EJ created her first podcast today at the Hyde Park Art Center's very cool program, Creative Move 2008.
I was not there (her daddy took her while I was on a conference call for school), but apparently she brought up images of her favorite Chicago fountain, added some sound (monkeys, at the very beginning, especially for me), and got to movie-making.
In the video, you can hear her talking with Mike. At first she is afraid of the microphone, as she is worried it may scare her by making a loud noise, which in EJ's world is the worst thing that can ever happen to a person.
Soon, she'll be joining the 48 Hour Film Project with her mommy (good luck next weekend, Tohubohu compadres!), I'm quite sure.
I would post this wonderful creation online, but neither YouTube or Blogger can figure out the raw file. I may have to put Mike on the case to figure it out. Suffice it to say, it is very cute.
Now, if 2-year olds can podcast, should we expect 1-year olds to blog? That seems reasonable, right?
Saturday, April 26, 2008
Monday, April 21, 2008
Facebook and Framework
Two big occurrences have happened in the past 48 hours.
1) I joined Facebook. What an amazing...timesink. Seriously, this thing could suck me in for hours if I did not have a small child asking for food and attention. I am hooked. Thank goodness for the day job, lest I lose my eyesight examining all of my Facebook friends' profiles. Ahh, social networking.
2) I completed the first round of my capstone (i.e., thesis) conceptual framework. Take a look! (Click on the image below to make it bigger.)
1) I joined Facebook. What an amazing...timesink. Seriously, this thing could suck me in for hours if I did not have a small child asking for food and attention. I am hooked. Thank goodness for the day job, lest I lose my eyesight examining all of my Facebook friends' profiles. Ahh, social networking.
2) I completed the first round of my capstone (i.e., thesis) conceptual framework. Take a look! (Click on the image below to make it bigger.)
Thursday, April 17, 2008
Praise Versus Encouragement
A good friend of mine is taking a weekly parenting class out in DC that she absolutely loves. Tonight's topic was "Praise versus Encouragement," and the instructor explained how praising children, instead of encouraging them, can be destructive to their self-esteem.
After we got off the phone, I did a little Googling, and found this article from last year. It is worth a read.
The notion of encouraging (i.e., "I can see you worked hard. You must feel really good.") instead of praising (i.e., "You are so smart! You did that all by yourself!") intrigues me, as it seems to jive with a lot of what I'm studying at school, as well as some of the traps I've personally seen myself get into as a gifted-class survivor. For example, current research on leadership shows that trait-based models, (i.e., good leaders have X and Y qualities and Z personality), which were heavily relied upon for years in order to choose good leaders, do not predict leadership success. Leadership requires a wide variety of behaviors and skills, and people with many different traits can develop these qualities. Even though this is commonly understood thinking in management research, many organizations still rely heavily on trait-based models in recruitment or advancement (either officially or unofficially), in part because it is so ingrained in us. If you grew up with your mom and dad and teachers telling you that you were a good leader by nature of your smarts or your demeanor, you'd certainly want to hold on to the idea that leadership relied on traits!
In my work as a Music Together teacher, I see this trait-based theory of learning getting debunked every week. Current research shows that, if individuals are exposed to music making when they are young (something that happened naturally for generations prior to kiddy classes being available), 90% of people can achieve basic music competence. What does this mean? It means that 90% of us could be able to dance to the beat of music (without awkwardness), sing in a choir on pitch, pick up a musical instrument for fun, etc. Of course, there will always be Pavarottis that stand out, but that is true in any field. Although I have not seen research about this in other areas, I would guess it to be true for sport, art, etc.
The idea that praising kids sets up a need for extrinsic motivation in order to act hits home with me. I am thirty-four years old, and I still fret about every grade that I'm going to get in class, as if the grade is the thing that defines my learning or my effort. I know, for a fact, that as long as I pass my classes with a B or higher, I am absolutely fine. Even so, my perfectionist need to be great, or even better, the greatest, is hard to control.
Has this stopped me in my life? Well, I'd say I'm fairly successful, but I'd also say that I have a lot of self-doubt, and I often find myself unable to muster up intrinsic motivation to try things that I think I can't do well right off the bat.
"Good job!" is one of my most common parenting phrases, as well as, "You are so smart!" and things like, "Look what you were able to do! You are amazing!" I then turn around and wonder why my two-year old throws a fit when we will not let her do absolutely everything she wants to by herself. Yes, some of that is normal two-year old testing, as well as normal two-year old need for discovery and independence. On the flip side, though, I think I'm going to try some encouragement, and see where that takes us. Hopefully, it will help bring about fewer tantrums, and in the long-run, a happily imperfect person motivated from within.
After we got off the phone, I did a little Googling, and found this article from last year. It is worth a read.
The notion of encouraging (i.e., "I can see you worked hard. You must feel really good.") instead of praising (i.e., "You are so smart! You did that all by yourself!") intrigues me, as it seems to jive with a lot of what I'm studying at school, as well as some of the traps I've personally seen myself get into as a gifted-class survivor. For example, current research on leadership shows that trait-based models, (i.e., good leaders have X and Y qualities and Z personality), which were heavily relied upon for years in order to choose good leaders, do not predict leadership success. Leadership requires a wide variety of behaviors and skills, and people with many different traits can develop these qualities. Even though this is commonly understood thinking in management research, many organizations still rely heavily on trait-based models in recruitment or advancement (either officially or unofficially), in part because it is so ingrained in us. If you grew up with your mom and dad and teachers telling you that you were a good leader by nature of your smarts or your demeanor, you'd certainly want to hold on to the idea that leadership relied on traits!
In my work as a Music Together teacher, I see this trait-based theory of learning getting debunked every week. Current research shows that, if individuals are exposed to music making when they are young (something that happened naturally for generations prior to kiddy classes being available), 90% of people can achieve basic music competence. What does this mean? It means that 90% of us could be able to dance to the beat of music (without awkwardness), sing in a choir on pitch, pick up a musical instrument for fun, etc. Of course, there will always be Pavarottis that stand out, but that is true in any field. Although I have not seen research about this in other areas, I would guess it to be true for sport, art, etc.
The idea that praising kids sets up a need for extrinsic motivation in order to act hits home with me. I am thirty-four years old, and I still fret about every grade that I'm going to get in class, as if the grade is the thing that defines my learning or my effort. I know, for a fact, that as long as I pass my classes with a B or higher, I am absolutely fine. Even so, my perfectionist need to be great, or even better, the greatest, is hard to control.
Has this stopped me in my life? Well, I'd say I'm fairly successful, but I'd also say that I have a lot of self-doubt, and I often find myself unable to muster up intrinsic motivation to try things that I think I can't do well right off the bat.
"Good job!" is one of my most common parenting phrases, as well as, "You are so smart!" and things like, "Look what you were able to do! You are amazing!" I then turn around and wonder why my two-year old throws a fit when we will not let her do absolutely everything she wants to by herself. Yes, some of that is normal two-year old testing, as well as normal two-year old need for discovery and independence. On the flip side, though, I think I'm going to try some encouragement, and see where that takes us. Hopefully, it will help bring about fewer tantrums, and in the long-run, a happily imperfect person motivated from within.
Tuesday, April 15, 2008
Step Away from the Cliff
Alright, all is not lost in my studies. I went to class last night, got to talk some of this stuff through, and am feeling a little better.
To say that doing something performance-related with my life would be to tap into one of my core competencies would be accurate; to say that I am not fulfilling a life's mission by avoiding it would be an overstatement. The truth is somewhere in the middle, and I can deal with that.
I have realized, though, that the few times in my life where I have felt completely peaceful and yet thoroughly energized have been when I was singing. That is not to say that this feeling happens every time, or that singing isn't a job that doesn't require thought and skill. I also don't suppose that I am the best in the world at it, nor have I been without moments where I have utterly missed the mark. I do know, though, that in that space---the space of singing in front of others---I have the opportunity to tap into something much bigger than myself, something that carries me to a place where everything that I am matches everything that needs to be in the moment. I'd call it divine, others might describe it in less spiritual ways. Whatever the case, if I know this to be true for me, I have to ask the question, "Why is there not time or place in my life for this activity?" I also have to ask, "How can I translate this feeling into other areas of my life? Parenting? School?"
To say that doing something performance-related with my life would be to tap into one of my core competencies would be accurate; to say that I am not fulfilling a life's mission by avoiding it would be an overstatement. The truth is somewhere in the middle, and I can deal with that.
I have realized, though, that the few times in my life where I have felt completely peaceful and yet thoroughly energized have been when I was singing. That is not to say that this feeling happens every time, or that singing isn't a job that doesn't require thought and skill. I also don't suppose that I am the best in the world at it, nor have I been without moments where I have utterly missed the mark. I do know, though, that in that space---the space of singing in front of others---I have the opportunity to tap into something much bigger than myself, something that carries me to a place where everything that I am matches everything that needs to be in the moment. I'd call it divine, others might describe it in less spiritual ways. Whatever the case, if I know this to be true for me, I have to ask the question, "Why is there not time or place in my life for this activity?" I also have to ask, "How can I translate this feeling into other areas of my life? Parenting? School?"
Monday, April 14, 2008
The Problem with Learning
This week's assignments for school included readings from Good to Great (think hedgehogs and foxes, for those who have read this chestnut), as well as a long article on developing core competencies.
Every once in awhile, a personal "aha" comes up while reading through my course literature. I'd call it free therapy, but my classes cost more than $3,000 per credit (roughly $1.75 per minute of lecture, give or take a penny), so free is far from accurate. Whatever the case, this week's readings brought me to one of those "ahas"—an "aha" that proved to be troublesome to me, particularly this far into my studies. Here is the internal dialogue that would not leave my consciousness while trying to focus my attention on the smart companies featured in the articles:
Brain: "Hey, you! Girl that's doing the reading, with the poor posture and the eye strain! Do you know what your core competencies are?"
Me: "Um...hmmm...let me think..."
Brain: "You do know what they are, don't you? You do! You just don't want to think about them, do you, because the thought of pursuing work around those core competencies is scary and not necessarily related in any concrete fashion to your master's program."
Me: "Those must not be my competencies, because, holy crap, they just can't be, because what kind of life am I going to fashion out of those?"
Brain: "I calls 'em how I sees 'em."
Me: "You aren't helping. Stop thinking about this. Keep reading. Look, they're talking about Walgreen's! I love Walgreen's!"
Brain: "How long has it been since you did any real performing? Singing, improv, acting, anything?"
Me: "Shut up, I'm reading about important things."
Brain: "It's been so long...way too long...don't you think that..."
Me: "STOP STOP STOP STOP."
That's the problem with learning. It makes you face the truth---the scary truth that you have always known just what to do, but you haven't had the chutzpah to make it happen.
I found it almost impossible to keep reading my schoolwork. As I type this, I have the binder in front me, with lines highlighted and notes in the margins, but I feel almost completely disconnected from it.
I'm still passionate about my Capstone (thesis) project, and am committed to completing my master's degree (a lifelong goal). I also think I could really like work in this area, and could do a good job at it.
But could I be great? Really great? Is that where my competence lies? And if not, can I find a way to weave my competence into that work?
Okay, peanut gallery, avid commenters and lurkers alike. Feel free to chime in with suggestions and/or empathy.
Every once in awhile, a personal "aha" comes up while reading through my course literature. I'd call it free therapy, but my classes cost more than $3,000 per credit (roughly $1.75 per minute of lecture, give or take a penny), so free is far from accurate. Whatever the case, this week's readings brought me to one of those "ahas"—an "aha" that proved to be troublesome to me, particularly this far into my studies. Here is the internal dialogue that would not leave my consciousness while trying to focus my attention on the smart companies featured in the articles:
Brain: "Hey, you! Girl that's doing the reading, with the poor posture and the eye strain! Do you know what your core competencies are?"
Me: "Um...hmmm...let me think..."
Brain: "You do know what they are, don't you? You do! You just don't want to think about them, do you, because the thought of pursuing work around those core competencies is scary and not necessarily related in any concrete fashion to your master's program."
Me: "Those must not be my competencies, because, holy crap, they just can't be, because what kind of life am I going to fashion out of those?"
Brain: "I calls 'em how I sees 'em."
Me: "You aren't helping. Stop thinking about this. Keep reading. Look, they're talking about Walgreen's! I love Walgreen's!"
Brain: "How long has it been since you did any real performing? Singing, improv, acting, anything?"
Me: "Shut up, I'm reading about important things."
Brain: "It's been so long...way too long...don't you think that..."
Me: "STOP STOP STOP STOP."
That's the problem with learning. It makes you face the truth---the scary truth that you have always known just what to do, but you haven't had the chutzpah to make it happen.
I found it almost impossible to keep reading my schoolwork. As I type this, I have the binder in front me, with lines highlighted and notes in the margins, but I feel almost completely disconnected from it.
I'm still passionate about my Capstone (thesis) project, and am committed to completing my master's degree (a lifelong goal). I also think I could really like work in this area, and could do a good job at it.
But could I be great? Really great? Is that where my competence lies? And if not, can I find a way to weave my competence into that work?
Okay, peanut gallery, avid commenters and lurkers alike. Feel free to chime in with suggestions and/or empathy.
Friday, April 11, 2008
Worth a Thousand Words
Even though these photos speak for themselves, I will provide captions. I'm chatty.
The Bunny Hopped South This Year
Easter Kid, Florida-Style
Look, Mom! A Tortoise!
(aka, Surviving the Wintery Spring by Hiding Out at the Shedd)
Eat Your Heart Out, Macauley Culkin
Grumpy Princess
Regal Beauty
Making (and Eating) Homemade Pasta with Daddy
Making (and Eating) Homemade Cupcakes with Mommy
Cupcake Artists' Self-Portrait
Bad Housekeeping, or Precious Memory-Making?
Sloth, or Arts and Crafts?
"Basket Rides" Beat Housework Any Day
The Bunny Hopped South This Year
Easter Kid, Florida-Style
Look, Mom! A Tortoise!
(aka, Surviving the Wintery Spring by Hiding Out at the Shedd)
Eat Your Heart Out, Macauley Culkin
Grumpy Princess
Regal Beauty
Making (and Eating) Homemade Pasta with Daddy
Making (and Eating) Homemade Cupcakes with Mommy
Cupcake Artists' Self-Portrait
Bad Housekeeping, or Precious Memory-Making?
Sloth, or Arts and Crafts?
"Basket Rides" Beat Housework Any Day
Thursday, April 10, 2008
More Quotable EJ
We're back from Florida, back in the swing of school, and back to the chaotic schedule that seems to define our family lifestyle. I'm trying to make sense of how I'm going to get all of my work done for grad school this quarter, and at the same time, we are trying to get our house in order, get preschool plans ironed out, and get some time to just relax. It's a challenge.
So, in lieu of a lengthy update post, here are some recent EJ quotes, straight from the toddler's mouth.
Today, in the car, crossing the U of C campus:
EJ: "Momma, I just love cities! Do you see it outside? Do you see the city, Momma? I just love them!"
Yesterday, at the babysitting co-op, when Mike told her she could wipe her chalky hands on his jeans, and she saw the streaky results:
EJ: "Daddy, you have disgustings on your pants!"
At the Shedd Aquarium with the Nut and Pebbles, describing one of her favorite exhibits:
Nutmeg: "Look! There are dolphins!"
EJ: "Actually, those are whales, Nutmeg."
Upon seeing any word on any sign in any place with a letter "E" on it:
EJ: "Look, Momma, it's an E! It's an E in that word, just for me!"
Whenever I suggest potty training:
Me: "EJ, let's go use the big girl potty!"
EJ: "No, Momma, I don't think so. I don't think I would like to do that at all."
So, in lieu of a lengthy update post, here are some recent EJ quotes, straight from the toddler's mouth.
Today, in the car, crossing the U of C campus:
EJ: "Momma, I just love cities! Do you see it outside? Do you see the city, Momma? I just love them!"
Yesterday, at the babysitting co-op, when Mike told her she could wipe her chalky hands on his jeans, and she saw the streaky results:
EJ: "Daddy, you have disgustings on your pants!"
At the Shedd Aquarium with the Nut and Pebbles, describing one of her favorite exhibits:
Nutmeg: "Look! There are dolphins!"
EJ: "Actually, those are whales, Nutmeg."
Upon seeing any word on any sign in any place with a letter "E" on it:
EJ: "Look, Momma, it's an E! It's an E in that word, just for me!"
Whenever I suggest potty training:
Me: "EJ, let's go use the big girl potty!"
EJ: "No, Momma, I don't think so. I don't think I would like to do that at all."
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