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Art as ecological practice : a curriculum of movement for teacher education methods

University of British Columbia

This a/r/tographic research investigates the partially accessible forces of movement that engender and co-substantiate experience. It renders an image of a vital socio-geologic ecology consisting of feelings of the energies of movement of all bodies made through struggles of rendering manifest the fullness of experience in its every example. In regards to teacher education methods, this is addressed as both an ecological and aesthetic issue. Feelings of capacity for being affected and for affecting generate more reality. Rather than attempting to separate, unqualified feelings emerging within affects’ temporal events add qualities with an existence and energy of their own. Increasing standardization, accountability schemes and attempted control of quality pose problems for the ecological significance of feelings of capacity to vary. This research addresses methods rather than just the subjects engaged in them to generate an image of a more tightly imbricated ecology that also includes the affects of our practices. It seeks educational experiences where subjects of all kinds subsist to the extent that they resonate with feelings of capacity for being moved and for moving within this ecology. Each chapter re-poses the issue of conveying experience’s simultaneity of continuity and discontinuity. Aesthetic practice and art-making are needed for feelings that precede cognition and for more repeated availability of making determinations within experience which are not simply opportunities for direct exchange but rather tokens of trust for invention and unprecedented space. Drawing concepts from a variety of disciplines, each chapter re-poses educational experience in ways that do not put methods in charge and through aesthetic experience, reconnect to the world by opening to the non-human world of which we are a part. Tending towards teacher education as currere, a living curriculum, this study suggests three qualities of assessment: availability, arrival, and the analog. Through initiating and proliferating creative practices, a/r/tographic methodology in teacher education is encouraged to draw on art’s methods of generating productive entanglements. Repeated affective engagement in creative practice is suggested towards augmenting and sustaining a more inhabitable present and future.

Text

2012-10-17

Attribution-NonCommercial-NoDerivs 3.0 Unported

http://hdl.handle.net/2429/43427

Cross-Faculty Inquiry in Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/3.0/