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World Alliance In Arts Education Ken Bartlett

World Alliance In Arts Education Ken Bartlett






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    World Alliance In Arts Education Ken Bartlett World Alliance In Arts Education Ken Bartlett Document Transcript

    • World Alliance in Arts Education In my early career as a teacher, I was strongly influenced by the works of Paulo Freire and Ivan Illych The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.[1] His early sharing of the life of the poor also led him to the discovery of what he describes as the ‘culture of silence’ of the dispossessed. He came to realize that their ignorance and lethargy were the direct product of the whole situation of economic, social, and political domination - and of the paternalism - of which they were victims. Rather than being encouraged and equipped to know and respond to the concrete realities of their world, they were kept ‘submerged’ in a situation in which such critical awareness and response were practically impossible. And it became clear to him that the whole educational system was one of the major instruments for the maintenance of this culture of silence. and studied with some amazing drama pedagogues –Peter Slade, Gavin Bolton and Dorothy Heathcote The result of my learning from these people was a deeply held belief in the creative powers of all people to solve problems, artistic and others, and to find creative solutions. It convinced me that fundamentally that everyone has the capacity to create and indeed it is their human right to do so. a human rightAs an advisory teacher in the 70’s I would bump into classroom teachers determined that their pupils ‘have no imagination’, but who gave them little or no opportunity to exercise it. The tuition and curriculum comprising a non stop series of graded exercises, and the class libraries stuffed with dictionaries and factual encyclopedias. Studying with Dorothy Heathcote took me one stage further, well a lot of stages further, in understanding how the tools offered by the art form - role, simulation, games, text and movement could be used to both provoke and promote leaning across the curriculum. It also challenged me to articulate why this kind of pedagogy and learning was effective – it is pupil centred, is it inclusive and it also firmly gave the teacher responsibility for ensuring learning happens rather than blaming the pupil for not. To paraphrase Bertolt Brecht, the arts in an educational context are for me about making the inaccessible accessible and supporting ordinary people to do extraordinary things. Which is why I believe that artists are a central resource in this process, not teaching us how they were taught or how to dance steps, but in asking as the JPANESE a different order of questions and provoking a different order of response. In dance I don’t want dance artists and choreographers teaching the five ballet positions or body alignment I
    • want them to ask important questions beginning I wonder what would happen if This stands for "Unconditional Election." This is the concept of predestination: that God has divided humanity into two groups. One group is "the elected." It includes all those whom God has chosen to make knowledgeable about himself. The rest will remain ignorant of God, and the Gospel. They are damned and will spend eternity in Hell without any hope of mercy or cessation of the extreme tortures. God made this selection before the universe was created, and thus before any humans existed. The ground or grounds that God uses to select the lucky few is unknown. What is known is that it is not through any good works on the part of the individual. It is not that he extends knowledge to some in order to find out who will accept salvation and who will not.