Jo Murphy's Blog

Posted by Jo Murphy

The tag on Clark's email says ,,,,Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead anthropologist and writer.

Posted by Jo Murphy

If you would like to be involved in this mini interview please send your answers and a .jgp of yourself directly to me and I will upload them for you. The answers will be displayed in a book throughout the exhibition. An Exploration of Identity will be opened @ Banyo Campus Catholic University 7pm 10th Nov. N Block and remain on display until 27th Nov 2009

Elise has said

1. What would make me a more productive Australian? – If I learnt to use the benefits and resources I am lucky to have with those who don’t
2. “Be more?” – Be the change you want: Be better, be bigger, be brighter
3. Greatest hope for Australia – That Tolerance becomes acceptance and sympathizers become activists

Hope to see you all at the exhibition on the 10th Nov '09 7pm ; but if you can't make it get involved send your answers and a .jpg be a part of the exhibition.

Be a part of the book!

Posted by Jo Murphy

If you would like to be involved in this mini interview please send your answers and a .jgp of yourself directly to me and I will upload them for you. The answers will be displayed in a book throughout the exhibition. An Exploration of Identity will be opened @ Banyo Campus Catholic University 7pm 10th Nov. N Block and remain on display until 27th Nov 2009

• What would make me a more productive Australian? To be productive takes time. So time I would like to make more time to be a productive Australian.
• What would it mean for me to Be More? I like to be challenged in my opinions, ideas and to allow this consciousness raising to follow through into action.
• What are my hopes for Australia? This is simple! Peace and Justice for All!

Hope to see you all at the exhibition on the 10th Nov ; but if you can't make it get involved send your answers and a .jpg be a part of the exhibition.

Be a part of the book!

Posted by Jo Murphy

The answers will be displayed in a book throughout the exhibition.

• This is an interesting question for someone just starting ‘retirement’ from full time work. I would like to continue to contribute – through volunteer activities, on things that will make a difference to some one or some groups. It would be great to harness the energy of ‘older’ community members in order that they feel valued and are able to make small ‘differences’. My final comment re ‘hope’ is that Australia would be a more compassionate, accepting and generous society and so being ‘being more productive’ would be in light of achieving this.
• Be more Not necessarily ‘do more’. Reflection to better focus on issues and what might be possible for one to contribute. This need not be ‘bigger’ but ‘effective’ . I would love to see aesthetic education being accepted and valued as a necessary way for our young (and old) to learn to be compassionate to the light of others and generous in spirit.
• Greatest hope That as a nation we are seen to be compassionate, accepting of those less fortunate, committed to reconciliation with the indigenous first nation people, and more generous to all. Of course for this to happen – a focus on the local - family, neighbourhood, community action - is required.

Cheers Jo – having read your blog and work – you do magnificent things

Fran

Posted by Jo Murphy

Sr Mary Cresp says ...Congratulations on a wonderful portrayal of contributors to the welfare of our country, Julian Tenison Woods, Catherine Gaffney and Mary MacKillop. I love what you have done. I hope it gets lots of positive feedback. You won’t know the half of it – people’s conversations will float in the breeze but touch hearts on the way.

Unfortunately I will have left Brisbane by November 10th and I won’t be returning until December 1^st. I would love to have been at the exhibition. I wish you all the best for it.

• What would make me a more productive Australian? With regard to spreading harmony, I’d like to find time and opportunity to pick up on a project I was part of 1999 – 2006, the setting up of women’s interfaith groups where we came together to show our world that people of different faiths can live joyfully as friends by sharing their spirituality and having deep respect for each other. We had nine different religions represented in the group, including aboriginal. Although the group has expanded and is still operating since I left the locality, I’m not in a position to introduce it in the State to which I’ve moved – but I have a dream of doing so when present commitments grow less.
• What do I mean when I hear the words Be More? Defining “the More” as “the Other”, or the potential for union with the Divine that, as a human being, I know I have, the phrase “Be More” invites me to live into that potential. Many dimensions of life remind me of this invitation – e.g. Songs like Secret Garden’s “You Raise Me Up”, interactions with nature and the inspiration of great people I meet in daily life. My religious faith presents it to me in dramatic form, such as when I respond “Yes, I am” (or “Amen”) to the proclamation that we are the Body of Christ when receiving the Eucharist.
• What is my greatest hope for Australia?” I would hope that Australia could draw on its central icon, the Heart (Uluru), and on the mythology that I think Aboriginal peoples and ANZAC hold outs to us – that “being the dream” means having such faith in nature and each other that, even in apparent failure, we can give of ourselves for the common good. Christianity calls that the “Paschal Mystery” – that death gives way to new life, and that nothing is finally lost. The violence and fear of racism, greed and other social ills would give way to heart-qualities such as compassion, respect and hospitality with the cultivation of such values.

Posted by Jo Murphy

Father Wally Dethlefs (click for portrait) is the creator of Marginalised Students Believe In Us shares his ideas about Identity in the lead up to a collective exhibition to be opened on Tuesday 10th November at 7pm D block Banyo Campus of AU Catholic University. Qld. It is called An Exploration of Identity.

I have been conducting mini interviews with artists and other participants of this event asking them a set of questions.

The questions are

• What would make me a more productive Australian? Wally said : Making time to buy in on such big issues as abuse and neglect of children, refugees and asylum seekers, prison conditions etc
• What do I mean when I hear the words Be More? Be more compassionate; be more just, be more inclusive
• What is my greatest hope for Australia? That we will promote more dynamic and viable local communities in our neighbourhoods, schools, workplaces and recreational persuits

Perhaps you would like to have a go! Feel free to email me your answers and if time permits I will feature them here.

One of the many portraits exhibited will be a painting, recently presented at Our Lady's College, Annerley by a guest speaker from the Be More Campaign. (Caritas) Bianca Hines. It is a portrait of Oscar Romero who said “Aspire not to have more but to be more.”

Posted by Jo Murphy

So what does Erin Kennedy who will be the MC on the night of the exhibition called An Exploration of Identity think about our questions?

• What do you think of when I say be more?:

I think of the phrase, I am more than a human doing, I am human being. It reminds me to “BE, more” – in the sense of simply being still, stopping to think, reflect, learn, observe, embrace and most importantly to BE present to and with others.

• What is your greatest hope for Australia?:

My greatest hope for Australia is that we will recognize more than simply our Aboriginal history, but also our Aboriginal present and future. My hope is that sorry is not just a word, or a day, but a living commitment to making Aboriginal Australians a priority, and in acknowledging that by embracing Aboriginal culture, we will be a better country for it.

Posted by Jo Murphy

So what does Steph Unger who will provide the music on the night of the exhibition called An Exploration of Identity think about our questions?

To understand our Aboriginal sisters and brothers more by working with them and learning about the complexities of their heritage, ancestory and culture. I could then pass this knowledge onto my students and help build understanding, tolerance and respect between indigenous and non-indigenous Australians.

• What do you think of when I say be more?:

We all have the opportunity to be more, it is simply a choice that we each have to make time and time again; Will I stay in my comfort zone and continue to live comfortably, or will I challenge myself to reach new hights, achieve new things, learn more and grow more? I believe that it is when we choose to be more that we really choose to live.

• What is your greatest hope for Australia?:

That we will be at total peace with each other, truly embrace all that is different and face all that challenging together with a common purpose.

Posted by Jo Murphy

On Tuesday 10th November at 7pm

there will be an opening of an exhibition on Banyo Campus of Catholic University. Qld.

It is called An Exploration of Identity.

One of the many portraits exhibited will be a painting, recently presented at Our Lady's College, Annerley by a guest speaker from the Be More Campaign. (Caritas) Bianca Hines. It is a portrait of Oscar Romero who said “Aspire not to have more but to be more.”

As curator of the exhibition; I have been conducting mini interviews with artists and other participants of this exhibition asking them a set of questions.

The questions are

• What would make me a more productive Australian?
• What do I mean when I hear the words Be More?
• What is my greatest hope for Australia?

Not to be feint hearted I have kicked off this process by answering these questions myself.

Perhaps you would like to have a go! Feel free to email me your answers and if time permits I will feature them here.

Posted by Jo Murphy

Debbie Flood is a prolific painter. Much of her art is equine related and this has "led to many equine art exhibits and acceptances into the world of equine art." Readers will find a rich world of rustic texture and colour as they cruise this world of country life. They will see horse events such as show jumping and even circus venture.

Deb presents an ever growing gallery of her paintings of children with their pets and children playing. In this gallery called Painting a Child a Day, you will see how Deb follows her love of painting children with their pets. Her work is light hearted as she captures a whole world of children at play. To compliment this pathway, Deb has ventured into the world of children's book illustrating. She recently self published a book titled, Children and Their 4 Legged Friends, which is a series of watercolor paintings and poems. It is obvious that Deb loves to work in this genre.

On her website Illustrative Paintings by Debbie Flood, readers will be introduced to the past of Belfast, Maine. This informative offering is through an on going watercolor series called 'Belfast's past'. The artist has created a series using images from the early to mid 1900's. Giclee Reproductions are available from her site, and a percentage of the proceeds are donated to the Belfast Maine's Historical Society Museum.

The other galleries on Debbie's website offer a wealth of characterisation and what is often whimsical expression. In the canine art gallery you will see dogs captured in natural poses and in relaxed people friendly atmospheres.

Her seascape and landscape art is excellent in execution and profound in its serene composure. The paintings offer a fresh perspective and viewpoint from a technically excellent and deeply inspired colourist. The wildlife paintings are also the work of a deep thinker who has a firm connection with the land. The painting Broken Silence shows a respect for environmental relationships and a profound ability to capture expressions and glimpses of life lived "in the minute."

Posted by Jo Murphy

Posted by Jo Murphy

Posted by Jo Murphy

Carl from CAKUart describes Sydney as a "living breathing ball of energy that is truly inspiring." He demonstrates his painting techniques on the CAKUTV clip saying that he has "tried to capture the opera house as night closes in." He wanted to abstract the design of the Opera House so that it suggested the building and its environment as a blurry adition to the mass appeal that is the city as a whole." He says that he has captured the Harbour Bridge as an accomodating backdrop to one of Australia's geographical logos.

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"Opera House" was painted by Carl (CAKUart) It is acrylic on canvas and is 121.8 x 91.4cm It has been painted onto a 4 centimetre deep gallery wrapped canvas. Throughout the cleverly constructed video you can see the way that Carl sketchs the design. After blocking major areas with colour, he develops the abstract qualities of the seaside symbol by pairing back the forms with white. This creates a lyrical composition that is rich with soft suggestion and nuance.

It is a joyous painting and it captures the look and feel of the Opera House as well as the sporty outdoorishness of popular Australian culture.

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As you will see from this lesson plan about scripting artist's statements and this article about how to teach students to develop their arts based practice, Carl has a lot to say about management of an artistic career. When you watch the video called The Rejection Letter, you will see the clever way that Carl talks of the history of the opera house. He compares the trials of that project to the personal struggles artists have with their creative projects in general.

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If you would like to know more about the Australian iconic architecture, read The Sydney Opera House a Theatre Surrounded by Water.

Posted by Jo Murphy

It is amazing to think that an artist can draw forth from such an affordable medium such highly detailed and artistically exact results.

Posted by Jo Murphy

It was Erin Kennedy who drew my attention to the movie on Youtube called The Advent Conspiracy at Christmas.

Since then the Be More Challenge has also drawn me into the idea that we as individuals can make a huge difference to the wellbeing of the world. The idea is to unite and in a concerted effort - contribute what we can - where we can.

In response to this idea, I have taken more care this Easter in the way I write my card making articles.

I have set this Easter activity called Christian Easter Traditional and eJigsaw Cards for students, so that they think about what the message of Easter is really all about.

This Christian Easter card; Jesus Easter Jigsaw Puzzle is designed to remind recipients about what the Easter message has always been. Once the artwork has been created as a beautiful hand made card, it can be converted into an eJigsaw card so that families can send it as a home made Easter message via the Internet.

Teachers can take this idea even further if they want to. Maybe they can encourage the students to make recycled paper to use in the card. Perhaps they can link the idea to Project Compassion or another worthwhile cause. Perhaps students can be encouraged to think about who might be lonely at this time of year. eCards are wonderful for delivering instantly anywhere world wide. Perhaps what is even nicer is to hear a knock on the door, so that such a thoughtful card is received special delivery!

Posted by Jo Murphy

What is Scaffolding?

The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). Imagine ‘scaffolding’ to be like the structured supports mural artists used as they work on their murals. This structured support acts like and lookes a bridge. This is a metaphor to describe the type of assistance offered by a teacher or peer to support learning.

In this supportive process the teacher or peer tutor:

• helps the student master a task or concept that the student is initially unable to grasp independently
• offers assistance with skills that are beyond the student’s capability
• allows the student to complete as much of the task as possible, unassisted
• attempts to find a way to be helpful with tasks that are just beyond the student's current capability
• works with the student so that he or she understands that errors are expected, and therefore that, feedback and prompting is a great way for her to work out how to achieve the current task or goal
• is present and attenttaive so that when the student takes responsibility for or masters the task, tutors begin the process of “fading”, or the gradual removal of the scaffolding
• encourages and/or allows the student to work independently as soon as is comoftably possible

“Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” [Benson, 1997]

How Is Scaffolding Done?

Although facilitators have their own styles of working, common characteristics of the bridge building process are:

• breaking the task into smaller more, manageable parts
• using ‘think alouds’
• verbalizing thinking processes when completing a task
• cooperative learning strategies
• facilitating teamwork and dialogue among peers
• creative use of concrete prompts,
• creative questioning
• coaching
• cue cards
• and modeling
• activation of background knowledge,
• creating a source bank of tips, strategies, cues and procedures

Facilitators aim to:

• keep the learner on task while minimizing the learner’s stress level
• keep skills and tasks within reach
• employ creative methods to facilitate in ways of learning suitable for the learner
• plan with the student through a process of open dialogue
• during this dialogue tutors ascertain the level of and areas of prior learning
• ascertain what students already know so as to create hooks to connect prior knowledge to the new knowledge and make relevant to the learner’s life, thus increasing the motivation to learn

Example :

How To Draw Animals by Susie Hodge ............. 10 progressive drawing exercises designed to build the confidence of aspiring artists. more...

Resources:

Benson, B.[1997]. Scaffolding (Coming to Terms). English Journal, 86(7), 126-127.

Shuster.C, Emotions Count: Scaffolding Children's Representations of Themselves and Their Feelings to Develop Emotional Intelligence(2), 89-100.

Wood, D. J., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Child Psychology and Psychiatry, 17

Posted by Jo Murphy

The articles How to Plan Diversely Structured Music Classes and How To Teach Guitar Using YouTube.com Vignettes clearly indicate that the Internet has made a tremendous difference to the availability of quality resources freely accessible to teachers and students throughout the world.

One of the consequences of this freedom is that students can race ahead of the teacher if they are passionately enthused about playing an instrument. So long as the teacher is equipped to deal with this it makes teaching all the better.

Some teachers may struggle to

• offer a wide enough variety of activities to keep students engaged
• find ways to manage self directed learning
• utlise space so that students can pursue different activities without distracting each other
• keep students on track and focused on assessment tasks

Both of the articles call for teachers to keep experimenting until they find a balanced approach that works for all members of the class.

One of the rewards of learning to manage the digital revolution is that classes can participate in online communities. This gives them the opportunity to upload their own musical work and to receive and give feedback to others. Well equipped classrooms experience a rich source of inspiration once unheard of.

Posted by Jo Murphy

Posted by Jo Murphy

Think of the Art World is as being like a set of little Russian Stacking cups as pictured on the Matrushka toys website. Perhaps the Russian inventors were trying to portray global inter-relatedness. The creative art world is like this; smaller groups exist within other larger groups that operate within online global community interconnectedness.

If throughout the world artists were to operate as one, would the creativity of the world will be lifted? Can we as a global artistic community be harnessed to pull together as one? An example of one such enlightened community is EnlightenNext. Through an online portal great creative thinkers of the world join forces in a community to which one can subscribe.

In the book Tribal Leadership, [Collins Business 2008] researchers Dave Logan, John King, and Halee Fischer-Wright found that tribes are not only powerful, but that tribal dynamics can be mapped. This understanding can assist arts teachers talk with students about how they perceive success.

Changing the Way Students Think about Success

The saying “The higher you climb the harder you fall,” evidences a way of thinking prevalent in some artistic communities. The idea is that if what you want to be the best in your field, you are naturally come up against opposition. This paranoid way of thinking evolves in competitive cultures cultures. It is natural to assume that there will always someone else who wants top position too. It is reasoned therefore, that it is necessary to always be working harder faster and in a cut throat mode of survival.

Negative Aspects of Competitive Cultures

Self interested competition is counter productive to the creative arts classroom.

If students see others in their field as "the competition," this outlook can be counter productive because it is:

• counter productive to harmony
• most likely be counter productive to the school ethos
• possibly detrimental to the mental health and spiritual wellbeing of many of the students
• likely to be counter productive to the synergy and harmony of the creative arts classroom within broader community involvement

Management of Leadership Stages

Tribal Leadership [ibid] is about helping members of groups move through stages of development and self awareness. Hopefully they will arrive at a level of co existence that is proactive, productive, harmonious and enlightened. For "Stage 4" to turn into a productive and healthy learning platform it must be managed proactively and overtly with the cooperation of the students involved.

Making a Labyrinth

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Jan 30, 2009

Ways to Create a Tribal Atmosphere

Posted by Jo Murphy

Create a Photoshop Club that is empowering for students and teachers, using the methods outlined in the articles How To Learn Photoshop Online and How to Design a Photoshop Club

Set up the club so that members become a strong empowered, motivated tribe. Show them how to be capable of achieving varied styles of inspired activities, whilst maintaining an attitude of camaraderie.

Create a Tribal Atmosphere

An attitude of gratitude would result in the feeling that “Life is Great!” It should not be hard to convince students that access to Photoshop and free instruction of the quality offered by Watch and Learn Photoshop.com is something to be grateful for.

This attitude of gratitude will motivate students and help them to feel welcome. Well spaced, well paced lessons will also incrementally lift the bar of achievement thus create an ethos of empowerment.

Stage 4 :”We Are Great!” (Tribal Leadership)

Creating images for “our” magazine, creating a community library together that will be valued for time to come brings about a feeling of belonging. Members of the club can work together to preserve history of the past and conserve images and memories of now for the future. This will build pride and an ethos of valuing community members.

With thorough preparation and planning the club could easily oscillate between stage 4; “We Are Great!” and Stage 5; “Life is Great!”

Creating a Shared Language

The activities engaged by the club facilitated by Photoshop will create common group languages

• visual language,
• technical language (Photoshop) will become common among the club members
• local knowledge and ownership of the locale will be strengthened
• because the libraries are housed publicly this too will create a group language, a sense of pride and ownership of the process (this might come about even for people who are not in the club as they may still view the images and ask relevant questions)
• perhaps a college in-house style of visual graphic presentation will emerge

An Evolving Learning Community

It is possible within this scenario to value both the personal individual at the same time as the communal colective achievement of the project.

The structure of the learning community means that teachers can be quite comfortable if they are learning along with the students. If they don’t know as much as, or more than the students, this can be seen as a good thing. The context of equality will not be marred or hampered by a lack of knowledge because of the structure. Teachers can share the gift of discovery with their students

A sense of equality and egalitarianism will be further enhanced, because all images will be housed in online galleries. This means that there is no need to grade them - all can be equally valued. All images created can be enjoyed as different from but not better than those of their peers.

Photoshop on Lap Top

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Jan 22, 2009

Aspects of Strategising Leveraging the Power of Tribal Leadership

Posted by Jo Murphy

In the book Tribal Leadership, [Collins Business 2008] researchers Dave Logan, John King, and Halee Fischer-Wright found that tribes are not only powerful, but that tribal dynamics can be mapped. One of the aspects that these authors map is the common laguage that develops when a team or workplace moves from team to tribe.

What Would Be the Characteristics of This Common Language?

Leaders (classroom teachers) can improve understanding and motivation of their classes by using team language to develop a "we" culture instead of an "I" culture. The result is called "stage 4."

A culture that embraces synergy above individual success, develops an ability to accomplish more within a streamlined harmonious environment. Happiness and a sense of well being is predicted.

How Could Teachers Develop Class Aptitude for Harmonious Synergy?

One way is to literally model valuing peace, harmony and serenity. Running a simple class activity showing students a way to destress and stay calm and focused might just be the key to achieving a class sense of well being.

An activity such as How to Make a Finger Labyrinth in Clay, would be one of the many ways of modeling to a class that the teacher values every member of the classes emotional wellbeing. Providing students with strategies that show them there are choices they can make about the levels of stress they are willing to accept in their own emotional landscape, could precipitate the development of harmonious group language.

Labyrinth a Symbol of Peace

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Jan 17, 2009

The White Rose and Tribal Leadership

Posted by Jo Murphy

If teachers have read the book Tribal Leadership and have listened to the free download from Zappo's.com they may come to a point where they would like to introduce the concept of "Working as a Tribe" to their drama class.

This would not be an easy thing to do. Tact would be required when facilitating a process whereby students self assess their own ability to work together. With care a teacher could guide her class to a point where they may wish to assign themselves a level when engaging in group projects.

Using "Die Weiss Rose" as an Historical Example

The movie Die Weiss Rose [1982]provides Drama teachers with a perfect model with which to exemplify level four behaviour as descrbed in Tribal Leadership. [Logan et al 2008] The story of the White Rose is far enough removed from the everyday common experience of the average student, that it comfortably provides a context within which they can see the point of asigning levels of behaviour. There is little risk that the students take the point personally.

Encourage the Students to Assign Levels

Stage Four cultures and leaders exhibit the following behaviors:

• A desire to work together will be stimulated once individuals have passed through stage 3 due to disenchantment with the limitations of personal success.
• Shared core values, which facilitates members of the group making decisions in line with a shared set of values.
• A "noble cause" as a shared goal.
• The use of "triads" to decentralize communication in contrast to stage 3 communication where knowledge is power.
• Using values and a noble cause to work toward an outcome, ensures that actions are informed by the values which flow toward that cause.

When discussing the movie, students wll be quick to see that Hitler experienced life from the point of view of a level three person. "I am great and you are not." They may find it harder though to pick their way through some of the trickier aspects of level four and five, when discussing baviours of the White Rose group of students.

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Die Weiss Rose

Tribal Leadership

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