Is simply believing that you’re creative enough to make it so?
What if you could take a sugar pill (or a concoction of natural juices), knowing they won’t affect your thinking, but becoming more intelligent and creative as a result anyway?
Research from the past several decades is…
Who would you most like to share a breath with?
Since shooting the latest episode of It’s Okay To Be Smart, “Whose Air Do We Share?”, I haven’t been able to escape those poetic feels that come with knowing we all really do share the same air. I mean, our atmosphere’s 1044 molecules of air is a lot, but given enough time we will share at least a few of those with everyone, living or dead. That’s pretty awesome.
Not only does it give me a wonderful sense of connection with people I’ll never get to meet, but it reminds me that we have to be careful about what we’re putting in the air up there.
My answer is pretty obvious (just look at the GIF above), but I want to hear from you all (it will make sense after you watch the video at the link, of course): Living or dead, science-y or not, famous or anonymous, whose air are you most excited to share?
“Point everything you do towards becoming the designer you want to be in five years.”
Jason Santa Maria, Designer, Founder of Mighty, and previously Creative Director for Typekit
speaking at CreativeMornings/NewYork(*watch the talk)
Learn how to draw different hand positions with the Storyboarding, Drawing and Animation Instructor at Visual College of Art and Design of Vancouver (VCAD) Glen Kennedy.
Source: http://www.vcad.ca/drawing-hand-positions/
Visual College of Art and…
WHATIWORE Sewing Class:
LESSON 1 SUPPLIES NEEDED:
- Pencil and Paper
- Calculator
- Measuring Tape
This pattern consists of a waistband and skirt (3 pieces - 1 front and 2 back) plus optional pockets.
WAISTBAND—
To determine the size of your waistband, measure your waist at a…
I think is the hardest thing about being a creative individual is that you often come up with ideas, that haven’t been done before or are very unique, which is a good thing but can also be extremely frustrating. I often find myself having to “justify” my ideas to people, and because it is…
Learners Should Be Developing Their Own Essential Questions
Another great post from User Generated Education (who you should check out if you haven’t already). Here’s an excerpt:
- Begin a New Unit with Students Developing Questions: Try starting a new unit by asking your class to think of questions that could be asked about the topic.
- Create a Taxonomy of Questions: When students begin to label the different kinds of questions, they learn to select different kinds of questions to perform different kinds of thinking. No matter what the level of schooling, some kind of label can work effectively.
- Ask Students to Create Questions as Homework (this would work with the Flipped Classroom): Put your classroom questioning typology to work with your homework assignments. If students read an assignment, let them form questions for the next day’s discussion. Ask them to:
- write three comparison questions about the story they are reading;
- identify the question the author was trying to answer;
- find a question which has no answer, or two thousand answers or an infinite number of answers;
- ask a question that is the child of a bigger question that they can then ask the rest of the class to identify.
Learners Should Be Developing Their Own Essential Questions
Another great post from User Generated Education (who you should check out if you haven’t already). Here’s an excerpt:
- Begin a New Unit with Students Developing Questions: Try starting a new unit by asking your class to think of questions that could be asked about the topic.
- Create a Taxonomy of Questions: When students begin to label the different kinds of questions, they learn to select different kinds of questions to perform different kinds of thinking. No matter what the level of schooling, some kind of label can work effectively.
- Ask Students to Create Questions as Homework (this would work with the Flipped Classroom): Put your classroom questioning typology to work with your homework assignments. If students read an assignment, let them form questions for the next day’s discussion. Ask them to:
- write three comparison questions about the story they are reading;
- identify the question the author was trying to answer;
- find a question which has no answer, or two thousand answers or an infinite number of answers;
- ask a question that is the child of a bigger question that they can then ask the rest of the class to identify.
