Is Disco an Art?

1. Is Disco an Art?

2. The Power of Art • “[Art] quickens us from the slackness of routine and enables us to forget ourselves by finding ourselves in the delight of experiencing the world about us in its varied qualities and forms” -- Dewey, Art as Experience, (p. 110)

3. But . . . “When an art product once attains classic status, it somehow becomes isolated from the human conditions under which it was brought into being and from the human consequences it engenders in actual life experience” which in turn renders the general significance of the product “almost opaque.” “[The art philosopher’s] task is to restore continuity between the refined and intensified forms of experience that are works of art and the everyday events, doings, and sufferings that are universally recognized to constitute experience.” -- John Dewey, Art as Experience (p. 3)

4. As applied to education . . . “When a curricular concept once attains classic status, it somehow becomes isolated from the human conditions under which it was brought into being and from the human consequences it engenders in actual life experience” which in turn renders the general significance of the concept “almost opaque.” “[The teacher’s] task is to restore continuity between the refined and intensified forms of experience that are curricular concepts and the everyday events, doings, and sufferings that are universally recognized to constitute experience.” -- Dr. Pugh’s modification of Dewey

5. Art Everyday Experience Basis for Education Expands, Transforms

6. “The map is not the substitute for a personal experience. The map does not take the place of an actual journey. . . . But the map, a summary, an arranged and orderly view of previous experiences, serves as a guide to future experience; it gives direction; it facilitates control; it economizes effort, preventing useless wandering, and pointing out the paths that lead most quickly and most certainly to the desired result” p. 198. What does Dewey mean by this statement? How does this analogy relate to the issue of the child and the curriculum?

7. Explorers The Map The Journey The Child The Curriculum

8. What does it mean to “psychologize” the subject-matter? p. 200-201.

9. Psychologizing the Subject Matter • Students have their own vital, personal experience with the subject matter. • They get the experience of being the discovers/explores of knowledge, not just the receivers. • They get the experience of discovering or exploring the wilderness with the aid of Lewis and Clark’s map instead of just studying the map itself. • Students act on the knowledge and try it out in their out-of-school lives. • The students’ learning is deeply and meaningfully connected to their everyday experience.

10. “The legitimate way out is to transform the material; to psychologize it--that is, once more, to take it and to develop it within the range and scope of the child’s life. But it is easier and simpler to leave it as it is, and then by trick of method to arouse interest, to make it interesting; to cover it with sugar-coating; to conceal its barrenness by intermediate and unrelated material; and finally, as it were, to get the child to swallow and digest the unpalatable morsel while he is enjoying tasting something quite different” (p. 208). What is the difference between psychologizing the subject-matter and “sugar coating” it?

11. Discussion questions for Learning and Teaching for Transformative Experiences • How are the experiences of the four students discussed in this paper (Ed, Sarah, Brieana, & James) similar? How are they different? • How do their experiences relate to the following issues: • Psychologizing vs. sugar-coating the subject matter • Dewey’s map analogy • What does it mean to have a transformative experience? • What qualities define a transformative experience? • What role does the subject matter play in transformative experience? • Have you ever had a transformative experience?

12. Discussion questions for Dead Poets Society • Is Mr. Keating teaching for transformative experiences? If so, how? • Do his students undergo transformative experiences? How do you know? • Why do some students seem to be unaffected?

13. Discussion questions for Dead Poets Society • What type of transformative experience does Mr. Keating want his students to have? • How does he foster transformative experiences? • How does he craft ideas out of concepts? • What are some of the ideas that he crafts? • Does he psychologize or sugar-coat the subject-matter? How? • Does he model and scaffold transformative experience? How? • What type of transformative experiences do his students have? • Why do some students not have transformative experiences?

14. A Deweyan Model of Instruction • Transform concepts into ideas (compelling possibilities) • Psychologize the subject matter. • Relate to original significance • Create anticipation and a vital, personal experiencing • Show how the content enriches everyday experience. • Use metaphors and “re-seeing” to expand perception • Model and scaffold transformative experiences. • Show students what it means to be alive with the subject matter and have transformative experiences. • Provide activities that support students in their engagement in transformative experiences.

15. A Deweyan Model of Instruction • Assess transformative experience • Evaluate the difference that the subject matter is making or failing to make in the students’ out-of-school lives.

16. Activity • Choose a “classic” in your subject area or discipline. • Consider how this classic could be an idea. • What type of transformative experience could it foster? • How could you foster this particular transformative experience? • How could you assess your students’ experiences?

18. Relationship between everyday experience and the subject matter experience Gives meaning to Enriches subject matter