Filmmaking, I discovered throughout the process, is astoundingly complex and difficult. I am suddenly more appreciative of the art and its industry, and my profound respect for filmmakers is greater than ever. Filmmaking during the second module was a challenge, yet it was a time of energy and innovation. Normally, I am quite curious and aware of my surroundings. It is especially compelling when one is living in a foreign country as the experience presents unique and fresh adventures, visuals, and ideas. During my short film making stint, I was ever more aware of my surroundings, the conversations of others, their body language and movements, the arguments and laughter, as well as the private moments of others. I guess one could say, I was being a bit intrusive, if not invasive.

My imaginative bridge in this case was easily identifiable. As a teacher, I realize that I do "this" nearly everyday. I am curious about my students, their attitudes and moods, what they react to and how they react. I am waiting for moments to enter and exit their sphere, so to speak. I want to make myself available to them as I expect they will make themselves available to me. We make plenty of plans, some of which never evolve while some become reality. My students are often the filmmakers and I am the star (diva) and my classroom serves as my stage. I realize that they are watching me, listening to me, waiting for something profound and like some films, I bore them from time to time. If I am working extra diligently, they are left feeling something, wondering about something, or compelled to seek more as a result of what they witnessed.

Other times, my students are the subjects and I am the filmmaker. They entertain me, teach me, keep me guessing, and inspire me. I laugh, grit my teeth, close my eyes from exhaustion and I cry. In the end, I am compelled by them.

Bridges- Photograpy & Education

Education, its elements, and all its details is much like photography and I'd wager, equally as complicated in content and practice. Art in any form can serve as a metaphor for a group of students and an assignment or purpose. You begin with raw materials, unfamiliar, diverse, somtimes, too much of one thing and not enough of the other. The canvas is empty and it's the teacher's and her students' mission or calling to create something just as an artist would. There is a tremendous amount of love, innovation, time, effort, heartache, and of course a finished product. What is most fascinating about art and teaching is that they, are in a sense, a gamble to a certain degree because some "pieces" are effective for some but not for others. The piece is the lesson for the teacher. On any given day, the teacher and student experience that moment where something has become meaningful and memorable. We can call it a photograph. It's a permanent fixture in the mind, in the soul.

The play Overtones is presenting some "bridges" in terms of art and compelling experiences. The play is copyright early 1900's in New York. It is a cast of four women, two of which act as the subtle overtones- Harriet and her overtone, Hetty and Margaret and her overtone, Maggie. It's such an amazing piece. The students have really thrown themselves in to their roles and seem to be aware of what is necessary for them to do in order to bring their characters to life.

It's perfect since we have only girls and we have only 3 in the grade 8. I am playing as Margaret. I am interested to see what they come up with in terms of a set, costumes, and hair design. Certainly we will do some research to help determine these elements. All of this is going to be compelling because they are already making their own connections and it's going to be fascinating to see if it reflects what we find when we research what clothing and hair design was popular in the early 1900's in New York City.

My girls have been busy this week with their Arabic exams which leaves me with some much needed time to reflect on my blog. This is important since I am now developing a class activity for my students where they will also create a blog for their writing and "compelling" experiences. I have them interested but they are skeptical since our Internet access at school is limited, at best. I think that a blog, just as a good novel, or play will make a memorable learning experience for them.

I am considering elements of "meaningful learning" and what it means to leave a lasting impression or memory on a student. I am forced to consider what I remember from middle and high school which should not be difficult since it's only been about 12 years since I graduated. Looking even further back, I recall becoming a Green Lake "Kinderbean" and wearing a super cool t-shirt to prove it, the "Stone Soup" activity in grade 3, and the "Bluebird Company" in grade 5 of which I served as the secretary. Later in middle school, things were not nearly as interactive. I do remember a social studies project where a local Hmong girl told the class her very fascinating family history story. She showed us an amazing quilt her grandmother had sewn and carried with her from Cambodia as a refugee.

High school presented some opportunity for more memorable or compelling "school" moments such as plays, trips, creating a yearbook but nothing was more compelling than a "Life History" project conducted at a local nursing home where we were paired with a resident and asked to write his or her life story. It was incredible. I want to create those memories for my students especially in Saudi Arabia since I will also come out of it with something immensly unique and compelling on both a personal and professional level.

25 Things You Didn't Know About Me in Grade 8

As many of you know, I am teaching at an all-girls school. It's an interesting experience, to say the least. In some ways, I really enjoy it because the girls really open up while other times, I feel the diversity would be helpful in terms of discussion and real life. Today we adapted an idea from a mass email I noticed. It's titled 25 Things You Didn't Know About Me. They loved it! I also participated and I found it more difficult than I imagined. We asked each other questions probing for ideas. I am planning to use this to for a future writing assignment.

25 Things You Didn't Know About Me

1) I eat chocolate almost everyday
2) I dream of climbing Machu Pichu with my dad
3) I hate my skinny legs
4) I love all my students, even those naughty ones
5) I feel so sorry for overweight people
6) I worry about my family especially my mom, dad, and Victor
7) My favorite restaurant is Maria's Mexican
8) I have freckles almost everywhere
9) I hate math because I do not understand it
10) I like the smell of fabric softener and Pine Sol
11) Sometimes, when I am with my nephews and people think they're mine, I don't correct them. I just agree
12) I have two tattoos, and I regret them
13) I speak Spanish but poorly at the moment
14) I am in love with Edward Cullen, teen vampire from the Twilight series
15) I wish I could sew and knit
16) I bite my nails
17) I practice Christianity because it gives me hope and happiness
18) My middle name is Ann. I went to school with a Natalie and her middle name is Layell; I was envious
19) I hate winter sports and I am from Wisconsin
20) I love deep-fried cheese curds
21) Yoga hurts
22) I love camels
23) I am left-handed
24) One of my favorite books is The Awakening by Kate Chopin
25) I realize many of my students are far more intelligent than I am