A New COVID Passion

The COVID pandemic created new opportunities for many of us. With more time on our hands (especially with no clients available for me), what could we do that we didn’t think possible or take our lives in a new direction? For me it was the opportunity to be more creative and to delve into an art form I thought I had no interest in – opera. What does this have to do with my days at Dickinson? That’s the start of the story. 

I grew up in a middle class neighborhood with middle class parents who were not interested in the “fine arts.” We watched television, went to movies, and would enjoy an evening of song or comedy at a nightclub. I even had a chance to see “Camelot” on Broadway (but that’s another story). My parents had a small record collection, mainly Jewish humor from the Catskills. I never heard a classical tune in the house until I was about to enter Dickinson. And it was not my parents, but an inheritance that fueled my interest in classical music. 

My cousin, Lois, died in a car crash with her newly married husband. I inherited her record collection. There were albums from Broadway and Stravinsky’s Firebird. I was mesmerized by this strange, stirring music. I also found Night on Bald Mountain and Beethoven’s Fifth Symphony. 

My senior year of high school I accepted an invitation for a matinee date at the Symphony. It was incredible to see the music performed live. I thought that would be my last opportunity to enjoy the stirring sounds of classical music, but my freshman year at Dickinson opened a floodgate of new possibilities. Almost every week there was a concert on campus or in town thanks to the guidance of the faculty sponsor for the Cultural Arts Series, Larry Warner. I made sure I had my evenings free. I don’t remember all of the artists or the music, but I do remember the excitement of discovering a wide range of music, dance, and theater. 

In addition, I decided to get involved in the Mermaid Players. I had taken a high school class in Drama and I really wanted to be part of a group of people where I felt connected. I loved working on building sets or setting up the lighting for a Mermaid Players production. I even auditioned for several plays and had small bit roles in “The Good Woman of Setzuan” and “Richard III.” I “starred” in one of the freshman plays and then had a wonderful opportunity to join an audio production of “Under Milkwood.” 

In high school I wanted to write for the newspaper, but you needed a sponsor, another student to recommend you. I had no one who would recommend me, so I didn’t have an opportunity to write. At Dickinson I walked into the office of the Dickinsonian and immediately was given an assignment. Before I knew it, I was a features writer. I wrote film reviews, book reviews, and even had an amazing opportunity to interview John Cage. 

I also had a chance to submit a story for Belles Lettres, the Dickinson literary magazine. I was a published author by my senior year. 

At Dickinson my interest in the arts went beyond extra-curricular opportunities. I started to think about ways to incorporate art and theater into class assignments. Instead of just writing traditional essays for class assignments I started to experiment with plays and poems. This was the late 1960s and early 1970s. I’m not sure if today professors would be as open to my feeble attempts, but it was wonderful to try out my skills. 

I always had a love for movies. My family owned a small, neighborhood movie theater in Pittsburgh. Every weekend I helped my uncle by selling tickets, taking charge of crowd control, or just watching the projectionist. I also had a chance to go to special screenings of films with my uncle. 

In addition to writing reviews for the Dickinsonian I joined the Film Society to develop the film series for the college. I, even, talked my way into the NY Film Festival as a critic. I had a press badge from Dickinson. “What do you mean there’s no pass for Norton Gusky? Here are my press credentials.” Believe it not that worked. I had a chance to sample a Bertolucci classic, “The Conformist,” and some other films I can’t remember.

Over the years I had many more opportunities to build on my Dickinsonian arts experience. I went to the University of Pittsburgh for my Master’s Degree in Education. I noticed classes advertised for pantomime. The year I went to Switzerland Vince Patterson had created a mime troupe on the Dickinson campus. I always missed that opportunity to explore this form of communication. So I enrolled in the Pittsburgh class taught by the artist,  Dan Kamin. 

A few years later while teaching in West Virginia I noticed that some of the Mime Students from my Pittsburgh class were going to be instructors for the School for Movement Theater (SMT), a new project created by Michael Pedretti, the head of the theater department at Davis & Elkins College. I had an idea: what if I took photos for SMT and in exchange I could take classes. Mike added, “You can also market your photos to the students and instructors as long as the SMT has the right to use the photos at no charge.” So for three years I was an official theater photographer. (And 40 years later my photos will be published in a book by Michael Pedretti, Delighting the Senses, Vol 1.) 

Photo by Norton Gusky CC BY 4.0

While in West Virginia I discovered the folk music and dance traditions of the Appalachian region. Every year I arranged to have an Artist in Residence work with my fifth and grade students. After eight years at Pickens Elementary I moved to Elkins, West Virginia for a new position working with Gifted and Talented students.  I discovered that the Creative Arts Council was about to die. I couldn’t let that happen. What would life be without the arts? So I volunteered and soon I was in charge of the Randolph County Creative Arts Council creating year-long programming with our community partner,  Davis & Elkins College. For four years I coordinated the programming, marketing, and evaluation of the county-wide program in addition to my work as a teacher. 

I returned to Pittsburgh as a computer teacher and joined the Board for a local folk music society.  Soon I was producing a summer folk music festival, creating a concert series, and producing a radio show about folk music. The arts filled my life with joy and opportunities that really started in earnest in my days at Dickinson. 

The one art form that I never really experienced at Dickinson was an opera. I’m not sure why, but there was never an opportunity to see or hear a production. That happened when I spent my junior year studying in Switzerland. I traveled to Vienna with my student group to explore the Baroque world of Vienna. One night my roommate and I went to see “Der Fliegende Hollander (The Flying Dutchman).” We had standing seats on the balcony. I can remember being fascinated by the spectacle of the production, but then something strange happened – I fell asleep. Yes, I literally fell asleep standing up.

While in Basel I had a chance to go to see Beethoven’s “Fidelio.” This time the stirring music combined with the Ode to Joy kept me awake, but over the years I fell asleep in two more operas while remaining awake for Bizet’s “Carmen.” I just didn’t have a real understanding of the world of opera. At that time there were not large screens with the lyrics translated into English. That certainly made the experience rather difficult, but I think what was really missing was a social connection. 

That’s what changed during the pandemic. My high school friend, Randy, who lived in Seattle now, had tried to convince me about the greatness of opera. She had even sent me a book, Opera 101. However, I just couldn’t motivate myself to watch an opera on my own. Then during the early days of Covid Randy said, “Why don’t we watch a streaming HD opera from the NY MET? We can text each other while we watch the production.” That was the key – we could “talk” online and ask questions as well as share insights. Soon, Randy said, “Why don’t we invite my sister, Judy, to join us.” Forty operas later we’re still watching operas together. We have added another cultural colleague, Lillian, and we even go to the movie theater to see the MET HD productions Live on Screen. 

Would this have happened without my days at Dickinson? Probably, but the love for the arts would have taken many more years to develop. Dickinson gave me personal experiences not just to study the arts but to live them, opportunities to create plays, act on stage, explore classical music, and to decompose films and literature as a critic. The arts are wonderful on their own, but when you combine that with a social connection, it makes an amazing thing happen – even things that used to put you to sleep standing up are now mesmerizing experiences that you share with other people who share your passion.

Driving K-12 Innovation: Tech Enablers

I’ve been quite fortunate to work on the CoSN report, Driving K-12 Innovation, for the past three years. Each year I join a team of over 100 K-12 leaders, practitioners, and changemakers from around the world to look at emerging trends in K-12 education. We examine the major themes driving, hindering, and enabling teaching and learning innovation at schools around the world. 

The process involves three key steps:

  1. An initial survey to select the topics along three dimensions: Hurdles, Accelerators, and Tech Enablers;
  2. Online and virtual discussions for each dimension;
  3. A concluding survey where the advisory board rates each dimension. 

Based on the survey results the CoSN editorial team then selects the top 3 for each dimension. According to the project, “accelerators” drive teaching and learning innovation in schools, while “hurdles” hinder it. Tech Enablers are the tools that allow educators to address the barriers by accelerating the change process. 

Top Hurdles, Accelerators, and Tech Enablers for 2021

In February 2022 CoSN released the Tech Enablers:

As part of the release I participated in a Virtual Summit with many of the advisers as we looked into more detail how the Tech Enablers played out in the midst of a global pandemic. Probably no technology enabler played a more critical role than Digital Collaboration. According to the experts, “It makes Hybrid Learning possible.” Untethered Broadband and Connectivity grew dramatically as schools and other institutions grappled with the challenge of millions of new users trying to access digital resources. Analytics and Adaptive Technologies were important during the pandemic, but difficult to obtain. Parents, educators, and the students themselves needed this information to best understand where to focus on the learning. 

Here’s a cartoonist’s rendition of our conversation:

Tech Enablers: Driving K-12 Innovation Summit

Copyright and Fair Use: A Personal Story Revisited

As the Coordinator of Educational Technology for the Fox Chapel Area School District I developed a series of interactive activities for all new staff members addressing copyright and fair use. It was important that every educator understood their personal issues as well as how the issues impacted her classroom instruction. I never expected I would have to deal with this issue from a personal perspective.

What happened? In 2018 I received an email and then a letter from a Canadian firm that licenses photographs. They claimed I had used a copyright image on my website without permission. They wanted me to pay for the use of the image. I was taken back and went to the webpage in question on my own website. I could not find the image. Instead, I observed that there were four images on the page for whom I owned the copyright. Then, I went to my library of graphics. Could I have downloaded the image and used it in an earlier version? No, that wasn’t the case.

I started to talk with friends and colleagues about what I should do. Most said, “Do nothing. They’ll forget about you.” Well, that didn’t happen. A week after the initial contact,  I received a letter from the law firm representing the photo agency indicating that there were seeking payment for my “digression.” Then a representative from the law firm called me. This really upset me. I felt like I was being harassed for something that really was not illegal. Then a second call came. I decided it was time to get legal counsel to delve into this issue.

The attorney and I did some virtual research and the attorney found the original story I had posted. The story included the photo I had supposedly used in violation of copyright law. The photo in question was part of a story about a Japanese robot. The image appeared as “thumbnail” in the list of most recent Posts in the sidebar on my website. We believed that I had not violated copyright law and could possibly be covered by the Fair Use part of the Copyright Law.

How could I be covered? During those years when I conducted my Copyright and Fair Use workshops for the Fox Chapel Area School District I did research on the topic. I came across an article from the Stanford School of Law that outlined what I called the “PANE” factors for Fair Use. PANE stands for Purpose, Amount, Nature, and Effect. I would tell my audience, “Limit your “PANE” by following some simple guidelines. Let’s look at how this framework relates to my issue.

The Purpose for my posting was to “curate” an article in order to share with my audience of followers something that I thought would be of interest to them. I have over 900 people who follow me on Twitter. Most are educators who have similar interests about emerging technologies. In addition, I’m the former co-chair of the Emerging Technologies Committee for the Consortium of Schools Network (CoSN), an organization for educational technology leaders. I write articles and do presentations on topics, such as Emerging Technologies.

The Amount deals with the percentage of the original work you use. Normally you can only use 10% of a resource to stay within the Fair Use realm. In this case, it’s moot, since there was only one image. When I worked with educators I had them think about using a part of a piece of music or a section of a paper or poem. In this case, there is a point that is relevant. The photography was part of an article. I did not just post the image. I posted an article that contained the image. Moreover, I did not post multiple copyright images. I only posted the story that contained the image in question.

The Nature is another important point. In this case it’s a bit muddy. After a second round of investigations, I discovered that I posted the story based on information from another company, TechTerra. I copied into my story information that TechTerra shared that included the copyright image. The copy of the photo was on the TechTerra server, not on my computer.

The Effect is also very important.  My audience read the article with the incorporated photo and increased their knowledge of a unique use of robotics. The effect did not limit the market impact of the photographer or agency that owned the image.

Epilogue:

I thought I would never need to revisit this story, but guess what happened again? Yes, the same company came after me again in 2021. This time I made a critical mistake. I posted part of a story with a copyright image inside of a story I wrote about Remake Learning in Pittsburgh. The photo was on my server. I had used a copyrighted image in one of my stories with the proper attribution of the photo to the photographer and agency, but that didn’t dissuade the Canadian company. I, once again, reached out for legal help, but this time there was nothing they could do for me.

I deleted every story on my website that I did not write and/or had any images that I had not personally taken. I suggest you think about this story and make sure you’re protected.

I’d like to share this story so other educators can better understand the issues and think about how they are addressing Fair Use and Copyright. In addition, I want to use what James Comey calls “Ethical Leadership.” According to James Comey, it’s critical to use standards or outside frameworks that provide guidance to be an effective leader.