Book+of+Lists+Assignment

= = = = = = Any questions, post them on the wikispace site so we can dialogue as a class. = = = = = = = = = = =Connessione= = = =|| When I first attended a seminar with Johnson & Hackman one of their main points was “shifting the paradigm.” As you make connections with course content and your activities have you experienced a paradigm shift? How do you make sense of new information if it doesn’t fit into your paradigm or world view? Examine the path you’ve taken, the journey you’ve traveled.
 * the organizational strategy you used to organize the material we've covered as well as your experiences - you can use the mind map.
 * the image on an 11" x11" piece of bristol. I have bristol with me if you need a piece. An image of your hand should be on the back side. I think the hand should be a square measurement too such as 5" x 5". If you want we can mount those on the back in class on Tuesday.
 * The essay explaining what the image represents and an explanation of your growth/development these past few weeks. Connect this growth to material you have learned this quarter.
 * Book of Lists Assignment**

PART I: Organize the information and experiences you’ve had this quarter. Use a mind map or list. It is up to you what tool you want to use.

PART II: Create a visual representation of your journey.

PART III: Write a paper explaining your image and what it represents.

§ Leave lots of white space so your concept **map** can grow. § Don't worry about being exact or perfect. Don’t analyze your work at this point!
 * = = = = = = = = = = = = = = = = = = = = = = = = = = = **PART I**=MIND MAP- Arte/Scienza= =Tony Buzan created the concept of the mind map. “//All mind maps have something in common. They all use color. They all have a natural structure that radiates from the center. And they all use lines, symbols words and images according to a set of simple, basic, natural and brain-friendly rules//.” Let’s use the map of a city as a comparison. The center of the map is like the center of the city. “//The center contains your most important idea. The main roads leading from the center represent the main thoughts in your thinking proess; the secondary roads or branches represent your secondary thoughts and so on. Special images or shapes can represent sights of interest or particularly interesting ideas//.”= = = § Determine the most important word or short phrase and place that in the center of the sheet.§ Think for a minute about what you just wrote down, and then circle it.§ Thinking freely, write down any and all other important words, concepts, or symbols related to the topic outside the circle. Now, use lines and/or arrows to connect items.


 * //Analyze what you//** **//have done so far://**
 * Think about the relationship of outside items to the center item.
 * Erase and either replace or shorten words to some key ideas.
 * Relocate important items closer to each other for better organization.
 * Link concepts with words to clarify relationships.
 * Have you communicated the central idea of creative communication?**PART II**Create a visual representation of your travels, journey through the past few weeks. It can be a very polished piece or a good thumbnail. It will be mounted on the piece of Bristol. We will assemble each student’s page to create a booklet.

Write a summary explaining what you learned from creating your mind map and visual representation. I am looking for you to clearly explain your growth and its relationship to the material we have covered in class as well as our field trips, experiential encounters and wikispaces responses. WHERE DO I START?
 * PART III**

As you think back over the past few weeks, we examined the relationship between creativity and communication (specifically the following areas):

q Burke’s definition of communication q Mead’s development of mind q Symbolic interactionist view of communication q Various contexts of communication o Intrapersonal communication: exploration of self; assets & obstacles; o Interpersonal communication: interactions with one other o Organizational communication o Mass communication: advertising o Mediated communication: Wikispaces postings and responses q Creativity o Definitions provided by theorists o Creative process as identified by theorists q Seven daVincian Principles o Curiosita o Dimostrazione o Sensazione o Sfumato o Art & Scienza o Corporalita o Connessione q Major Assignments o Adopt a Genius o Problem solving assignment q Field Trips q Experiential Encounters

1. Where did you start in July? Where are you today? 2. Which activity did you most enjoy? 3. Which activity was the least enjoyable? 4. Which activity opened new doors for you, even if it difficult? 5. Will you apply any of the new information and experiences of the quarter to your work? 6. As you look at your various excursions were there any themes that emerged? 7. Do you feel improved as a creative individual? 8. Do you feel you have improved as a communicator? 9. What challenges were there for you this quarter? 10. What made you feel uncomfortable/ comfortable?
 * CURIOSITA**: Questions you could ask yourself.

What does **paradigm** mean? Here is a definition. q One that serves as a pattern or model q A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline
 * Sfumato**:

Middle English, //example//, from Late Latin, from Greek, from, //to compare// :, //alongside//; see **para-**1 +, //to show//; seein Indo-European Roots.] //**Usage Note:**// //Paradigm// first appeared in English in the 15th century, meaning “an example or pattern,” and it still bears this meaning today: Their company is a paradigm of the small high-tech firms that have recently sprung up in this area. For nearly 400 years //paradigm// has also been applied to the patterns of inflections that are used to sort the verbs, nouns, and other parts of speech of a language into groups that are more easily studied. Since the 1960s, //paradigm// has been used in science to refer to a theoretical framework, as when Nobel Laureate David Baltimore cited the work of two colleagues that //“really established a new paradigm for our understanding of the causation of cancer.”// Thereafter, researchers in many different fields, including sociology and literary criticism, often saw themselves as working in or trying to break out of paradigms. Applications of the term in other contexts show that it can sometimes be used more loosely to mean “the prevailing view of things.” The Usage Panel splits down the middle on these nonscientific uses of //paradigm.// Fifty-two percent disapprove of the sentence The paradigm governing international competition and competitiveness has shifted dramatically in the last three decades.


 * path**

//n.// //pl.// **paths**
 * 1.** A trodden track or way.
 * 2.** A road, way, or track made for a particular purpose: //a bicycle path.//
 * 3.** The route or course along which something travels or moves: //the path of a hurricane.//
 * 4.** A course of action or conduct: //the path of righteousness.//
 * 5.** //Computer Science//
 * a.** A sequence of commands or a link between points that is needed to reach a particular goal.
 * b.** A pathname.

O.E. paþ, pæþ, from W.Gmc. *patha- (cf. O.Fris. path, M.Du. pat, Du. pad, O.H.G. pfad, Ger. Pfad "path"), of unknown origin. In Scotland and Northern England, commonly a steep ascent of a hill or in a road. Middle English, from Old English ; see in Indo-European roots.]


 * road** ||
 * 1. ||
 * a long, narrow stretch with a smoothed or paved surface, made for traveling by motor vehicle, carriage, etc., between two or more points; street or highway. ||

[Origin: bef. 900; ME //rode,// earlier //rade,// OE //rād// a riding, journey on horseback, akin to //rīdan// to [|ride] ]
 * 2. ||
 * a way or course: //the road to peace.// ||


 * journey**
 * 1. ||
 * a traveling from one place to another, usually taking a rather long time; trip: //a six-day journey across the desert.// ||


 * 2. ||
 * a distance, course, or area traveled or suitable for traveling: //a desert journey.// ||


 * 3. ||
 * a period of travel: //a week's journey.// ||

//–verb (used without object)// c.1225, "a defined course of traveling," from O.Fr. journée "day's work or travel," from V.L. diurnum "day," noun use of neut. of L. diurnus "of one day" (see [|diurnal]). As recently as Johnson (1755) the primary sense was still "the travel of a day." The verb is from c.1330. Journeyman (1424), "one who works by day," preserves the etymological sense. Its Amer.Eng. colloquial shortening jour (adj.) is attested from 1835.
 * 4. ||
 * passage or progress from one stage to another: //the journey to success.// ||
 * 5. ||
 * to make a journey; travel. ||