CEP 818: What's the Big Idea ? Module 3

Recognizing Patterns/Forming Patterns

1. "To perceive a pattern means that we've already formed an idea of what's next" (92.) While sometimes this can be blatantly obvious, some patterns require us to really focus on letting our minds wander enough so they can be identified. This can be tricky because sometimes we look too deeply into something and the pattern goes unrecognized. When reading this chapter, I immediately thought of various images that require the viewer to view the object from different perspectives...

These illusions are enjoyable and humorous because they "...satisfy the task, but avoid predictability" (93.) Another example of this which utilizes a different format plays on what we are used to seeing (predictable) and adds twist to it so that the viewer must stop and think...

Because we are used to seeing a 3 dimensional cube presented with X, Y and Z planes, this "impossible cube" goes against the pattern that our minds have been trained to seek. (This concept is used frequently throughout the works of M.C. Escher, as stated on page 94.) Recognizing these patterns is something we learn to do and over time we come to expect certain aspects because we grow accustomed to them.
One aspect of pattern recognition that stood out to me in Sparks was that, "One could reasonably characterize medical diagnosis as pattern recognition..." (104.) For the past week, I've been waking up with itchy eyes and a minor sore throat. It's impossible for me NOT to analyze a variety of patterns because of this. At first I ask myself, "Am I getting sick? Is this a precursor to a nasty cold on the horizon?" But then I'm forced to seek out patterns from previous colds I've had. I ask myself, Did I get a cold last year at this time? How many of my students have been absent lately and returned to school with the sniffles? Have I been getting adequate sleep? etc... All of these questions are reflections of patterns that I'm seeking to better assess my condition. I thought this was particularly interesting because this is something we do but don't necessarily recognize it as "pattern recognition" in our every day lives.

1. Forming patterns can be spontaneous or planned and purposeful (116.) One of my favorite rock bands, Phish, performs what is categorized as "jamband/improvisational" rock. Phish music is both planned and spontaneous in that they play songs that have been previously written/recorded, but when performed live they are never played the exact same way twice. Here is an example of an improvisational segment of one of their "jams" titled "Ghost"... As an avid Phish phan and phollower, one of my favorite aspects of this band lies within the patterns that are created within the music and particularly the live performances.
"To understand order, it is often necessary to learn how to create it" (117.) There are so many ways in which we create patterns every day - sometimes even unknowingly. Getting dressed in the morning, setting the table for dinner, driving to work, cutting the lawn, grocery shopping, etc...

2. Reading about recognizing and forming patterns makes me think about my own creative endeavors as well as the activities I conduct with my students. On a personal level, I've been examining my own patterns beginning with routines I do every day - such as beginning and dismissing each class I teach. This year I am trying to make a point to be more consistent with the routines I begin each class with and to stick to them so that the students know what to expect each day. One simple thing I've been doing is playing music as my students enter my room and sometimes while they work as well. My goal is to change up the music each month and to provide a variety of genres for them to listen to. It's been interesting to listen to their feedback when they have noticed a new playlist this month. They became so accustomed to the former playlist that they were somewhat excited to hear something new (a deviation in the pattern.)

I currently teach a variety of lessons which require recognizing and creating patterns. For example, in my Interior Design class we are learning about the design elements and principles. To reinforce the concepts of unity and repetition, the students design and create friendship bracelet. They choose colors that go well together (unity) and design patterns. As they tie the knots to create the bracelets, they quickly learn how much repetition is involved in the actual process of creating the bracelet.
In another course I teach called "Independent Living," we study Time Management, Organization and Stress. We learn how these topics are interrelated and then the students complete various projects to reinforce what they've learned. One of the projects I created this year requires the students to organize a small space of their own by following the strategies we study. Many students choose to organize a desk drawer, closet, etc. Before lifting a finger, they must first analyze what is working (if anything) and then strategize how they will approach the space. Finally, they "attack" by following the acronym "SPACE"... Sort, Purge, Assign, Containerize, and Equalize. This assignment requires them to find patterns that currently exist in the space and to create new ones to make the space work better. An organized space is defined as an area that allows a person to find what he/she needs when he/she needs it. The students complete a worksheet and take before/after photos of their space to share with the class. We then discuss how the students plan to keep up with the functionality of the space (Equalize.) Many of the patterns they create by grouping similar items together can be seen in their photos.

3. Thinking about recognizing and creating patterns gives me a lot of new ideas for all of my classes because I've come to realize that patterns are everywhere. Not that I didn't recognize their prevalence before, but reading these two chapters has really made me think about how patterns can exist in such a variety of ways - not just things we can see, but also in things we do, say, hear, etc. I hope to incorporate more assignments where my students not only recognize patterns but also create them. One example of this could be by having them create a board game... They would have to follow the general framework for a board game (objective, rules, gameplay directions, etc.) but I would encourage them to achieve this through their own unique perspectives.