My Alien Plasma I made two digital artworks, each with a different approach. The first, Alien Plasma Neo, uses advanced digital editing to show a highly detailed energy being. The second, Plasma Alien, is a gestural painting that focuses on raw emotion. My interest in the 'energy being' theme comes from a lifelong curiosity about forces and life forms beyond what we usually see. I find energies and unseen phenomena fascinating because they represent transformation, vitality, and the mystery at the centre of my creativity. I want to explore how to visually convey inner power and life force, using both digital tools and painting techniques. I like experimenting with different tools to change an artwork. Comparing these two pieces shows how my intent shifts, much as a traditional artist might try out new media and methods. Alien Plasma Neo My first piece, Alien Plasma Neo, was all about hyper-definition and symmetry. I wanted to show this being at its highest energy, even down t...
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21st Century: The Learning Challenge
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These notes are abbreviated; ebook text highlights and notes by JJFBbennett. I do promote the reading of this book to gain a deeper understanding of 21st C teaching and learning.
Whilst the following notes are inspired by the book they are not directly associated with the book.
The challenge
To equip students with 21st Century skills.
The connection
The link between skills and knowledge are interdependent
Effective teaching requires students to learn skills
Life long learning ability requires adaptive learning skills
Students need literacy and numeracy skills to have the fundamental capacities for lifelong learning
Plan for the future
Foreseeing what future skills students will need - is essential.
Teachers need to plan for adaptive learning skills.
Teachers cannot focus only on present-day skills.
The relationship between the educator and learner needs is key to students gaining 21st Century skills
Participatory learning
Learning needs to be outcome-based.
Students need to actively participate and self direct their learning needs.
Students need the skills to collaborate to achieve team-based outcomes.
Students need to have a post-school vision that is skills-based
to manage work pathways
to enable career flexibility
identify suitable TAFE options
to enter university
to contribute as citizenship in a digital global world.
Gardner's 5 Minds of the Future.
Discipline mind
Synthesizing mind
Creative mind
Respectful mind
Ethical mind
Skills
Students need to have the following skills to participate in the knowledge industry.
communication skills,
problem-solving skills, and
critical thinking skills
Society needs
Society needs a highly skilled and adaptive workforce
Only people who are highly skilled and can manage knowledge will keep up with the needs of a fast-changing and technology scientific society.
If you don't know the internet you can't be my teacher, I need someone who knows what I know.
To be highly skilled and a manager of knowledge students need digital literacy skills. It is the platform for developing life long learning skills.
Schools are not engaging a sufficient number of students to become adaptive life long learners.
How should schools plan and enable programs of instruction to develop students to gain skills in
innovation,
creativity
analysis
problem-solving
knowledge management
Schools play a critical role in a countries ability to maintain living standards.
“I do believe that it is necessary to stress that for most countries today, human
resource development and human capital formation are either extremely
important, absolutely vital, or a matter of life and death. In the case of
Malaysia…we think it is a matter of life or death.”
Abdullah Bin Ahmed Badawi, Prime Minister of Malaysia (Opening Speech of
the 2006 Meeting of the Association of Commonwealth Universities)
"Higher quality school leavers will support higher quality university graduates, which will mean increased skills, greater innovation and most importantly, a boost to national productivity."
It’s becoming clear to me that the crisis in youth unemployment around the world is not just one of the aftershocks of the global economic downturn, but may also have roots in education systems that are not adequately preparing students for 21st-century economies.
capable of responding to change in a positive manner; to
take on leadership roles
and have effective working interactions.
Teachers needs are not in unison
21C skills are seen as add-ons to what presently is provided in today's schools.
They are add-ons to what described as a crowded curriculum.
Teachers are not moving past the curriculum to engage the students with 21C skills.
Teachers are effectively stating I don't know how to do it so I will deny my students the opportunity to do it.
Teachers need to be digital literate
Professional development
Teachers need to be supported by sustained professional development if more students are to engage in 21C knowledge and skills.
Teachers need to develop skills to manage the crowded curriculum
Teachers need to be trained in hands-on inquiry-based learning methods that employ higher learning skills associated with the Blooms revised digital taxonomy.
Students Need
Students need to interact with knowledge in a different way.
It is important that knowledge can be recalled but it is now important that students know how to rapidly access the required knowledge.
Students need to re-purpose and use knowledge in a creative and innovative way.
Classrooms
Form follows function. If the function of learning is to generate engagement, collaboration, and problem-solving - the form a classroom takes is what?
So how do you identify the same as classroom and one that attempts to meet the needs of the 21st century?
The Art of Malaka Malaka (Rise Above 'Em) [Verse 1] Jealous cowards try to control! Mean-spirited cloth – cut from the same! Old comments rotting – fourteen years old! Doubling down – you got no shame! [Chorus] Malaka! Malaka! Special Greek word – for scum like you! Malaka! Malaka! Rise above! We're gonna rise above! Vile views – spreading hate and fear! Malaka! Malaka! We ain't taking it – no more! [Verse 2] Who’s next on the list? Indians? Greeks? Vietnamese? Women? Whose next to be cut? Major parties silent – lips sealed tight! Cowards in suits – hiding from the fight! [Chorus] Malaka! Malaka! Pauline and Cory – same rotten core! Malaka! Malaka! Ashamed? You should be ashamed! Hate, division, fear in the air! Malaka! Malaka! We’re calling it out – everywhere! [Bridge] Minorities marginalized – feeling the pain! Unheard, unrepresented – driven insane! This ain’t left or right – it’s decency! Common fucking decency! I’m angry – really bloody angry! How do you get away w...
Creation doesn’t save. Art stabilises. That’s why art continues after belief has died. Not because it promises something— But because consciousness cannot stop itself. The will to create isn’t heroic. It’s involuntary. A reflex. The art of futility A spoken monologue I don’t make art because it matters. I make it because consciousness produces excess. And excess demands release. That’s the first lie we’re taught—that art points toward truth. Truth doesn’t need us. It existed before our gestures and will remain after our silence. Art isn’t revelation. It’s a regulation. An overdeveloped mind can’t remain idle. Thought accumulates. Pressure builds. Expression becomes a discharge—not a message. This isn’t noble. It’s biological. Paintings. Texts. Sounds. Images. All variations of the same maneuver. Not transcendence . Containment . Once you see this, ambition collapses. Influence. Legacy . Relevance. These are metaphysical debts art can no longer pay. The work is finished the mome...
The Struggle for Authenticity in Art I want to speak today about authenticity . And about what we quietly give up to be accepted. We’re told that contemporary political art values autonomy . That artists are free. That inquiry sits at the centre of practice. But autonomy, in reality, is often something we *perform*— not something we’re allowed to exercise. Freedom is celebrated rhetorically, while legitimacy is granted only when work conforms to approved languages , approved theories , approved causes . Autonomy isn’t denied outright. It’s curated. This system doesn’t fail artists by accident. It functions mechanically. It rewards work that aligns with predetermined frameworks and filters out work that doesn’t speak the sanctioned dialect . Many voices are excluded not because they lack skill or meaning, but because they refuse to translate their experience into institutionally legible language. I’m not saying all excluded work is good. I am saying much of it is never heard. An...
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