The University of Mind for CyberArts…
Today, the power of cyber art creations represent the frontier of tomorrow’s departure into learning that will eventually spell the end of the classic classroom idea. This new mind-set, presently dawning on the minds of our children, urgently suggests to us that now is the time to feed their burgeoning genius before they lose their curiosity forever. As a psychoanalytical-entity (better known as a teacher) that interfaces with the minds of some of the most creative kids in the state, I know they are hungry for the experience of dreaming-up a new tomorrow. As their mentor, I have fought hard to bring their world into focus, so that they may use the newest building blocks, the technology of “their” world, to lab-test the issues that just sit unrecognizable to some of my colleagues who sit on the threshold of the ultimate educational resources.

- All children will be able to graduate from high school after progressing through the grade levels appropriately. All students will graduate from high school within five years of reaching the ninth grade.
- All children will become actively involved in what they are learning and approach learning with great enthusiasm.
- All students will have opportunities to reach their intellectual potential and their success will be recognized by them, their teachers, and their peers. They will have access to the resources, materials, and tools that best fit their needs and learning styles.
- All children will be evaluated using appropriate techniques, and that evaluation will have meaning to them and to the next stage of their educational program.
- The school will be a learning environment in which children can be successful both as individuals and as members of a group.
- School will be an interdisciplinary learning environment, where subject matter lines are blurred, where meaning is more important than memorization.
- The educational environment will include access to learning opportunities beyond the school; some educational activities will take place in the community.
- Teachers will act as mentors to students and as valued colleagues to other teachers; the school will be collaboratively managed by both teachers and administrators.
- Team teaching will be practiced when appropriate and supported by technology and other instructional materials.
- Teachers will use contemporary technology and tools that encourage productive, effective, and professional instruction and class management. Teachers will be provided with the staff development opportunities to master the technologies and tools that add value to their professional work.
- All parents will participate in their children’s education and, with the help of the school, become adult learners when new skills are needed.
- Data Collection, External Trends
- incre
ased global and domestic compression — the Earth is saturated in compressive and restrictive conditions, adding to an overwhelming evolutionary process. - Incre
ased worldwide competition for jobs, food, space, environs, freedoms, and self-realization. - incre
ased pattern of a fluctuating economic/business environment — some businesses becoming obsolete – new business must be created – Cyberarts. - incre
ased expansion effects of laws, policies, rules, taxation, and bureaucracy, thus making room for new additions and more complexity - incre
asing world (and domestic) populations — 5.8 billion now, 6.4 billion by 2005 and 15 billion by 2050. (10 to 16 billion projected by National Geographic, could be less) - incre
asing foreign influence and crossbreeding cultures…e.g., America has become a convolution of cultures with differing value systems and individual perceptions, this either stresses the old systems leading to polarizations, or produces totally new cultures that need addressing. - incre
ased legal and illegal immigration; most are illiterates and many are unemployables that will continue to stress our social structures such as education. We need education that attracts and has demand. (Law of supply and demand). - incre
ase in high knowledge/high tech jobs and a decrease in traditional occupations almost overnight — leads to retraining on a constant basis. - incre
ase in fast-food type, service sector jobs — 9 out of 10 jobs are expected to be low-end service jobs in 2014. This will lead to low pay, fewer advancements, and frustration. - incre
asing drop-out rates in school and life, leading to drugs, crime, prison, and stressed social structures. Students must have relevant curriculums such as CyberArts to lead them to the future. - incre
asing large unemployable underclass and street-people who are usually not reported in official employment statistics. Their quality of life must be addressed. New CyberArts designers could address this as a project in creativity to solve somehow. - incre
ase in teenage mothers and a subsequent need for a day care system update — 70% will live at poverty level. - incre
ase in single mother or father families — showing a lack of understanding for social responsibilities. They must be taught values. - incre
ase in female employees — two-thirds of Americans employed will be women by 2014, due to higher male death rates, crime,and a lack of male self esteem perpetrated by media (biased memes) - incre
ase in unemployed aged — by 2014, 80% of those 55 and over will be out of the work force, and in need of a reason to be — education. - incre
ased stress and frustration of the public, brought on by the over-powering effect of “Techno-Shock” — an inability to keep up with waves of exponential change pointing toward complexity. CyberArts education could prevent such. - incre
ased high technological demands will produce 16 million new jobs of which 80% will require above high school education. - incre
asing knowledge — current research suggests that in 3 months, the present knowledge base will double. In 40 years knowledge may increase by 35-100 (or more) times today’s level. - incre
ased social disruptions by frustrated labor unions and other special interest groups toward violence — or forced change. CyberArts systems of entertainment and relaxation could defray such disruptions. - incre
ased use of simulation devices and robotics. By 2014 robots will rise to 1,000,000 and will replace as many jobs in the production and service sectors, that are possible to emulate or simulate. CyberArts will be in high demand. - incre
ased use of latent data forms. By 2014, society will become a paperless world with CyberArts workstations becoming the focal points. - incre
ased computer speed and power. By 2014 America will see 30-50 times more potential from super computers and artificial intelligence systems. Such systems will eventually establish the replacement of our human intellectual utility. - incre
ased computer speed will see billions and possibly quadrillions of instructions per second in the 21st century. This will position most human actions as obsolete. - incre
ased computer storage capacities into smaller areas. A 4.5 inch optical disk will contain the same information as 11,000 “floppies”. Who needs it in 2014? - incre
ased emphasis by competing nations on the development of strategies to position for power and control through unique technology and social reform e.g., Eastern Europe and Russia’s latest changes toward reforms — perhaps a reaction to the view on tomorrow or the return of the Overlords (Money gone turbo). - incre
ased use of simulated education (via workstations) especially on the university level. This system is part of the future of Education — it is called the User Interface Management System (UIMS). The amplification of such UIM systems and the introduction of CyberArts could give Education the quantum-leap that is necessary to cope with the above.
PROPOSAL
- Change the name of existing Computer Arts & Design, Communications, Photography, Graphic Communications course/s, to reflect a new concept in today’s media transfer… CYBERARTS. Nothing changes with the state, we just call the old courses by their past names to the state, but build them locally into the newer CYBERARTS courses and curriculum/s that embrace Virtual Reality.
- Insert additional reading and writing courseware into the existing courses in Special Effects, Virtual Reality, Holography, Gaming Software and Multimedia. Prepare for coming of simulation education development in CD-ROMs and the New Internet (1000 times better).
- Upgrade technology in the existing communications oriented courses to reflect high speed computers no less than one computer to every two students if possible.
- Upgrade software to new versions of already existing software and begin a software library or Cloud Concept beyond current levels.
- Allow the classes to offer Fine Arts credit, Computer credit and other already existing credit sanctioned by the state in the class to attract more students with high talent potential.
- Promote the CYBERARTS classes to all students in the District’s area. And encourage students to transfer to schools offering such courseware. Seek potentially talented students.
- District Offices to utilize the CYBERARTS talents to develop district wide communications that reflect the new age that we are about to enter. It will give us a chance for students to build real portfolios that will help them get better jobs and/or place higher / position for college status. Establish a contact with a creative studio located at the district office.
- Utilize the CYBERARTS courses for development of the special schools within a school such as a School of the Performing CyberArts. Graphics for their portfolios will help sell student talents to prospective shows and schools after graduation.
More to come.