I have heard in the news recent controversy over the issue
of materials shared via the Internet. The Internet has changed the world; and this
is no new piece of information. What we have not fully grasped is the many ways
the birth of the Internet would change our laws and our lives. Not only does
this new way of doing things complicate our previous system of doing things,
but it also challenges our ability to adapt, as the Internet is one of the most
rapidly changing entities humans have ever encountered. The development of the
Internet has opened up a world of sharing – music, videos, photos, thoughts,
opinions, news, information, you name it. With this free sharing, comes an expense. And those paying the bill have much
to say.
I have mixed feelings about this topic. I do believe that it
is a very relevant and important topic to discuss in the art room. Artists
create for a living, and usually, it is in their best interest to have
ownership and rights to what they create. As an artist, I want the work that I
create to be protected. I have read stories of independent artists who have had
their work produced in mass quantities in China without their knowledge or
permission. I find that situation to be extremely different than Girltalk
remixing bits of music to create new music, but I think that is the grey area
that defines the complex copyright laws of the 21st century.
I wrote down an idea that Joanna Brinkley shared in her TED
Talk for artists who wish to beat the copyright issue and protect their
intellectual property: make something too difficult to copy. I love this idea.
I think it would be a fabulous prompt for the classroom. What could you make,
that is so original, so deep, so complex, and so meaningful, that not only will
everyone remember it, but also no one will be able to copy it! It reminds me of
one of Sharyn Hyatt-Wade’s strategies for the high school classroom, ask your
students to create a technique that has never before been seen. This asks your
students to take risks discover the unknown. I think that this strategy can be applied
to lesson planning just as it can be applied to creating. To engage our 21st
century students we must develop lessons that are experiential, one-of-a-kind
and memorable. I also think it is important to teach them the power of a
collaborative brainstorming environment. Equally as important as collaboration
is teaching students to think and create in a unique and original way, developing
personal aesthetic and meaning.
Your passion and intrigue with complex originality is a worthy journey, but isn't that also considered the realm of the masters? It was the goal of many 20th century artists (Da-da, surrealist, various 1960s movements, etc.).
ReplyDeleteOne of the main points, I thought, of this film and TED talk is that the generation is obsessed with creating their unique contribution by remixing all that is culture that exists at their finger tips... that the brilliance in Girl Talk -as far as this current generation of students is concerned- is that he takes all that is familiar (digital culture) to produce and create something that is entirely unique and precisely of the moment in ever changing environment. Also, to be fair, the complexities of Girl Talk's work probably can't be duplicated by very many people by listening alone - despite its borrowing, the end product is too difficult to copy and thus why the musicians are giving Girl Talk his due accolades.
So, what if your students aren't interested in creating in the unknown regions of absolute originality? What if they want to produce in the hyper-stimulating virtual environment of digital remixing? What if they want the structure of what are already familiar with, but just want the liberty and tools to remix to contribute their unique perspective? What if they enjoy being part of an environment of knowing the in-depth referencing of such artists?
I am enjoying the discussion here. As a former colleague of Sharyn's (I used to teach at Rock Bridge) I think pushing kids to "show you something that hasn't been seen" is a great goal. However, I also see where that can be potentially debilitating for those who often have a hard time getting started or worry their ideas aren't good enough. In reading through (Kims?) response I'm thinking this lays the groundwork for some rich discussion on how to best scaffold students throughout their school art experience to get to that pinnacle. I believe that art teachers focus on this "original" standard often and it would be interesting to see looking at things from the other angle. How about having students dissect something to find its origins? I think it is important to discuss the nature of originality before having it be an expectation.
ReplyDelete