All is Fair with Fair Use

Fair Use encompasses the "how to's" and "for what's" for educational multimedia usage as a teacher, or a student.  The definition is hereby "a legal principle that defines the limitations on exclusive rights of copyright holders."  Let's take a closer look at the grit of this description.  By "a legal principle" I would think of a dogma, or doctrine that sets an important note or ideology into stone, that by which is enforced to any that may contend with such principle.  This outlines or "defines" the boundaries or "limitations" contenders are to adhere to.  "Exclusive rights" I take to mean as freedoms or privileges to the demographic the guidelines are designed for, this being the "copyright holders" whom are the creators or originators of the content and media.  As a teacher or student abiding by this statement, it is important to be aware of not just limitations, but pivotally, privileges and benefits of using worldly media within one's own work.  There is a fine line between plagiarism and purposeful usage.  It is purposeful if it shares a point to be made which is to be decided by the individual enacting Fair Use.
 For example, if I were sharing political cartoons and irony with a class to make a point and make the concept more interesting, I would use a famous Bill Waterson's strip:

Ha Ha Ha....

To use this, as Waterson's original creation, I would have to note that it is copyrighted and that I did not make this comic strip.  It is as simple as that.  I have the right, and fair use to use it.  How does this particular example comply with Copyright law?  Well, laws are dynamic in nature when onset with a challenge.  Challenges are due to change of social or political relations and objectives.  So law and challenges are interdependent.
         A. Does it impact the future of creative development?  Yes, it's a comic, and everyone loves a Calvin.
         B. Does it relate to personal ethics?  Yes, in the matters of truth as a a political play on words.
         C. Social modeling?  Sure, maybe negatively though in that we shouldn't knock people's teeth out.
         D. Potential embarrassment?  (Reread the comic.  Pay specific attention to the last box.)
Fair Use can be fun, if we search for ways to use it with a purpose.  By exploring various multimedia projects to use as classroom teachers to enhance how we teach and affect our students, we are also expanding our own creative bubbles.  The cool thing is, these bubbles never seem to pop.
Portion limitations when using other artists' work is that a "reasonable amount of copyrighted work can be used in a project regardless of the original medium from which the copyrighted works are taken."  This to me is saying to use whatever you want, or whatever you deem necessary.  Showing all three extended editions of Lord of the Rings Trilogy to your class in order to show the types of fictional characters that exist ie. elves, wizards, and hobbits... etc. might be a little excessive.  But showing a good thirty minutes of Tolkien's magnum opus would suffice to get that point across.  Best advice, is to stay updated on the laws, as they DO change.  Go out there and use material!  And lastly trust your own knowledge, or gut, in the matter.  If it seems to risky, refrain.  PANE: Purpose, Amount, Nature, Effect.

Extra: In regards to what Schugar was mentioning about music impacting music impacting music as a cycle, here is a Q&A with hip-hop artists on Fair Use in music culture at World's Fair Use Day.
http://www.youtube.com/watch?v=4_T9RgpUR_c

Chicago Teachers Rally: Not Down with Educational Reform

Thousands of public school teachers gathered on strike in Chicago, Il against the educational reform proposed by the mayor Rahm Emmanuel.  It left 350,000 children without classes as a few blocks of Chicago streets were engulfed by teachers and supporters creating a CTU (Chicago Teacher's Union) and Mayor Emmanuel standoff.  Being the nation's third largest school system, the bustle caused all kinds of hustle as parents frantically tried to find caretakers for the children.  So what is the problem here? Teachers are feeling injustice- over the rising national struggle over unionized teachers’ pay, conditions, benefits and standing.  The mayor was quick to dismiss talking politics over the reform and encouraged teachers to go back to their schools, which they finally did Tuesday, September 18th. 

For months, a conflict had been brewing between the teachers and Mr. Emanuel, who has pledged to make the most comprehensive reform in the Chicago Public Schools in a decade. Still, the strike, announced around 10 p.m. on Sunday, took many by surprise.

School officials said they had contract talks, and made adequate concessions including what would amount to a 16 percent increase for teachers over four years despite what is expected to be a $1 billion deficit in the system’s operating budget next year. Only two issues were still subjects of dispute — how to evaluate teachers and whether teaching openings should automatically go to laid-off teachers.

School board officials said the average salary for teachers here is $76,000.

CTU members seemed to suggest that the dispute was over something more mountainous, and included other issues related to benefits based on experience level and training days for teachers.

"Teachers also clearly saw the strike as a protest not just of the union negotiations in Chicago but on  education reform nationwide, which many perceived as being pushed by corporate interests and relying too heavily on standardized tests to measure student progress," said Monica Davey in a New York Times article. 

This upheaval has led to repercussions and considerations such as the belief in Emmanuel as mayor, the education reform movement did not do well and charter schools that replaced others are not doing better, the issues are now brought to more people's attention, and that parents will now be more involved in schools.

Democracy Now displays a video interviewing CTU members and other local supporters to demonstrate what is was like to walk down some of Chicago streets these past two weeks:

http://www.democracynow.org/2012/9/11/thousands_rally_in_chicago_teachers_strike

What do you think about striking over injustice in a school system and the CTU's response to Emmanuel's reform in that it is a nation-wide issue?

About Me, Elizabeth

To get a good idea of how I feel every morning when I wake up, listen to this:

http://www.youtube.com/watch?v=U6tV11acSRk

As a student studying childhood education, you come to question your own values and approach to life in relation to how it will affect the children I will help mold into individuals and citizens of the world in the next many decades.  Writing, which I do habitually, helps me reflect and prepare for the world of teaching.  Music also puts me in a fruitful spirit that inspires me of the joy teaching can be.
I try to try new things, as I hope my students will like to do, for it is important in being an avid learner.  Something I have tried recently is gardening, by taking up volunteering at Longwood Gardens.  It is a phenomenal oasis of plants and trees, and if you haven't yet visited, check out this site and I'm sure you'll want to.

http://www.longwoodgardens.org/

I also work part time at Starbucks which gives me the heavenly coffee I am addicted to, and the opportunity to collaborate with people.  When I don't have my nose in a book or being a barista, I enjoy being outside doing anything from hiking, biking, camping, fishing, etc.  If I am outside, I am a happy person.

My goal with this blog is to extend my research and knowledge on teaching creatively, effectively, and being a mindful mentor.  Please react!