Creative Garden Art: From Trinkets to Treasures

Did you know that you can give new life to nearly any old object? Not only can these ‘recycled items’ add unique charm to your home, but they also be incorporated into the garden. With just a little bit of imagination and a lot of creativity, an ordinary garden can be given the ultimate makeover—one full of character and history. Objects for this task can be found just about anywhere. You can even make use of your own personal possessions that you may have found difficult to part with in the past.
In the garden there is a place for everything, especially containers. Some of the most commonly reused objects that can easily be transformed into interesting containers include plastic jugs, old pots and pans, baskets, and tires. You can also use an old wash tub, sink, or wheelbarrow. For a more personal touch, consider recycling a pair of outgrown boots that were once yours or perhaps belonged to your children. As long as your object allows for drainage, nearly anything goes. For items without drainage holes, simply poke a few in the side or bottom with a drill or other suitable instrument. Don’t get rid of those aged flowerpots; give them a face lift instead by adding some paint or mosaic tiles. 

Plastic soda bottles can turn into unique ‘piggy’ planters. Simply cut a section out of the side to hold a small pot. On the other side, add some feet; this will also give the planter support. Typically, I use an egg carton for this; you may use whatever is on hand. Choose your favorite color and paint the bottle. Add some eyes and ears; the nose comes from the bottle’s lid. Now place a flowerpot into your ‘piggy’ planter and set it in a location of your choosing.

What is a garden without interesting focal points? Large objects make great eyepieces. Wheelbarrows, tubs, old mowers, and statues are some good choices. Fountains and other water features can easily be made from old objects that have just been lying around. Use pieces of pipe, old sinks and tubs, or different sized pots and pans. Welcome birds into the garden with creative sanctuaries. Turn an old mailbox into a festive bird retreat or feeder. Transform dishes into splashing bird baths. Worn-out tools and other similar items can quickly become treasured garden pets. For instance, post-hole diggers can be changed into magnificent alligators. Flowerpots can magically be transformed into cute puppy dogs. Turn saw blades into artificial flowers with some paint; attach to stems made from pipes or broken tool handles. Maybe you would prefer to create sundials from the blades. It’s totally up to you.

Everyone enjoys the whimsical sounds of wind chimes, and these can easily be made from various scrap metal parts. Wind sounders can also be created from strips of metal and twisted into shape. If you have an excessive supply of glass canning jars, drop some tea light candles into them and line walkways or even a deck to add subtle light for get-togethers. Old coffee, soup, or paint cans may be used as well. Simply punch decorative designs into them, add some paint, place a candle inside, and enjoy. Stones and weathered stumps or logs even have potential in the garden. When uniquely placed, these objects can provide additional interest throughout the garden area. Do you like collecting things? Integrate them into the garden. For instance, a collection of bottles or sea shells can be utilized as edging for beds. Ladders, gates, or bed frames can make an attractive trellis for your plants. Dishes can be used in place of mosaic tiles for decorating a variety of objects.

No matter your level of artistic ability or skill, art is art. With any type of art, there is no right or wrong. Objects of all sorts can hold hidden potential. Whatever you see in an object, you can do. All you need is some creativity; as imaginations are never-ending, so are the possibilities.

The Art and Science of Teaching

Some educators view teaching as primarily an art. Others take an opposite point of view and consider teaching to be strictly a science. Many educators believe that effective teaching is a combination of both art and a science. A teacher gains knowledge both, of teaching methods and subject matter throughout his or her career. The art of teaching lies within the application of knowledge gained from research, taking place in the context of the unique, situational nature of the classroom. One cannot truly become an effective teacher without integrating both the art and the science of teaching.

Teaching as Art: Understanding Through Definition

Webster's II New Riverside Dictionary gives several definitions, which can be used to support the idea of teaching as an art. The definitions include but are not limited to: (1) "the activity of using imagination and skill to create beautiful things (Webber,1984, p.41)", (2) "a field or category of artistic activity (1984, p.41)", (3) "a trade or craft and the methods employed in it (1984, p.41)".

Teaching As an Artistic Process Achieving an End Product

Teaching involves imagination and skill in creating student learning. This refers to the activities in which teachers engage each day, utilizing both imagination and skill, and one might add intuition. Teachers engage in such activities to bring about the product which is student learning. It is interesting to note that the product in this case is also by definition, a process.
The classroom environment, for example, can be broken down into 2 components: (1) physical design, and (2) social-emotional climate. The classroom learning environment can be considered a work of art in and of itself. Without a proper environment, both physical and emotional, students will not be able to learn effectively. The physical environment can be relatively easy to maintain, but the emotional climate for learning requires the artful application of imagination, skill, and intuition on the part of the teacher.

Some aspects of the emotional climate of the classroom can be pre-planned, but most of the work involved in the maintenance of a proper social-emotional climate for learning, is done in the moment. In Maintaining a positive learning climate, the teacher must take into account the endless supply of variables that may appear without warning, in the milieu. Keeping the classroom and the students organized and on task, while teaching the required skills and concepts, and the whole time fostering an atmosphere of respect, caring, and responsibility, describes the artistic process by which teachers conduct business. The product of this artistic process is a class of students who respect and care for one another, in the process of effectively learning subject matter.

Teaching is a Category of Artistic Activity

Teaching is indeed a category of artistic activity. In an interview on pedagogy, teacher Camille Paglia describes her teaching style as "improv", and relates it directly to performance art (Rodden, 1996). She refuses to accept someone reading a prewritten lecture as teaching (Rodden, 1996). Madeline Hunter describes teaching as a dynamic activity, and finds it important to see each teaching situation as unique due to the interplay of many variables (Magestro, 1994). The art of teaching involves not only knowing what to do and how to do it, but also knowing when to do it, and in what situations not to do it (Magestro, 1994). It is this kind of thinking process that takes teaching from a scientific base to an art form (Magestro, 1994).

Teaching as a Trade and a Craft

It is obvious to most that teaching is both a trade and a craft, and therefore by definition, the method by which teachers practice their trade, is an artistic process. Those who argue teaching to be purely a science cannot properly argue against this definition. In defining art in such a manner, one can easily see that it is the application of the science that constitutes the art. Teachers apply a body of knowledge regarding what is known about teaching and education, as well as subject matter. The art of teaching consists of decision making in the moment, building a repertoire of techniques and skills, and knowing when to draw upon which techniques, that make up the art of teaching. Some consider this an extreme form of multi-tasking, a challenge even to ex-soldiers, as described by Brougham (Inspiring Words, 2003).

Teaching as Science: Using definitions to Gain Perspective 

Webster's II New Riverside Dictionary defines "science" as (1) "the study and theoretical explanation of natural phenomena (Webber, 1984, p.620)", (2) "a systematic activity requiring study and method (1984, p.620)", and (3) "knowledge, especially that acquired through experience (1984, p.620)".

Teaching as the Study and Explanation of Learning

Broadly speaking, education can be defined as the study and theoretical explanation of teaching and learning. Educational research, along with research from several other fields, provides the basis for our understanding of educational methods (Ivie, Roebuck, and Short, 2001). Educational research is a component of education, not a separate field, as may be commonly assumed. Educational research is an important part of what teachers do in the classroom on a daily basis. Teaching as a profession, as described by Madeline Hunter, is based in the "science of learning" (Ivie et al., 2001). Teachers utilize the knowledge gained from research findings in the classroom each day. Educators sometimes even take part in educational research, conducting action research within their own classrooms.

Teaching as a Systematic Process

Teaching is systematic, and it requires much study before entering the profession, and throughout one's career. The results of experiments done by B.F. Skinner in the 1960's were found to be applicable in the classroom setting (Ivie et al., 2001). Many principles of behaviorism are utilized in classrooms today, especially with students with special needs. Students with certain presentations often respond well to behaviorally based programs, in which they are rewarded for positive or desired behaviors in an attempt to extinguish negative or unwanted behaviors. Behavioral techniques often provide some benefit to the general student population as well.

There are some that view the use of technology in education, as an aid in systematizing teaching (Ivie et al., 2001). Author Seymour Papert, who writes on children and technology, states that the use of technology and computerized learning will someday allow us to so modify a child's learning environment to point of not needing schools (Ivie et al.)! Such an idea may seem a little strange to the educators of today. However, Papert may be on to something. Computerized technology may be of great help in systematizing aspects the educational system, or at least in terms of the teaching and learning of isolated skills in the classroom.

Education as a Body of Knowledge

Madeline Hunter has described teaching as an applied science based on research on learning and behavior (Ivie et al., 2001). The body of knowledge that makes up what we know about education, broadly speaking, defines education as a science by definition. Hunter has noted that education as a field takes into account knowledge based on research from several other fields including: psychology, neurology, and sociology (Ivie et al.), 

On an individual level, the teacher has also developed his or her own specific fund of knowledge, integrating information from other sources as well. A teacher builds a repertoire of teaching and subject matter knowledge over the course of his or her career. The acquisition of knowledge begins in college, or maybe even before. It does not, however, end with formal higher education. Not only is professional development mandated by state and federal agencies, teachers are also involved in continual reflection, and are by design, always trying to improve their teaching methods. Improvement is made possible only through the continual accumulation of knowledge. This accumulation of information and improvement of teaching practices based on information gained from speaks to the science of teaching.

Some people view teaching as an art, others consider teaching to be a science. It is important to note however, that those who truly understand the process of teaching can appreciate the interrelated and synergistic combination known as the art and science of teaching. The art of teaching i.e., the creative processes, the skills, and the teaching craft, is found in the application of the science of education: the systematic processes, the body of knowledge gained from several disciplines. A teacher needs to utilize both the art and the science of teaching to create effective student learning


References
Brougham, H. (2003). Inspiring words for educators. Curriculum Review. 42(9), 8.
Ivie, S.D., Roebuck, F., & Short, R. (2001). Experienced teachers insist that effective teaching is primarily a science. Education, 121(3) 359-35.
Magestro, P. (1994). Tribute to Madeline Hunter. Educational Leadership, 51(7) 83.
Rodden, John. (1996). A TPQ interview ‘improv' is my pedagogical style: Camille Paglia on teaching as performance art. Text and Performance Quarterly, 16(2), 161-171.
Webber, H. (Ed.). (1984). Webster's II new Riverside dictionary (Berkley ed.). New York: Houghton Mifflin.

Sound in Film and Cinema

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Sound plays a vital role in film and helps shape the way the viewer reacts and watches a motion picture. Sound influences and enhances what we see on the projector screen. Film critic and music composer Michael Chion breaks down sound into different groups which each play a role in the making of a film. 

Michael Chion describes sound and listening in three different types of modes: causal, semantic, and reduced listening. “Causal listening refers to the listening of a sound in order to gather information about its cause or source (Chion 25).” Semantic listening is listening for the purpose of gaining information about what is communicated in the sound and language. Reduced listening is listening for the purpose of focusing on the qualities of sound itself such as pitch or timbre, which is independent of its source or meaning. 

In the film Bad Boys II with Will Smith and Martin Lawrence, each of the three listening modes are used. In one of the last scenes of the movie, the two policemen gear up for a huge battle in which they rescue a hostage while under gunfire from the Cuban army. They enter a mansion surrounded by armored guards and men as they make their way through the house trying to find the hostage. They are able to successfully escape with the hostage as they leave in a car with the mansion exploding in the background. The sound first heard in this scene uses causal listening with miners digging an underground tunnel. The clang of the digging indicates that men are underground and are moving quickly. In addition, the semantic sounds of the policemen’s voices are heard as they instruct each other where to go. This is causal listening as well as semantic listening. The barking of instructions indicate that the voice is from one of the policemen and from semantic listening you can hear that the voice is from actor Will Smith without even seeing him in the picture. In the background, as the policemen prepare to enter the house, the reverberation of a drum is heard as a reduced sound to create suspense. Immediately, the explosion from a rocket launcher rips through the air followed by the panicked voices of the enemy soldiers. This fleeting moment uses all three listening modes. Causal listening is used to determine that the source of the explosion is the rocket launcher and reduced listening indicates that magnitude of the explosion and its effects on the building. Finally, semantic listening is used determine that the panicked voices belong to the Cuban soldiers who are under attack. Then the crash of shattered glass and windows is heard through reduced listening as well as the sound of the approaching enemy vehicles as the policemen make their way towards the hostage. As bullets and machine gun fire whiz by the policemen in another example of reduced listening, the clatter of footsteps and shouting is heard loud and clear to convey an atmosphere of chaos and confusion. The shouting of the men as they escape is another instance of semantic listening as the viewer realizes that it is coming from actor Martin Lawrence. 

Sound is able to influence what we see and affect its images by bringing to life the images on the screen. The sound of a grenade making a huge explosion magnifies it effects on the scene at hand. The noises make the scene and actions come alive and seem all the more real. The noise of miners digging tunnels makes you believe that you are really inside that tunnel with the characters in the film. Listening to sound in a film also makes the viewer react more to the action or scene. For example, the noise of a machine gun firing rapidly several rounds of bullets at a time makes it seem all the more remarkable of a feat when the actors miraculously escape a hail of bullets while running for their lives. Awed at such a scene, the audience thinks, “how did they do that” or “that was amazing.” Furthermore, the listening of sound captures the viewer’s attention and wraps them into the scene. The noise of several helicopter in the sky dashing across the ocean gives the impression that a huge action scene is about to occur or a crucial point in the film’s plot is on the brink.

How to Make Baby Crib Sheets

baby clothes onsies

The great thing about making your own baby crib sheets is that you can choose from thousands of fabrics available, rather than settle for the few choices at your local department store. The sheets are very easy to make, especially if you have a serger, or over-lock machine.

If you'll be using regular cotton fabric, cut the material 68" long. For flannel, cut two inches longer, since flannel will often shrink. If the material is pre-shrunk, cut to 68". With flannel, however, after being washed once, it's often very noticeable, so if the sheets are a gift you may consider cutting the flannel extra long rather than pre-shrinking.

Lay the fabric out flat on a table and cut an 8" square off of each corner. The easiest way to do this is to cut a piece of cardboard to 8"x8", then use it as a pattern to cut around. Lay the cardboard on one corner and cut around it, then move on to the next corner. After cutting the block out of each corner you are ready to stitch.

On each corner, fold the cut portion, right sides together, and angles aligning. Serge or stitch across to form a pocket. Do this for each of the four corners. Use quarter-inch elastic and stitch it to the entire perimeter of the sheet. Pull the elastic slightly, while sewing around the corners, then just stitch the sides without tugging. When you get to the second corner, again pull the elastic slightly, all the way around the corner.

If you're using a serger, the elastic can be sewn in while stitching, but be sure not to get the elastic too close to the knife. If the elastic hits the knife just once, you'll have to reinstall the elastic. To prevent this, especially if you are a beginner, serge around the perimeter, then use a single-needle machine to attach the elastic.

If you're using a single-needle machine for the entire job, you can do the elastic a couple of different ways. One way is to sew the elastic into the sheet with a zig-zag stitch, then call it finished. Another way is to fold the edge of the sheet over the elastic, hiding it as you stitch. A third way is to stitch the elastic all the way in, then go back and fold it over, stitching it again. That technique will hide the elastic and is easier for some beginners.

It's not entirely necessary to place the elastic all the way around the sheet. Many people simply sew elastic into the corners. To do this, cut four pieces of elastic, each 9" long. Find the center of the elastic and place it at the corner seam. Stitch half of the elastic on, pulling it slightly as you sew. Now go back to the center and sew in the opposite direction, tugging the elastic slightly as you sew the second half. After putting in all four pieces of elastic you can then go back and turn the elastic under, if desired, and stitch.

If you're wanting to make sheets for a toddler bed instead of a crib, use the same method but measure the mattress of the toddler bed, from the underside of one end to the underside of the other end, and use that measurement instead of the crib sheet measurement. You'll find it very easy to make the sheets and the little baby will enjoy them tremendously, even if he can't tell you personally.