Visiting the Berlin Film Museum

There may be a lot of you film buffs out there who are already up-to-speed on classic German films like "Metropolis", "The Blue Angel" and "The Cabinet of Dr. Caligari". But I think I've got one up on you. I may not be a film expert, but I just got a whole lot smarter about "the business" - film in general, that is, and German film in particular - after having visited The Berlin Film Museum.

It's a museum that is certainly easy enough to find. Everyone who comes to Berlin stops by to visit the beautiful circular courtyard of the Sony Center. And that's where you'll find this sleek futuristic complex, generously spread out throughout three floors of this great, spacious structure. Designed by celebrity architect Helmut Jahn, The Berlin Film Museum guides you through 100 years of film history, with a focus on that golden era when films made in Berlin came close to challenging those of Hollywood.

The "Permanent Exhibition" is essentially a condensed journey through German film history. Beginning in the early "Metropolis"-years of silent films, it takes you on to the "Blue Angel"-period of the Weimar Republic years and beyond. The "Transatlantic" section is particularly interesting. During the 1920s, many of Europe's filmmakers and stars went to Hollywood to do American versions of the films produced here (most of which failed miserably). Propaganda film under National Socialism is then covered, of course, as are the individual famous exiles of Hollywood who managed to escape the Nazi terror. Post-war cinema and contemporary film are explored in great detail, but the heart of the exhibition remains, understandably, the Marlene Dietrich Collection.

Marlene Dietrich, born and buried in Berlin, is without a doubt Germany's most famous film icon and accordingly, three entire rooms highlight the Marlene Dietrich Collection here. There are a total of 130 items on display, among them her screen and show costumes, several portraits and vintage prints, personal accessories and other small items - though there are also quite a few larger items, too, like the eight enormous metal cases that held her luggage! Several small clips from her films can also be seen here, among them some famous footage of her speaking out against Nazism and angering her home country. There are also several home movie clips of interest.

The "Retrospective" is the Film Museum's other large exhibition area and always worth visiting. Just bring a lot of time with you when you come. It changes on a regular basis, of course and has already managed to put a wide area of fascinating individuals and subjects under its belt, a few examples among them being: Billy Wilder, Erich von Stroheim, Fritz Lang, F. W. Murnau, European 60s, New Hollywood, Cold War, Exile and Artificial Humans.

Interestingly enough, the Berlin Film Museum also offers its visitors a large public library. Berlin university students and professors, historians and film researchers and just "plain old" interested individuals can take advantage of a large selection of modern and historical documentation. Many publications on film history are available, as are books about the history of photography, film theory, film genres and aesthetics. There are also screenplays, books on scriptwriting, biographies and memoirs to be found.

And in the coming spring of 2006, the first German museum for television will open here. It will highlight the many stars of the medium, investigate broadcasting technology and politics and will play its role in the preservation of German television history. And one special event is already being eagerly awaited: The celebration of the FIFA World Cup, world soccer's great sporting event which will be held in Germany next year. This will be the Television Museum's first exhibition and is scheduled for May.

I have ended up spending much more time at the Film Museum than had I planned to - every time that I come here. Although, I must say, I always leave the place thinking that I should have stayed a little longer. So film buff or not, come by for a visit and you too can get a lot smarter about German film history.

Berlin Film Museum
Potsdamer Strasse 2
10785 Berlin-Tiergarten
Tel: +49 (30) 300-9030
www.filmmuseum-berlin.de

Stephanie Harrison Photography - Where You'll Find the Best Photographer in Town

Whether you're looking for that perfect photographer for senior pictures, wedding photos, new baby celebration or special family moments, Stephanie Harrison Photography is the place to go! You'll not only find a professional studio that is conveniently located in the heart of the Historic Depot District in Richmond, Indiana, but you'll meet one of the friendliest, easy going photographers around; not to mention at a great value!

The photographer at Stephanie Harrison Photographer, none other than Stephanie Harrison herself, offers an artistic style that can't be found elsewhere. The results of her work give an eclectic, non-staged, and real feeling. She captures expressions and movements perfectly in her photographs. She's got the perfect personality for children and adults alike. She can accommodate any situation from serious, quiet moments to doing whatever is needed to get an unsure baby to smile, make nervous folks feel comfortable or even catch that wondering gaze of a beloved pet.

Photos aren't always taken inside the studio at Stephanie Harrison Photography. The opportunity is also there to go outdoors and use the resources of the Historic Depot for a more urban look, combining the exposed brick of old buildings with the sweet, fresh face of a new baby, for example. Stephanie is also often available for on-site shoots for weddings, special celebrations and other purposes!

Stephanie Harrison has the experience to make your photo shoot the best it can be! She's been featured in a number of magazines across the world and has won various photography awards. With such skill and recognition one might think her prices would reflect it, but at Stephanie Harrison Photography, the value is unreal!

The session fee is a very reasonable $40.00 for up to four people. Prices for prints obviously vary by size but range anywhere from $8.00 for eight wallets up to $90.00 for a huge 20x30 print! She offers packages for senior pictures starting at a low $99.00 and Wedding Packages that can be had from $550.00. Also available are Gallery Canvas Wraps in various sizes which are, simply put, awesome!

Stephanie Harrison Photography can be found at 195 Fort Wayne Avenue in Richmond, Indiana and reached at (765)962-3133. The website, www.stephanieharrisonphotography.com offers numerous examples of Stephanie's work, a price sheet, bio, and contact information for setting up your first session.

Stephanie Harrison Photography; you simply won't find a better photographer around!

The Art and Science of Teaching

source

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.