Between Art freak and school freak Lupes Facilitator : A magic teacher
Homo Ludens Play is the centre of culture Play creates freedom allows trial and error in various media of art opens a wider view gives a new order to human experience develops imagination, improvisation skills, aesthetic forms and artistic insight
LuPe [Ludic Pedagogical education] A Ludic * Pedagogical Facilitator honours the Imagination the playfulness the not knowing the here and now the unexpected the individual colours and accents space ant time for everyone who give it a try * Ludic is derived from Homo Ludens and means: playful www.ludic-pedagogy.eu LuPe LJ 2013
You can give them your love (Kahlil Gibran The prophet 1968) Your children are not your children They are the sons and the daughters of life longing for itself. --- ---------------- You can give them your love, not your thoughts They have their own thoughts. You can house their bodies but not their souls For their souls dwell in a place of tomorrow----- You can strive to be like them, but you cannot make them just like you
You can give them your love but not your thoughts How can we develop a curriculum on the values of the past society on the values of the here and now in order to facilitate participants for the future? What does it ask from teachers if they want to give space to participants in order to facilitate them for the future?
What do we do with the plural intelligence in education? [H. Gardner} A chose for school management Talent: Trace one specific intelligence of youngsters and bring that one to high development All round: Address young people on all their intelligences A choose for each teacher Playful: Consider the several intelligences just as so many entrances to learn substance and development Flow: Recognise each individuality, concerning how they feel themselves, what they find important, which research/training motivate them, realise how everyone can present their own expertise as an expression of their own cocktail of intelligences
M. I. and Education Lesson design everyone their own I strength (team work) Interdisciplinary working honouring and incorporating several working methods Initiative to the student young people devise their own study project. Competences review show what you can describe in stead of telling what you know, prove it in your own way Master apprentice -student In practice learn (training period) Linda Campbell Educational Leadership 1997
Lupes facilitator gives Space to each own inventiveness Hey you magic teacher Stimulates an open mind use of all information and inspiration sources individual expertise collaborative creativity collaborative planning outcomes for the real world all kinds of giving form (artistic/scientific/personal) (inclusive the zap-snapshot-mix-burn way)
Involvement by going up and down the staircases of status as colleague of the pupils The one who knows best (D.Heathcote) The one who knows second best One of the group The devils advocate The one who does not know The one who needs help
She/he LuPes Facilitator honours the changing pedagogical perspective makes substantial space for ideas, intuition, impulses knows what they don t need to know respects the expertise of the unknown gives primacy to inventiveness is a witness and an intermediate
Lupes Facilitator Acts pedagogical one who observes a designer of lessons one who organises a border guard an equilibrist a process companion a challenger a judge a magic teacher
LuPes facilitator is wise Has a great competence in imagination Says many times: do it your way or just try it again Acts and reacts improvisational (in social + educational + drama roles) in the right moment Don t know much in order to stimulate pupils research Relate the curriculum to their preparation for life
LuPes facilitator is creative one who inspires an instructor an ensemble player a director a reviewer
The pupil as expert [pedagogical approach: talent orientation ]
Pupils are experts: The ones who inspires as co-authors the developing storyline (in creating by imagination). Researchers, role players and organizers (in starting a development). Designers of a three dimensional stage exhibition (in working together). Presenters of a research ( in giving form) Reviewers of their presentation (in collecting insight).
LuPes facilitator challenges the participants Building of tension. Pull and push the reins by - dilemma s, - challenges to defend, - opposite information, - almost impossible tasks, ignorance etc. In a right timing to realise involvement
A facilitator uses the brotherhoodcode: my world - your world [D.Heathcote] Pygmalion: Am I not good enough Because I have an accent? Russian landscape - The own Nordic landscape Start with what the pupil has in common with a theme role dilemma - an art presentation, so she becomes involved
A facilitator uses Codifications as awakening of the involvement [P.Freire] The picture has something in common and at the same time something strange. This triggers attention and raises curiousity. One way interpretations are not possible
LuPes facilitator creates a Composition of tasks to reach involvement (theatre approach)
A play composition to do research {real drama is about a man in a mess, people in trouble} D.Heathcote A research composition is: a composition of tasks which by research and improvisations leads to a climax of an interdisciplinary presentation. Everyone writes and plays improvisational together the theatre script Starting from: Exposition through imagination, Exploration [live through and action/handling] Expansion through research of sources, Experimentation in all the arts To come to: Exhibition in: drama, concert, paintings, video letter (Five phases to realise involvement)
LuPes facilitator realises the spiral of inclusive conscious raising Play Interest Dynamic Involvement Time Openess Space Player Reflection [1 & 2] Lesson Preparation [there and then here and now some time before ]