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The Power of the Arts to Empower


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The Power of the Arts to Empower

  1. 1. The Power of the Arts to Empower Susan Hillyard B.Ed. (Hons) ADC Buenos Aires Players Buenos Aires 2012
  2. 2. Confidence 1st: Fluency 2nd: Accuracy Third <ul><li>Breathing </li></ul><ul><li>Control </li></ul><ul><li>Concentration </li></ul><ul><li>Relaxation </li></ul><ul><li>Confidence </li></ul><ul><li>Count to 10 </li></ul>
  3. 3. Visualisation: Circles of Sound
  4. 4. Talk Time <ul><li>1) Share your Visualisations </li></ul><ul><li>2)Look at the images and check /add to your list </li></ul><ul><li>3) Big A or little a? </li></ul>
  5. 5. Video <ul><li>http:// </li></ul><ul><li>Task: </li></ul><ul><li>What does Dudamel, the conductor, say about empowerment through music? </li></ul>
  6. 6. Learning by Doing <ul><li>Brain Gym </li></ul>
  7. 7. Definitions? <ul><li>See handouts </li></ul>
  8. 8. Definitions <ul><li>Power: ability to control people and events </li></ul><ul><li>Arts: the various branches of creative activity, such as painting, music, literature, and dance </li></ul><ul><li>Empower: to give someone official authority or the freedom to do something </li></ul>
  9. 9. Performing Arts/arts <ul><li>London’s Burning </li></ul><ul><li>London’s Burning X2 </li></ul><ul><li>Fetch the Engine X2 </li></ul><ul><li>Fire! Fire! </li></ul><ul><li>Pour on water X2 </li></ul>
  10. 10. All Our Futures 1999 <ul><li>If we are to prepare successfully for the twenty-first century we will have to do more than just improve literacy and numeracy skills. We need a broad, flexible and motivating education that recognises </li></ul><ul><li>the different talents of all children and delivers </li></ul><ul><li>excellence for everyone. </li></ul><ul><li> </li></ul>
  11. 11. Sir Ken Robinson <ul><li>See handouts </li></ul>
  12. 12. World Movements UK USA UNESCO Botswana Mexico Creative Scotland Bolivia Venezuela Sir Ken Robinson
  13. 13. Think Time: Who? <ul><li>Who are the students who need empowerment? </li></ul><ul><li>See Handouts ( Ex 5,6,7) </li></ul>
  14. 14. The Arts as SPICE <ul><li>S </li></ul><ul><li>P </li></ul><ul><li>I </li></ul><ul><li>C </li></ul><ul><li>E </li></ul>
  15. 15. The Freedom Theatre of Jenin <ul><li> </li></ul><ul><li>Task: </li></ul><ul><li>What is the point of the Freedom Theatre? </li></ul>
  16. 16. What is The Freedom Theatre? <ul><li>The Freedom Theatre aims to demonstrate a model of artistic excellence in theatre in the Occupied Palestinian Territories and, using the creative process as a model for social change, provide opportunities for the children and youth of Jenin Refugee Camp to develop the skills, self-knowledge and confidence which would empower them to challenge present realities and to take control of their future. </li></ul><ul><li>  Jenin, Founder The Freedom Theatre </li></ul>
  17. 17. The Freedom Theatre <ul><li>Participation in cultural activities strengthens human resources such as creativity, knowledge and a sense of identity and dignity. Cultural activities also entail great potential to stimulate communication and cooperation, build leadership and deconstruct social barriers. Therefore, support for the arts must be considered crucial to the promotion of human rights and to a healthy, equal society. </li></ul><ul><li>  Jenin, Founder The Freedom Theatre </li></ul>
  18. 18. “ Conscientizacao” <ul><li>…… learning to perceive social, political and </li></ul><ul><li>economic contradictions, and to take action against the oppressive elements of reality </li></ul><ul><li>Freire Ibid Pg 17 </li></ul>
  19. 19. “ Captain’s coming” <ul><li>Captain’s coming : Stop and salute </li></ul><ul><li>Huddle up!: Get together in a huddle and listen in </li></ul><ul><li>Shots!: Duck down, hands over head </li></ul><ul><li>Stones!: Pick up and throw stones </li></ul><ul><li>Banners!: March forward in rows with arms up </li></ul><ul><li>Broadcast!: Stop and listen intently </li></ul><ul><li>Chant!: Stand still and chant slogan </li></ul>
  20. 20. Empathy <ul><li>psychodrama pioneer Adam Blatner M.D. has used role play specifically to teach empathy </li></ul><ul><li>ability to imagine with some degree of accuracy what it's like to be in the predicament of the other person </li></ul><ul><li>the ability to communicate that awareness so the other person feels understood </li></ul><ul><li>focused imagination...also involves integration of remembering, rational thinking, intuition, and feeling, all of which support the active imaginative process </li></ul>
  21. 21. Marco Iacoboni <ul><li>neuroscientist Marco Iacoboni states that humans are &quot;wired for empathy&quot;... </li></ul><ul><li>… as these recent findings seep into public awareness:...&quot;this explicit level of understanding of our empathic nature will at some point dissolve the massive belief systems that dominate our societies and that threaten to destroy us.&quot; </li></ul>
  22. 22. Rianne Eisler's Partnership <ul><li>emphasizes the role of empathy, as an essential part of the necessary cultural transformation, from domination to partnership, characterized by egalitarian and democratic values, gender equity, collaboration, caretaking, and openness to diversity, environmental consciousness, and low levels of violence. </li></ul>
  23. 23. Stepping into each other’s shoes <ul><li>Money is the root of all evil. </li></ul><ul><li>Cooking should be regarded as an art. </li></ul><ul><li>Everybody is famous for at least fifteen minutes. </li></ul><ul><li>The pen is mightier than the sword. </li></ul><ul><li>Men are more intelligent than women. </li></ul><ul><li>Parents are afraid to say &quot;No&quot; to their children. </li></ul><ul><li>Deafness is worse than blindness. </li></ul>
  24. 24. The Earth Charter
  25. 25. Mission <ul><li>The mission of the Earth Charter Initiative is to promote the transition to sustainable ways of living and a global society founded on a shared ethical framework that includes: </li></ul><ul><li>respect and care for the community of life, </li></ul><ul><li>ecological integrity, universal human rights, respect for diversity, economic justice, democracy, and a culture of peace </li></ul>
  26. 26. The Hundred by Loris Malaguzzi <ul><li>The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred, always a hundred ways of listening of marveling </li></ul>
  27. 27. <ul><li>of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) </li></ul>
  28. 28. <ul><li>but they steal ninety-nine the school and the culture separate the head from the body. They tell the child to think without hands </li></ul><ul><li>to do without head to listen and not speak to understand without joy </li></ul>
  29. 29. <ul><li>to love and marvel only at Easter and Christmas. They tell the child to discover the world already there and of the hundred they steal ninety-nine. </li></ul>
  30. 30. <ul><li>They tell the child that work and play reality and fantasy science and imagination sky and earth reason and dream are things </li></ul>
  31. 31. <ul><li>that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there! </li></ul><ul><li>  </li></ul><ul><li>The Element Pg 242 </li></ul><ul><li>  </li></ul>
  32. 32. English in Action <ul><li>This project, designed in the Department of Special Education in the Ministry of Education, City of Buenos Aires, provides English language classes for Special Needs Students for the first time in Argentine history. </li></ul><ul><li>A trained Coordinator trains 20 teachers to teach English through Drama in 20 establishments belonging to Special Education. </li></ul><ul><li>This student in the video has a rare form of cancer of the spine. </li></ul>