Either Way, Make a Move
March 6, 2017
Photo: Hazel Meyer, Hyper-Hyper (Artist in the Classroom, The Pedagogical Impulse)
A Workshop for the School of Arts Education and Movement
Dublin City University, Institute of Education
Pamela Whitaker, Groundswell
- Classroom as Art Studio
- Teaching as Performance
- Teacher and Students as Artist Collective
- Social Choreography in School
- Students as Curators
- Education as a Happening
Photo: Art Out Loud, Basement Gallery, Dundalk
I am interested in the theme of choreography, and how students can generate movement motifs through interacting with objects and words that stimulate physical actions and movement responses. Choreography is a change of space, new ways of going, and actions taking shape.
Photo: The Medieval Garden Challenge
Dance and Movement Benefits Children’s Physical Development, Emotional Expression, Social Awareness, Cognitive Agility, Mental Health, Communication
The classroom as an artwork can inspire movement, creation and also a disruption of ‘order’ (Stephanie Springgay, 2014). We will explore lines of connection between different spaces in a classroom, and develop routes of movement that interrupt expectation. We will be unconventional, in the moment, and attention seeking. Words, situations, and objects will move us on.
Photo: Art Out Loud, Basement Gallery, Dundalk
The classroom as a happening is about animated learning. A situation is created whereby students re-define their educational surroundings. It is subject to flexibility. Art in this sense is related to environment, an atmosphere, and a studio of ideas. Happenings were first introduced by the artist Allan Kaprow. They are experiences where art, physical action, sound, words and environment are assembled within a specific time frame to promote participation and improvisation.
Photo: Graffiti Inspired Movement in a Pedestrian Tunnel
Photo: The Medieval Garden Challenge
“SOCIAL CHOREOGRAPHY engages everyone’s perception and knowledge of….[movement]…inquiring if and how individuals can imaginatively order and re-order aspects of their personal, social, cultural and political lives.” Michael Klien, The Institute of Social Choreography
Photo: Sophie Nüzel, http://www.sophienuezel.com
Stephanie Springgay is an Associate Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto. She considers a classroom a work of art.
As an experimenter, the artist-teacher does not mold students into a work of art, as if the students simply become raw materials. Rather artist-teacher-student-classroom become a creative assemblage filled with the potential to open itself to future creative instances. If a classroom operates as a work of art, not as an object manipulated from the outside, it becomes enmeshed and enlived. A “classroom as a work of art,” we argue, re-conceptualizes the artist-teacher as productively co-mingling with students and space. Stephanie Springgay, The Pedagogical Impulse, www.stephaniespringgay.com
All the listings below are links to Springgay articles:
The Pedagogical Impulse: Aberrant Residencies and Classroom Ecologies
The Pedagogical Impulse: Research-Creation at the Intersection Between Social Practice and Pedagogy
Cloth as Intercorporeality: Touch, Fantasy, and Performance
and the Construction of Body Knowledge, International Journal of Education and the Arts
Photo: Landmarks: Nature, Art, Schools Workshops in County Louth
Photo: School of the Art Institute of Chicago, Art Therapy Classroom Installation
Photo and Article Link: Teaching with Contemporary Art in the Classroom by Joe Fusaro
Territories of Art Therapy 