had me discussing dreams today and I remembered that last night I had fallen in love. I had to explain it a bit further: I was on a studio set, as a writer or director or producer, or creative instigator of some kind. There were some 30 people, half performers half crew. During the course of the day or evening I fell in love with this girl. I’m 30 again. It was a delicious feeling. I could have drawn her face.
Chance had me trying out Amazon Music and my ‘Modern Folk’ choices had me listening to ‘Christine and the Queens’ who I immediately recognised.
Which is when I realised that I had seen her performing on Jools Hooland’s New Year’s Eve Hootennany and my mind had simply grabbed her from there and superimposed her as ‘the love interest’ in a sweet-dream romance.
Christine and the Queens
The Héloïse Letissier interview
Performing on the Graham Norton Show
The dream was vivid and memorable in the sweetest of ways as I was in my early thirties and falling in love; we both were.
I thought nothing of the dream until this afternoon walking on the South Downs a friend mention a dream he’d had about flying and I shared my ideas on how to understand the meaning of dreams through a set of probing questions. I mentioned that I’d just fallen in love in a dream, that I was on film set of some kind: 15 performers, same number of crew. And I’d fallen in love with one of the team. I even said that I could draw her if asked.
Later today I’m playing around with Amazon music and amongst a set of modern folk singers I recognise a face from New Year’s Eve when we’d watched the last half hour or Jools Hooland. A few clicks and I’m watching ‘Christine and the Queens‘ and instantly recognise the face; so that is what my mind had done. The face had had to come from somewhere.
I love ‘Titled’. I’ve just been listening to ‘Jonathan‘.
A couple of hours ago, before any of this I jotted down a note to myself about a story I will struggle with all my life. I wrote: ‘he can only communicate through drawing’ while she can only communicate through dance’. In honesty I doubt there’s more than a music video in it, and a potentially corny one at that. But it intrigues to give characters I have developed and written about for over a decade such specific parameters. I had the protagonist of ‘Form Photo’ Robbie become an artist 18 months ago when I was working on this piece through ‘Start Writing Fiction’ with the Open University. Suzi’s world was overly complex but I had her leaving unexpectedly, even faking her death, to go and find herself in France. The story lasts a lifetime with Robbie, a kind of Damien Hirst cum David Hockney cum Paul Nash cum Lucien Freud eventually exhibiting massive pieces in the hall of his castle.
Inspiration has to come from somewhere.
May – December 2016
For my record, as a learning exercise and experience and for comparative purposes over the next 6 months.
I am playing with materials, and tools, remembering old lessons and picking up new techniques and approaches.
My goal is to create at least life-size life-drawings, using blocks of charcoal.
The next step is to work on sheets of A1 and to study anatomy more closely.
All works created at sessions with Sussex Arts Club or at Charleston. Sessions typically 2 hours with drawing periods ranging from 5 x 1 minutes to 45 minute sessions. In 2017 I will also be trying the longer pose held over self weeks.
Simple lessons learnt:
- Less is more
- Size matters : hands are the size of the face
- Shade not lines
- Essence, mood and feeling
- Pair up up the right tool and paper
- Study the artists I admire.
Over the last six months I have attended some 16 life drawing sessions. I am noticing an improvement. I hear my later mother at my shoulder all the time. I heed her advice.
Last week I worked on hands and feet; this week I put the body back. I even dared to try to add a face rather than ignore it.
Over 2 hours we did 5 x 3 minutes, 3 x 5 minutes, 2 x 15 minutes and a break. Then 1 x 20, 1 x x 10 …
I keep everything. Mum’s rules.
I never throw anything out and when I start a drawing on a sheet of paper I keep going, just drawing over changes. I rarely use a rubber, unless to erase black to leave white …. so it is like using a crude white pencil.
There is little time to measure the way I was taught doing a 3 hour single portrait; so I muddle between a quick outline and then correcting it, or, as today, placing the key positions of everything that trying to get the lines right first time.
A mesmerising song and an alluring, weird video.
Is this the perfect ‘Set’?
Serendipity has me at the home of my 91 year old father-in-law. Considerably less active than he once was, he still spends his day either reading from an iPad, or, with considerable difficulty, writing and reading emails. (He is blind in one eye with severely limited peripheral vision in the other). Reading only from a screen about 7 or 8 words fill the screen. A young granddaughter is researching a piece about being a ‘war child’. Zbigniew Pelczynski was 13 1/2 when the Germans invaded Poland. He revealed something about learning that I had not heard before.
You’ll soon understand the relevance to learning and the relevance of posting it here: I interviewed Dr Pelczynski on the Oxbridge Tutorial system in relation to learning and the Master of Arts: Open and Distance Education. He is a former Oxford Philosophy Tutor (Hegel) … and East European Politics, and the founder of ‘The Schools for Leaders’ in Poland and other East European countries. Has he retired? Probably. He published his last book four or five years ago and made his last trip to Poland about three years ago.
One of his grandchildren, just started secondary school, had the following questions for him.
1). How old were you and your brother at the beginning of the war?
The war began 1st September 1939. I was then 13 1/2, and my brother was 12.
2). How did the war change everyday life e.g. did shops close?
Shops did not close and in many way life went on as before, however, with time food became more and more scarce and expensive. People who were poor had a very hard time.
3). What did you do for family entertainment?
(I have read that in Poland things like cinema and football clubs were banned)
Well, entertainment was very much limited to the family and especially to birthday, christmas and Easters which in Poland are celebrated in a very big way. Cinemas were open, but the films were controlled so that one was only able to see that the occupiers, the Germans, wanted us to see. There were some interesting German films, but most of them were propaganda. I remember Jude Ze. about a a cruel Jew in the middle ages who caught children who cheated everybody and murdered children for blood. There was a tail that the Jews used the blood of Christian children for Jewish feasts. This was meant to make us feel very hostile to the Jews who were being greatly persecuted by the Germans at the time, put into Ghettos and later sent to extermination camps.
(The film he refers to is ‘The Eternal Jew’ )
There was no theatre, just light music entertainment, but only for the German soldiers who were stationed there and German officials. There were however some concerts in cafés, specially on Sunday at lunchtime which were very popular.
Sport. The Germans didn’t allow any sport. All football pitches, running tracks and swimming pools were taken over by the Germans and used by their own soldiers or recovering soldiers.
You were allowed to play handball or netball at home in your yard. Not allowed to play at school. Not allowed to kick a football about a schoolyard. So the only thing we did was play pingpong at school. In the school there were long corridors in there were several tables and you’d sign up to be allowed to play and there would be competitions. There was the Vistula in Warsaw, where we went swimming or canoeing or in a small sailing boat.
4. Did you have rationing coupons for food & clothes?
There were no clothes coupons, but there were certainly rationing coupons for food. They would change from year to year, even month to mont and they kept being cut again and gain. Each family was registered in a particular greengrocers shop and you went to buy your rations once a week. However illegally food was imported from the countryside and sold under the counter in the same shops or others shops or in open market, but the price was very high compared to the official regulated price of the rations.
Things were particularly during holidays when it was very difficult to get the various delicacies, for example ham for easter, or chicken or goose for Christmas.
5. How did things change for children in primary school?
There was virtually no change. Some of the text books were banned as they were thought to be too patriotic of ante-German.
6. How did things change for children in secondary school?
This was changed. The Germans did not allow any education whatsoever after the age of 16. And only if the secondary education was combined with ‘Fachschulen’ (specialist schools) – that is a ‘trades school’. I, for example, went to a school that was supposed to train electricians, one of my friends went to carpentry school and another went to gardening school. But very little time was spent on these trades, say a day a week, the other days were much similar to what we had before the war. The exceptions, no foreign language was allowed except German, Latin was banned, Polish history was banned. However, very early in the war, the teachers started organising secret courses called ‘sets’ where five children and one teacher taught Latin, French and Polish history. After age 16, moving to the equivalent of A’Levels there was no school education at all in the ordinary way. Those who continued with these sets of 5+1, would say meet on a Tuesday, and have 3 hours being taught Polish language and Geography, then another teacher would come and teach say Physics … so in this way, instead of studying in large classes, we had what you might call seminars. It was possible, the atmosphere was very informal, made it possible to ask question and disagree. This education was illegal. If the Germans had discovered these the teacher would have been arrested and sent to prison.
I went on like this until 1943 when I was 17 1/2. The Polish Secondary education was modelled on the French and German with four or more subject examination, I did Polish Language, German Language, Latin and Trigonometry. I passed this examination.
7. What age did you start going to school in secret, tell me about what it was like.
8. How did children help in the war effort?
It very much depended on your age. Children who were very young did not participate at all, expect perhaps taking secret newspapers from one family to another. The Polish Secret army told their story of what was happening in the world, otherwise we were limited to German propaganda. Later on you could join a secret scout movement. You were trained in what was known as ‘little sabotage’ for example, painting slogans on public places, ‘Hitler Kaput’ meaning ‘Hitler is finished’. On one occasion we went to church on Easter morning very early, and the whole of Warsaw was covered in these ante-German slogans and symbols of the Polish Resistance (a symbol of hope).
Most Poles are Catholic. During the war people went to church for services and holidays and the Germans didn’t interfere with that. Some of the priests when they preached sermons put in some references to Poland was not free, but the time would come when it would be free again. If caught as there could be spies in the congregation they would be arrested and sent to a concentration camp.
I and my younger brother joined the Resistance Movement in 1943. Even before that he decided to help some friends in the resistance: the people who formed little units in the forests and attacked the Germans, and stole their weapons, and blew up their cars. Kazik had a friend who was very active, and this friend wanted to store submachine guns somewhere so Kazik agreed and would store them in our grand piano which was never used because neither he nor I played. I got suspicious because this friend would come and visit with a violin case. One day, this friend came, and Kazik locked himself in the sitting room, and I listen and realised they were putting something in the piano. I looked and there was a brand new Sten-gun in the grand piano.
When I was older, 18 1/2 I joined the Resistance Movement and trained as a soldier. We were often asked to store hand-grenades and rifles. We would attach a rifle to a small fruit tree and put straw around it.
9. What age did children join the Home Army?
There was some military training in the Scout Movement, at 14 or so, maybe 12. Then first of all they were involved in ‘small sabotages’; and then given military training so in 1944 they were involved.
You joined the underground, the secret Military movement, when you were 16. When the uprising broke, out and the young people were the bravest of all. One friend of mine, who was 16, was awarded two medals.
Distributing leaflets and illegal leaflets.
Training in the home army, we must in five + one, Meet in someone’s house, once a week, and a military instructor would come and tell us how to use a gun, or blew up houses.
Once a month there was a trip to the nearest forest. It was easy to go for the weekend. Military training was much more serious here, you played at setting an ambush, or crawling under barbed wire or attacking a position. Amazing that the Germans never discovered what was going on.
The point that had me wake in the dead of night having mulled this over was the importance to him of ‘the set’, or seminar, what in fact became for him the lifelong love for an commitment to the ‘tutorial’ : not a seminar, a class of students, but a small group, relaxed with tea, coffee (or sherry), reading over each other’s essays for the week, being able to falter, make mistakes, received praise and correction.
This works. I believe it works online too. I have had plenty of experiences of it on OU modules where from my tutor group a small ‘break-out’ group forms. These are never exclusive, but rathe a handful of people usually three or four, who form an affinity and begin to confer, converse and meet regularly online to discuss the course and its progres.
I recommend it. Blog, Use Facebook or LinkedIn or Google HangOuts. Make use of platforms offered by The OU. Be part of a group. Form a group, or what I will now call a ‘Set’ or perhaps, in Polish ‘Zestaw’.
Here’s his biography.
Onto the iMac at 6:00am but unable to use it – moved to the MacBook Air instead. From 8:30 I was on the phone to AppleCare and after a troublesome hour got it sorted. A truly wonderful example of the most genuine customer care – twice now in a few months.
On the First World War get some prep done on Trench Lines, and the rest of November’s ‘Diary of the War 1916’ uploaded : image and further notes especially from ‘Les 300 jours de Verdun’.
Walk Evie around a windy and wet Stanley Turner.
Cook butternut squash and root vegetable for soup and mash.
Reading ‘The Western Front : landscape, tourism and heritage’.
This is a review copy of a new publication. I review about three books on the First World War each month. I have another three open at any one time.
On the way to Swimming club catch much of ‘Beyond Belief?’ On BBC Radio 4, at around 4:45 Monday 21 November there was a fascinating discussion on the power of the painting over photography for expressing who a person truly is.
“A newborn prefers the face of its mother to that of other people within a day of being born; the experience of being in love involves gazing at the face of the beloved. Face to face encounters are at the heart of human intimacy for most people so its understandable that many religions choose to speak of the individuals relationship with God as a facial encounter. What are the advantages and dangers in giving God a face?
Ernie Rea’s guests are Dr Chetna Kang, consultation psychiatrist and Hindu priest in the Bhakti Yoga tradition, Aaron Rosen. Professor of Religious Thought & Director of Cultural Projects, Rocky Mountain College, Montana U.S.A and Ben Quash, Professor of Christianity and the Arts, Kings College, London.”
Vedic, God has a face. Judaism, absolutely not, but plenty of anthropomorphic, Christian, yet we have Christ.
Vedic, in a Hindu tradition god can be everything,human and animal. More intimate in form. So how did Moses have a face to face with God? Progress towards God up a mountain. Heart, energy, the person. (The Tripex). Krishna is always 16 years old and very attractive. Face of Jesus idealised in Christian tradition. Another image of perfection.
Mark Cazalet, seeing god’s face in the face of strangers.
Cazalet drew 153. One, actually Ben Quash, didn’t see himself but he saw his mother and father. This is not me, but this is an essence of me. I don ‘think see myself, but I see what other people see. Another where for 50 seconds the real person emerged. Better to leave people in a state of contemplation rather than see themselves. A person who saw themselves despite never having a photograph. Being seen by god. We behold a God through the faces of others. We invest so much in what we saw about ourselves through our face. We crave someone being that attentive to us.when we are ashamed we hide. Who is holding the camera : God or society? What is the true essence beyond the appearance of things? C.S.Lewis. Getting rid of our masks to see the real face. There’s something spiritual in Kassalat’s work. Wanting to see God in the faces of strangers. 153 – loads.
My art includes : Eileen Cooper, Barthélémy Toguo, my photographs and drawings …
Why do drawings from photographs dail to achieve this, and why David Hockey’s recent mass of paintings do not achieve this either, nor do street artists knocking out likenesses because they never penetrate the surface.
The vulnerability of seeing your face in the mirror, before you compose yourself.
I enjoyed the French film ‘Renoir’ which exposes the relationship that can develop between an artist and sitter.
Starts and turns, so a warm up on all strokes, with some emphasis on fixing techniques, then ‘S,T,Fs’ with a large float in the middle of the pool and emphasis on starts (stance, response, flight, entry, transition), turn (approach, turn as pivot or tumble, push off and transition) and then finish (approach and touch). My grade 4s, most age 9 or 10 were terrific: three of them even have butterfly.
Home to make supper: line caught wild sall