Education is a tool for connection by experiencing elements and experimentally exploring what tools are required to achieve and outcome together.
Constructivism - Lev Vygotsky
- Reality is the social process of learning and active engagement in which we make truth collaboratively
- There should be no universal curriculum within education and should be dependant on the context of the learner.
- Non-heirachal education which is constructed through play and conversation in which the artist, practitioner or facilitator provokes place-based experience and subsequent education
Art as Experience ( and Experience and Education
Why is school separated from society? Secondary socialisation
Is learning not the practice of living?
Questions removing the structure of "pre-digested books and materials in order to approach education
Critical Pedagogy Bell Hooks
Knowledge is never neutral - education is a political act which can be used towards emancipation from oppression
Education empowers agency by not replicating damaging systems but as a tool for change by providing awareness, skills and the art of critical questioning
Current educational systems do not teach creativity to disrupt but rather exist amongst the economic capitalist neoliberal model
Space and Environment 'Reggio Emilia Village'
How do you create an environment to enhance learning? Play, aesethics and community at the focus
Learning and meaning-making become experiential and a collaborative process of expression
"Emanicipated Spectator" - the idea of hierarchy and experts obstruct learning and discovery
Spectators need to engage with performance and that relationship leads to art
Education is a practice based journey - walk, encounter, take back and discuss
Arts establish social imagination and 'wide-awake' awareness
"Social imagination not only suggests but also requires that one take action to repair or renew"
Ideas and theories allow for an ability to make that reality possibly
Education reinforces existing knowledge and power - believes in the implosion of institutions and encourage continual "education webs which heighten ... learning, sharing, caring"
Criticises separating learning into site-specific institutions, subsequently removing and discouraging the constant education of "life" and responsibility
What enhances community? What is the purpose of learning within society? How can that manifest?
Models and Approaches to Art Practice
Dynamic model : mixed mode research, practices and theoretical practices
Conceptual framework : traditional theoretical and cognitive-academic knowledge, spectator studies and know-that
Critical reflection : practitioner action research, explicit knowledge, location in a lineage and audience research
Practitioner knowledge : tacit and embodied knowledge, phenomenological experience and know-how