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Arts Learning as Embodied Semiotic Play: Phenomenological Orienteering

Arts Learning as Embodied Semiotic Play: Phenomenological Orienteering . Marlene Atleo, Associate Professor, EAFP, Faculty of Education, University of Manitoba 3.4 Multiple Paper Presentation. Manitoba Educational Research Network: Arts and Learning Research and Practice

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Arts Learning as Embodied Semiotic Play: Phenomenological Orienteering

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  1. Arts Learning as Embodied Semiotic Play: Phenomenological Orienteering Marlene Atleo, Associate Professor, EAFP, Faculty of Education, University of Manitoba 3.4 Multiple Paper Presentation. Manitoba Educational Research Network: Arts and Learning Research and Practice 4th Annual Canadian Symposium on Arts and Learning University of Manitoba, Winnipeg, Manitoba. 1:20 – 2:45 pm December 3, 2010

  2. Overview of Presentation • Global village – UNESCO planning - The Treasures Within • The Seoul Agenda - Localizing the global agenda • Working on the ground to create synergies to take us from social cohesion to democratic participation • Moving towards a praxis that is purposeful in the context of social justice, citizenship, creativity, cooperation and innovation. • Playing around in schools: Shifting mindsets (Atleo, 2004; Dweck 2006) • Phenomenological orienteering (Atleo, 2001): • Integrative complexities (Fauconnier, of metaphorical mapping across worldviews • Effects of Reversal Theory (Apter ) • Re-learning to play in higher education – skipping rope rhyme mnemonics – Double Dutch

  3. The four pillars of education • The Manifesto: Learning: The Treasure Within • http://www.unesco.org/delors/delors_e.pdf • Learning to know • Learning to do : From skill to competence; The ‘dematerialization’ of work and the rise of the service sector; Work in the informal economy • Learning to live together, with others: Discovering others; Working towards common objectives • Learning to be

  4. Seoul Agenda • constructive transformation of educational systems • technology vs intractable sociocultural injustice • peace, cultural diversity and intercultural understanding - need for a creative and adaptive workforce • http://portal.unesco.org/culture/en/files/41117/12798106085Seoul_Agenda_Goals_for_the_Development_of_Arts_Education.pdf/Seoul%2BAgenda_Goals%2Bfor%2Bthe%2BDevelopment%2Bof%2BArts%2BEducation.pdf

  5. GOAL 1: Ensure that arts education is accessible as a fundamental and sustainable component of a high quality renewal of education • 1.a Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners • 1.b Foster the constructive transformation of educational systems and structures through arts education • 1.c Establish systems of lifelong and intergenerational learning in, about and through arts education • 1.d Build capacities for arts education leadership, advocacy and policy development

  6. GOAL 2: Assure that arts education activities and programmes are of a high quality in conception and delivery • 2.a Develop agreed high standards for arts education that are responsive to local needs, infrastructure and cultural contexts • 2.b Ensure that sustainable training in arts education is available to educators, artists and communities • 2.c Stimulate exchange between research and practice in arts education • 2.d Facilitate collaboration between educators and artists in schools and in out-of-school programmes • 2.e Initiate arts education partnerships among stakeholders and sectors

  7. GOAL 3: Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world • 3.a Apply arts education to enhance the creative and innovative capacity of society • 3.b Recognize and develop the social and cultural well-being dimensions of arts education • 3.c Support and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue • 3.d Foster the capacity to respond to major global challenges, from peace to sustainability through arts education

  8. The story of U-meek/Umiq:A ~4500 year old saga of change & sustainability. • The sedge and bear grass mat depicts a canoe with paddlers and a whaler towing a very large whale and pursuing another. This depiction is of the ceremonial preparation of the whaling crew since it took 10 months of sexual absinance and ritual deprivation to whale.

  9. Reframing • Engleman (2010) • Asbury & Rich (2009) – art provides an entry point into understanding and development by exposing of the artifice that supports the artifacts of art education

  10. Praxis: Social Justice Citizenship Creativity Cooperation & Innovation • Mindset is "an established set of attitudes held by someone," says the Oxford American Dictionary. • A fixed mindset or growth mindset • (Dweck, 2006). • The Effects of Reversal Theory (Apter, 1988 )

  11. Note. Adapted from Deacon & Firebaugh (1989, p. 47).

  12. Semiotics • 'semiotics is concerned with everything that can be taken as a sign' (Eco 1976, 7). • words, images, sounds, gestures and objects. • reality is a system of signs* • http://www.aber.ac.uk/media/Documents/S4B/sem01.html

  13. Playing around in schools: Shifting mindsets • Denotative/connotative meanings….subjective/objective • Adductive/abductive…(Piercian pragmatics) • Recess games • Dweck’s shifting mindsets

  14. Methodological Strategy • phenomenological orienteering through metaphorical mapping (Atleo, 2001) • mapping from one world view to another (Lakoff, 1980). • participants the vehicles and their perceptions fuelled the process (Lakoff & Johnson, 1999). • anchored in the study of tropes (Alverson, 1991) • need to create a conceptual framework to stabilize the ambivalence (Lather, 1996)

  15. Theory-Model-Data Double Triangle Metaphor

  16. Metaphorical Mapping Metaphor mapping (Lakoff,(1980), Philosophy in the flesh (Lakoff & Johnson, 1999) blending & complexity (Turner & Fauconnier, 1999, Fauconnier, 1997); tropes (Alverson, 1991), adductive logic (Charles Pierce, 1902)

  17. Integrative complexities, metaphorical mapping • figurative language constitute a rhetorical code, anthropology of tropes - What tropes live here? • metaphormetonymy • ironyoxymoron • Hyperbolelitotes • antithesissynecdoche

  18. Motivational Reversal • Beyond Hebb (1955) to Reversal Theory (Apter, 1989) • http://www.learningandteaching.info/learning/

  19. Metaphor Mapping & Blending in the Zone of Aboriginal Education Degrees/Trades Euroheritage Childhood Socialization Play Elementary Secondary Trade School College University Practicum/Internship Professional Certification Ideal Models Whaling Nuu-chah-nulth Birthright Elder teaching Early Childhood Names Oosumch Partners Collaboration Sacred Sites 8 Archetypes Learning For Success Atleo,2006

  20. Perceptual/Conceptual Dynamic • Balancing perceptual/subjectivities with conceptual/objectivities • Art as a site of balancing/reframing • Allowing students safe places to alter figure-ground organization and perceptual grouping • http://socrates.berkeley.edu/~plab/earlygroup/figureGroundGrouping.htm

  21. Phenomenological OrienteeringNegotiating Life Worlds Euroheritage Education Worldview Language Oral Tradition Cultural ideology Technologies Institutions Territories Perspectives First Nations/ Aboriginal Education Worldview Language Oral Tradition Cultural ideology Technologies Institutions Territories Perspectives Story work for Socioeconomic change Narrative logic from bedrock of standpoints Atleo,2006

  22. Re-learning to play in higher education • From consumerism to sustainability in higher education • Storywork using tropical analysis • From concrete to fluid/flexible/bio-degradable/re-organizable • How to write/dialogue/organize/manage/ evaluate process outcomes/non-status quo out puts

  23. Skipping rope rhyme mnemonic • Double Dutch – Family Science • Rock a bye Baby • Tinker Tailor Soldier Sailor • Others ?

  24. References • Apter, M. J. (Ed.) (2001). Motivational styles in everyday life: A Guide to reversal theory. American Psychological Association. • Atleo, E. R. (2004). Tsawalk: A Nuu-chah-nulth worldview. Vancouver, B.C.: UBC press. • Atleo, M. R. (2001). Learning models in the Umeek narratives: A First Nations Educational Framework. Unpublished dissertation. Vancouver, B.C. UBC. • Dweck, C. (2006). Mindset: The New Psychology of Success. Random House. • Faucounnier, G. (1997). Mappings in thought and languages. Cambridge University Press. • Fernandez, J. W. (1997). Beyond metaphor: The theory of tropes in anthropology. Stanford University press.

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