Intertwining Histories's contents tagged with "CRITIQUING SCHOOL"

Deconstructing the Wild - Child

Sun, 24 Feb 2019 13:48:55 +0000

WORKING GROUP: VIENNA
AUTHORS: KARIN SCHNEIDER, ANDREA HUBIN, CARLA BOBADILLA

ABSTRACT

This Learning Unit aims to understand whether the history of the construction of fantasy and creativity as related to the “exotic Other” still informs current methods and ideas of museum, gallery and art education practices (not only) for children – and if so, how these connections work. We propose to look at parts of this history through our own experiences and ideas in respect to art education for children. The figure of “the child” as innocent, in need for guidance and protection with an embedded potential for fantasy and creativity that should not be spoiled by “civilization” is in itself a construction that underpins the concepts of Child Art of the 19th and 20th century and might still unconsciously inform our own ideas and approaches.

This Learning Unit consists of a sequel of four workshops that are connected with each other and build upon each other’s content, but can also be used separately or partly. The Learning Unit provides working suggestions; as well as texts and archival material, for these workshops.

To work with this , the best way is to establish a working group that meets four times in the timeframe of two to four months (this could be a semester course or a supervision group of arts education lecturers par- allel to their teaching, or a group working in the context of arts educators/museum educators training or a private group of critical arts educators who wish to go through a process of self-reflection/history learning, or a group of arts/museum educators who wish to become critical arts/museum educators).

The hosts of these workshop sessions should take the responsibility to prepare the content, to provide a safe-space atmosphere (including finger-food, fruits, water…, taking care of breaks, time, materials, organ- isation and preparatory communication, meeting space) and communication roles including the documen- tation of the process.

The Viennese case might serve as an example to help to discuss the connection between local and global histories, the personal and the political histories, the practices and the discourses. The LU seeks to encourage different art educators to find ways of working on these seams in their specific contexts as well through the Viennese example.

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

- DESCARGAR LA UNIDAD DE APRENDIZAJE PDF (CASTELLANO)

→ RESOURCES HOMEWORK: TOMLINSON

→ RESOURCES HOMEWORK: VIOLA (IMAGES)

→ RESOURCES HOMEWORK: VIOLA (TEXT)

→ RESOURCES HOMEWORK: CONSTRUCTING PARADISE

→ RESOURCES HOMEWORK: QUOTES

The download is free of charge. Please note you need to be logged in to access the PDF.

We would very much appreciate your feedback. Please share with us in the comments below your experiences of working with this Learning Unit, as well as your thoughts, concerns and questions. The authors will do their best to get back to you and continue the conversation. Thank you!

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ “The Artist” - “the Child” - “the Native”

→ Archival Activism

Pedagogy and Criticism of Capitalism in West Berlin from 1969

Sun, 24 Feb 2019 13:13:19 +0000

WORKING GROUP: BERLIN
AUTHORS: CLAUDIA HUMMEL

ABSTRACT

1970, West Berlin. At the height of the Cold War, three years after the revolts staged by students, particularly in Paris, Frankfurt, and (West) Berlin, the publisher Basis Verlag started calling itself a socialist collective. The name of the publisher “Basis Verlag” unmistakably refers to the Marxist pair of terms “base” and “superstructure”. Many of the books they published were about the relations of production, and criticism of mass media. These books also asked how children (in particular those of the working classes) could gain access to designing society through an education intended to be emancipatory.

The books and materials were aimed specifically at kindergarten and primary school teachers, interested parents, and possibly at leftist academics.

In the context of the research group “Intertwining Histories”, which focuses on the various intersections of art education and colonialism, I asked myself: how and from when was colonialism associated with the criticism of capitalism and made into a subject of discussion within the pedagogic literature of West Germany?

Das Geschichtsbuch / The History Book (1971) was the first educational book I found which brought these two threads – the criticism of capitalism and colonialism – together. First published in Sweden in 1970 by the authors Annika Elmquist, Gittan Jönsson, AnnMari Langemar and Pål Ryberg, it was translated from the Swedish original by Doris Jacobi, Ingrid Schwarz and Peter Jacobi.

The Learning Unit contains a commented version of Das Geschichtsbuch and asks the following questions: Which books do we learn with and why? And, which knowledge was brought into the German speaking realm of art and education through translations?

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

- DESCARGAR LA UNIDAD DE APRENDIZAJE PDF (CASTELLANO)

→ ADDITIONAL RESOURCE: THE HISTORY BOOK (ENGLISH)

→ ADDITIONAL RESOURCE: DAS GESCHICHTSBUCH (GERMAN)

The download is free of charge. Please note you need to be logged in to access the PDF.

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ Critical Pedagogy and its Critiques

→ Working with Images

→ Archival Activism

Decolonising Literacy with Critical Pedagogy

Sun, 24 Feb 2019 06:56:54 +0000

WORKING GROUP: MASERU
AUTHORS: BA RE E NE RE LITERARY ARTS: LINEO SEGOETE, ZACHARY ROSEN

ABSTRACT

This Learning Unit is intended to provide activity plans for students or other learners in late primary to high school, though they can be shared with any group of people with moderate literacy skills. The activities may be used in classrooms or workshop settings and can be used to develop and enhance critical dimension of the literacy skills of learners. By this we mean, the activities encourage leaners to identify and reflect on the biases encoded in textual and and visual information.

Reference texts and item selections are intended to activate the archive, juxtapose the past and present and incite questions for the student. Through their participation learners will ideally improve their skills for analysing key details in reference materials and learn cues that support the breakdown of meaning. By exposing the positionality of information, learners will be in a better position to think critically about an item’s message and relevance.

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

→ ADDITIONAL MATERIALS: Lineo Segoete - The Violence of Explaining Myself

The download is free of charge. Please note you need to be logged in to access the PDF.

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ Reflexive Pedagogies/Critical Literacies

→ Missionary dimensions in Arts Education

→ Letterwriting

→ Working with images

→ Archival Activism