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I love reading the discussions you've had here!  There are so many interesting ideas and suggestions.

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Alyssa- I just looked up the Stuart Semple v. Anish Kapoor drama. That is ridiculous. Also, I like how you are looking at these attention getters as being used all throughout the year. Not just as to gain the attention of students at the beginning of a lesson.

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If you haven't seen the Stuart Semple v. Anish Kopour drama that may be a fun pop culture controversy that a lot of students can laugh about.  It's pretty funny while also talking about access to art and the art selling world.

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This chapter was so short but so important!  Gaining attention is a difficult soft skill and I like how they broke it down into a chart of different options and ways to get attention. I personally could see using a lot of these for my class in different ways.  I would love to have my students make a meme or explore a twitter hashtag.  Maybe in the being of the year having students make memes of the art lab rules or some simple critique advice would be fun.  I could also see this mid-year as a recap or reminder of what they've learned this year.  For the twitter hashtag, I'd really love to do some thing about current events or following artists.  I've been playing around with an artist study final and I think twitter or intsagram could a good place to let students explore their interests.

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Jeff, your idea of creating LP's based on viral video students is an EXCELLENT way to grab someones attention. I, in the very least, find myself irritated when I cannot explain how something happened on the internet. I believe this is a great idea. And I look forward to seeing an example of it in the future!

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Unrelated to this chapter,    I like to present mini stories of important math or science discoveries.  They are about the history of disruption.  But not easy to tie into pop culture.  This involves conveying the limits of knowledge as they existed before the discovery.   Familiarizing them with the details of the problem to be solved, and then try to facilitate a process where the students recreate the act of discovery in their own minds.  Most of the time this discovery process involves first being grounded in the math or science involved with the problem, then being able to formulate the right questions about what is not known, and what is desired to be known..  As well it involves grappling with paradoxes or conflicting data/theories and trying to create a new theory which makes sense of the paradoxes/conflicts.  So instead of rushing to give them the answer, this begins like a puzzle,  to engage them and grab their attention.  Then hopefully they are motivated to work a little to understand more and try to think about and creatively  solve the problem themselves.  This gives them a good  sense of where all the facts and formulas they are required to learn came from.

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It was such a short chapter but I found it very very powerful in terms of suggestions for creating interesting lessons..  I would love to be able to do more with Memes and pop culture .   I have had an idea sitting on the shelves of my mind for a while.  To create some viral physics lessons. based on viral video stunts.   To go through the physics of them, and then create some mathamatical phyiscs problesm for them to solve based on the videos.

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I like Kelsey's choice for a meme type of lesson.  Seems perfect for teenagers in a photography oriented class. Maybe it could also be relevant to pop culture or deal with some issue that is 'disruptive'.

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I was also quite inspired by the Mystery approach to creating attention and interest.  The partial photograph type of lesson seems like a great approach.  I am interested to find out how it goes, if Kylie implemets it.

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hahahahahahahaha!

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So perhaps it is not too much of a "shocker/disruption" but what a great way to get the class ready for some new content! Or just to be able to relate to the students. There are memes all over my CT and I's art classroom so it seems like a fluid transition to bring them into the photography classroom.

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The first "anticipatory set" that I want to try would be by introducing a "shocker" or disruption to the class. I've been mulling over this for a couple of hours and cannot come up with an idea that wouldn't offend the students. For example, if my shocker was "all photos with a crooked horizon stink" I would offend students in my class who think it's "artsy" to have a crooked picture. I wouldn't want to do this. That is not a shocker that will bond the class together. As I now type this out I can think of one better way to introduce that kind of information. I could do it in meme form. High school students are very trendy and into pop culture. Any time that I can connect with that I typically have a more attentive class. I'm going to investigate this. Perhaps I'll post a practice meme here!

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Kylie- I also really appreciate the mystery category. I believe all students enjoy using their brain. The key to success with a mystery is to make it engaging but also not too challenging to solve. This is where some trial and error may occur.

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I have enjoyed reading this textbook because it is making me critically think about how I could use the ideas presented in my classroom. After reading through chapter "T" I noticed that some of attention ideas would not be appropriate for my students, but that is okay as others were. One idea that I would use to "setup" my class I found under the mystery category. Under this category the authors discussed presenting the students with a partial photography for them to analyze and then further discuss. I think this is such an interesting idea and one my students would love. They have very vivid imaginations, so if they were give the chance to use their imaginations for school work, they would love it! Having a partial photograph would help to steer the conversations and I can see some quality conversations resulting from this. I see myself using this in both language arts and science. Science is all about asking questions, so a mystery setup is perfect. I would also use it in Language Arts so support students in further understanding the meaning behind texts. I am excited to try using this in my classroom.

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After reading chapter "T" in our text, please share an idea that you would use to "setup" your class and engage students' interests right off the bat.  This is often called an "anticipatory set."  I've set this Padlet up in a "discussion /dialogue model, so if someone has shared his or her idea, please comment, and then share your own idea.  Instead of clicking anywhere on the screen to post, you start in the dialogue spot below.  If you are confused, post it here!  We'll help each other.