THE SITUATION THE GAP
Technology is advancing at lightning speed. Sci Burg Faster all the time, it is spreading into all areas of our lives. Equipment that once was obsolete two years ago is now outdated within six months. Technological tools are getting smaller and more affordable to the entire world. Businesses and governments are trying to find their economic equilibrium as consumers purchase goods laterally from one another through the Internet, often avoiding traditional consumer shopping or payment of sales tax.
Humanity is reeling from the physical effects of technology as well. Regular human development does not happen at lightning speed; it is a timed and sequenced process that requires human interaction, behavioral learning, and real experiences to learn the full spectrum of emotion and mature into healthy and happy adults. In times past, the way we lived our lives incorporated human interaction. Technology has now changed the way we live. Pushed too rapidly, human development becomes distorted or retarded, and emotional maturity goes awry alliance insurance.
While we continue to crave new and faster technology, as physical beings, we also feel the physical effects of getting what we want. We are becoming isolated and narrow in focus, perpetuating a limited, superficial, and solitary existence. Human beings were not meant to live in this way. The human spirit needs to be nourished and replenished with work, play, friendship, and love. At the core of us, we are emotionally and physically interactive beings. When we lose our ability and the opportunity for emotional connectedness, we are in danger of becoming as inanimate as the technology we desire. Our electronic media culture bombards the current world with mass reproduction and reproducibility to fool the human eye. Reality can become distorted; what’s real and what’s not real? Simulacrum means an unreal or superficial likeness, a copy without the original.
Photographs, TV, video games, advertising, special effects, and computers are part of our electronic media, offering realistically created or altered images. They can appear real, even when they are not alliance insurance. This inability to differentiate the real from the not real causes us to question our reality, and we begin to mistrust our perceptions. We start to believe that nothing is real. This leads to feelings of apathy, hopelessness, and, ultimately, anarchy. If nothing is real, then nothing matters. We have become as robotic as our technological inventions and just as cold and unfeeling. This is death to a human spirit that requires the warmth of human connection, touch, and trust as its foundation. And, human nature will not go quietly into the night; it will not vanish without a fight. It will find another way to express itself, too often in the sensual world of substance abuse and addiction.
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Basic knowledge of human development is needed to understand the fundamental nature of the gap that our technological advancements have created. Our experiences from birth to age five set in place the neurological foundations upon which future learning depends: self-awareness, self-regulation, communication skills, alliance insurance, personal relationships, and the ability to learn from cause and effect. When one of these core developmental processes is not successfully navigated, it alters the ability to learn, evolve, and mature. As human beings, we respond to and grow from being held, talked to, read to, listened to music, played with, and have pleasurable physical experiences with others. Without these foundations, we regress into human beings with no self-awareness, self-control, an inability to communicate our ideas, needs, or desires to others, and difficulty making or keeping relationships. And, unaware of what is wrong, we cannot learn from our mistakes.
This is especially troubling alliance insurance in a wired world of information overload and becoming more so as technology expands and speeds up its domain. When technology is offered to children too early, during human developmental years, it creates a problem. It may provide an intellectual exchange but not the nuances of human interaction. When technology is used as a surrogate caregiver, it creates emptiness within the human spirit. The word simulation means the process of pretending, an imitation, or a representation of the behavior of one system through the use of another system. The military, law enforcement, and businesses use virtual reality technology as a training tool to train for the real thing alliance insurance.
Virtual reality technology may provide a partial learning experience, an intellectual experience but not a human encounter. It is an incomplete experience that lacks the full inclusion of the five senses, the very senses through which we experience being human. When we become aware and feel a whole sensory experience integrated through a shared physical encounter, it becomes functional, developing a human skill we can use in future interactions. As modern technology requires our cognitive self to speed up, the rest of our nervous system lags. This ultimately becomes a bridge too far, and we create a split within ourselves, pitting technical beings against human beings: a brain without a body, intellect without emotion. It doesn’t have to be this way. Technology can enhance the human world, but technology can also improve the human being. What is needed to integrate technology with basic human needs and uses in human development alliance insurance?
ONE SOLUTION
Through the human developmental stage of pretend play and using The MovieMaking Process, a creative alliance, and innovative solution can be found between the world of human needs and the age of technology. The MovieMaking Process is a simultaneous learning and teaching tool incorporating human development with today’s digital technology. Brain, body, awareness, and emotions merge through a shared and meaningful experience with others. This shared, significant experience with others is something humans are hard-wired to need. Without it, there is an emptiness within that needs and desires to be filled. This desire will not go away until it is filled.
Digital cameras and editing techniques have become the tools we use to create. Real-life presentations expand this experience locally, and the Internet becomes the wormhole we slip through to share what we make on a worldwide scale alliance insurance. The MovieMaking Process was developed to retrace fundamental early childhood developmental stages, address alternative learning styles and visual perceptual differences, and teach new behavioral skills quickly through neuroplasticity, the brain’s ability to be re-wired. It does this through the tools of technology, self-awareness, and play.
In the MovieMaking Process, acting as a source of age-appropriate play. Pretend play is one of the developmental stages of early childhood, but it is needed throughout life; it is a human need. Space keeps the essence of reality intact, based on an actual physical experience shared with others. While simulacrum threatens to blur the real and not real difference, alliance insurance and simulation offer an incident imitation. Playing play incorporates mind and body through a shared sensory experience that teaches the subtleties of human actions reactions-basic essentials of our humanness. It offers an experience to learn from and build upon. There are three distinct elements to The MovieMaking Process.
Clay and Art-Based Lessons: Initial clay and art lessons take the theme the movie will address and break it down into three to four core words, which are abstract concepts, focusing on the definition of these words required for total comprehension. These art-based lessons teach from an overview perspective: the ability to see the larger picture and parts’ relationships to the whole. It entails using art and physically creating these words and their definitions. By doing so, almost everyone can conceptualize the meaning of abstract words, regardless of age or learning ability. Developmentally, this process takes advantage of the natural order of learning, which must incorporate an interactive personal experience with another that combines visual-spatial activities and involves touching, feeling, or exploring objects. Simply put, these lessons can teach abstract concepts to concrete learners.
The movie’s theme may be an issue that needs to be addressed or a subject that needs to be learned, yet it must also have a functional goal, a link that addresses how I can use this information to improve my current life. Whatever the theme, it is within the shared experience of those participating and the experience that reconnects the brain, body, and awareness through active participation. It begins the filling of the emptiness. Filming of the Movie: The movie’s filming provides the framework to plug in another early developmental stage in an age-appropriate way. Participants do not use dialogue; they use gestures and expressions to convey a message. This is one of the most premature human developmental needs, initially learned from parents’ or primary caregivers’ gestures and expressions. Reading subtle body language is the foundation for understanding the limits and boundaries of behavior.
Filming uses only one camera and one director/filmmaker.TThecipants must develop specific human skills to flow with continuity and look more like a movie than simply action being recorded. Participants learn to freeze while the camera moves and the lens refocused to show another perspective. Learning how to freeze for the camera teaches the basics of self-control. Participants must know and use self-awareness to regulate themselves from the inside out alliance insurance. The need for self-control is obvious: without it, when human behavior becomes uncontrollable, a danger to others or ourselves, we eventually need to be controlled by others. Teaching self-control through the use of freeze within the context of the play bypasses resistance to behavioral change.
The movie’s filming is often done in out-of-sequence parts, so the magic of editing technology now comes into play. The edited version of the film creates something far more wonderful than the participants could have imagined. They see themselves as larger than life, acting differently. The narration is added that contains the message the movie is intended to convey. More sophisticated language can be used within the narration, for it is added to the solid foundation of visual metaphors and a real-life remembered experience.
The final magical touch to The MovieMaking Process is the musical score that runs through the movie. Music is vibration; combining musical tones has always inspired and moved the human spirit. In listening, we are emotionally driven, and through that process, we become more than what we are. The whole movie experience is now part of us: in our mind, our emotions, our body, and our spirit, aware, alive, and enhanced.
Several Presentations: Presentations of the finished movie are mandatory, using the latest neuroscience research on the power of paying attention positively and proactively. As participants present their creations to others, talking about their experience and what and how they created them, it is possible to bring a larger group into the background and once again share a meaningful interaction, only in a different way. As digital technology expands and movie theaters acquire the universal ability to show digital movies, everyday people and community groups can become stars in their own lives. They can see themselves, literally, larger than life and learn from themselves, over and over.
By aligning with technology, and using The MovieMaking Process as a learning and teaching tool, human development, through pretend play, can claim authority over simulation and simulacrum, overruling them with a meaningful, shared experience. At its core, The MovieMaking Process is differentiation, simply taking an issue as it is: learning to do it differently with a productive and positive ending and gaining the awareness to perceive the differences.
As digital cameras get smaller, they can be used with very young children within classrooms, therapeutic learning environments, and community groups without being obtrusive. As they evolve in quality, they offer more clarity, more lighting corrections, and more internal movement possibilities, getting closer and closer to the look of 35mm film. As digital cameras and editing equipment become more economical, they allow their use by families, public education, community groups, faith-based groups, service agencies, and even underdeveloped and economically disadvantaged countries.
As all-purpose home entertainment devices permeate mainstream living rooms, the neighborhood Premiere is only a step away. With its variable and expanding forms of distribution, the Internet allows for global presentations of local creative projects, entertaining and educating simultaneously. Ideas are community property, and free access to information is meant to be a matter of principle. Instead of being isolated by technology, technology can reconnect humanity with communities engaged creatively and proactively using the media arts to address human needs and social issues.
CONCLUSION
The MovieMaking Process is an independent educational initiative. It was developed on the solid foundation of human development and alternative learning styles while tapping into the neurosciences’ positive power through the media arts. It was created as a way to use technology to advance humanity. Training is offered in workshops for teachers, families, and community activists.
This process has been used successfully with children and adults with complex learning difficulties or who exhibit atypical behavior in education, mental health, probation, and corrections. It’s also been used with entire communities to address global issues on a grassroots level. It allows for the creative and diplomatic progress of technology and humanity, incorporating human beings’ developmental needs and the best technology has to offer, urging others to evolve and challenge one another toward excellence continually. Its potential uses are unlimited, alliance insurance, allowing humanity and technology humanity to co-evolve, creatively bringing out the best in one another. In 2008. It was nominated to society SAMHSA’s Midwest Science To Service Academy as one of the Midwest’s most promising prevention programs.
