1 / 10

Which is First, an Egg or a Hen? Children as Creators, Receivers, Makers, Explorers

Which is First, an Egg or a Hen? Children as Creators, Receivers, Makers, Explorers. Panel discussion at Kedja Kuopio Eeva Anttila 16.6.2009 eeva.anttila@teak.fi. There is an artist in all of us… (J. Highwater 1981, 15). Starting point: the holistic nature of children’s life world

kellan
Download Presentation

Which is First, an Egg or a Hen? Children as Creators, Receivers, Makers, Explorers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Which is First, an Egg or a Hen? Children as Creators, Receivers, Makers, Explorers Panel discussion at Kedja Kuopio Eeva Anttila 16.6.2009 eeva.anttila@teak.fi

  2. There is an artist in all of us… (J. Highwater 1981, 15) • Starting point: the holistic nature of children’s life world • Art, learning, and everyday life blend • Artistic experience and everyday experience blend • Art can be anywhere and everywhere • It can also be nowhere even when participating in an art context!

  3. Arts + Education = ? • Arts education is something different than art and education put together • It is a metaphorical place where the person encounters a transformative experience that speaks to her/him on a different level than regular learning experiences (prereflective, emotional, bodily, sensory levels) • These experiences are personally meaningful, thus: • Arts education is a place for personally meaningful, transformative experiences that have an aesthetic component

  4. Postmodern arts education • Dialogical • Interactive • Collective • Non-hierarchical • Multicultural • Interdisciplinary • Local • Particular • Diverse • Interested in “small” stories vs. universal truths

  5. Artistic quality in arts education • The quality of experience • The quality of proces • The quality of product in relation to: • Technique, skill • Presence • Commitment • Articulation • Meaning

  6. Process matters… • The way an art work is created is reflected in the work itself • A predetermined, controlled process produces a closed form with a single meaning • A process with no predetermined aims leads to an open form that bears multiple meanings • An open form is dialogical and opens multiple possibilities to see and understand it (compare to postmodern view) • A closed form represents or repeats one interpretation of reality (compare to modern view) (Liisa Ikonen 2006, pp. 20-21)

  7. Making choices • Learning to make choices and aesthetic judgement is in the core of arts education • It entails perceiving qualitative differences and subtle nuances • It involves interpretive, reflective processes, also dialogue, articulation and negotiation

  8. Challenges - and motivation - for dance artists and educators • Working through an open -interactive, dialogical, nonhierarhical - process with children and youngsters is a challenge • Emphazising presence, commitment and meaningful, transformative experiences may bring a very satisfying end result artistically, as well • Suspending own vision and being open to participants’ ideas may generate new and fresh artistic qualities and outcomes • The result may be different than the original ”vision”, but not necessarily for the worse

  9. To close… • The kind of dance that we value informs our artistic and educational practices, but it is also connected to the kind of world we want to live in • Arts education can (and should) inform general education • Enhancing collaborative creative processes and surprising outcomes makes space for new knowledge, cultural understanding, transformation instead of transmission • This kind of approaches challenge the modernist conception on education • Joining art and education can transform both: a cultural, postmodern view on education

More Related