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EDUC 944- 5 Aesthetic Ways of Knowing and Education

Section: G001 - 2011 Spring Class number: 12369

Instructor:    Dr. Carolyn Mamchur   Email: carolyn_mamchur@sfu.ca 604 734 4072

Location :Faculty of Education, EDB7610; Tuesdays; 1630-2020

 

 

Description

This course explores, critically, the historical and emergent role and responsibility of the arts in human development, learning and   personal transformation. Aesthetic ways of knowing with a focus on metaphor, imagination and archetype are examined together with various Indigenous and cultural perspectives. The course will consider how differing conceptions of art and the work of artists can influence and have value for education and society, and in particular for arts education and educational researchers.

 

Four key areas of study:

 1.The Stories we Live: An examination of 12 archetypes that move us forward on the journey of our lives and what this means to us as citizens, educators and artists. What is the movement forward? What is the shadow side?

 

2.Vapors of Influence: Those things that influence us and that we influence as citizens of the world, as educators, as artists. Do artists influence life or does life influence art?

 

 3.The Artists Way of Knowing: Can artists tap into something before science? Before the non- artist? Evidence? How? Why? Can we initiate this way of knowing to our art students?

 

4.Research with the mind, body and soul: How do we get ourselves into our work? What tools are best for what we want to do? How can we best share out ideas and findings?

 

Grading Assignments

1.First Level of Response - respond to the various opportunities to explore topics. Will involve reading, writing, seminar discussion, various small exploratory assignments. Accumulative portfolio is worth 50%

2.Wild Card Project in depth response to a topic of your choice that grows out of the work we do in class. Involves your art area. 50%

 

Required Texts

I will be recommending reading throughout the course. I hesitate to mandate any one book as I do not yet know your area of deepest interest. Please choose from the list I offer and select and add to it. Guest lecturers may provide additional suggestions.

 

I have not ordered these books from the book store. As convenient as this is, I find it less expensive for you and gives you more power over your own learning if you decide which books you actually purchase and how you purchase them. Amazon.com offers many used copies at low prices. The publisher often offers good prices and what’s even better, e line or direct texts at a very good price. It is NOT necessary to have a printed copy.

 

 

We will be examining the power of narrative and myth and archetype and landscape and aesthetics in our studies. We will do this from both a philosophical and psychological point of view as they relate to the big goal of the course.

 

OUTLINE OF COURSE

 

Welcome:

 

How exciting. We are the first group to take this class of the new Arts Ed Program. That means we will be inventing as we go along. I have my plan for the course; and part of my plan is always to include your ideas and adjust to them as we move along.

 

We have only twelve teaching sessions together and that isn’t much. So what is our final goal? What would we most like to accomplish? That is the question that drives our choices. And, of course, each of us has a different answer to that question.

 

I would like you to know something about the stories that drive our lives and can influence our abilities to operate as members of our society and the world, as educators, researchers and as artists.

 

Whew big goal.

 

My experience is that to get to big goals, they have to be goals we believe in and goals that we have some hope of moving toward. Your first responsibility in working in this course will be to decide which of the three is most important to you at this moment in your life: citizen, educator or artist? Of course, all of them intertwine, but it is useful to know which is most important and to select to do your final piece of work on that focus. It will give you the greatest feeling of satisfaction in the end.

 

To accomplish this, I have decided to divide the tasks into First Level of Response where you explore an idea to see if it has any significance to you. The accumulation of these first levels of response will be worth 50% of your final grade.

 

In addition, there will be one major assignment that will constitute the focus of your work.

 

Major Assignment: Your final piece will be a wild card project. I invite you to select from one of the many suggestions I offer, or to adapt one of them to your needs, or to come up with one of your own. By week three, you should begin to think about this project. It will be worth 50% of your grade.

 

The Present Outline with recommended readings (open for discussion)

  1. The Stories we Live: An examination of 12 archetypes that move us forward on the journey of our lives and what this means to us as citizens, educators and artists.

 

Recommended readings:

 

First Level of Response Task: Please select one of these books and select one chapter in the book and find a way of relating to it personally and publically.

 

2.  Vapors of Influence: Those things that influence us and that we influence as citizens of the world, as educators, as artists. Do artists influence life or does life influence art?

 

Recommended reading:

 

First Level of Response Task: Please select one of these books and select one chapter in the book and find a way of relating to it personally and publically.

 

3.  The Artists Way of Knowing: Can artists tap into something before science? Before the non- artist? Evidence? How? Why? Can we initiate this way of knowing to our art students?

 

Recommended reading:

 

First Level of Response Task: Please select one of these books and select one chapter in the book and find a way of relating to it personally and publically.

 

4.  Research with the Mind, Body and Soul: How do we get ourselves into our work? What tools are best for what we want to do? How can we best share out ideas and findings?

 

Recommended reading:

 

First Level of Response Task: Please select one of these books and select one chapter in the book and find a way of relating to it personally and publically.

 

 

Getting Started

 

First Task: To introduce you to archetype, and to the nature of the assignments we will explore throughout the course, I would like you to read the book Solar Conscience/Lunar Conscience by Murray Stein. ISBN 0-933029-72-1 It is fairly inexpensive ($15.95) and you can Kindle it, order it from Amazon, or borrow it from the library. It is not necessary to purchase it. You can share with your friends. However you choose to get familiar with the ideas is up to you. I go over the ideas with you in class.

 

The book is an essay on the psychological foundations of morality, lawfulness and the sense of justice. There are parts of this book with which I strongly disagree. Stein makes statements which feel wrong or, at best, out of date. However, I find it very useful on several fronts:

However, if this book does not speak to you in any way, you would be wise to do only the first response task outlined below and avoid it as a way into your major project.

 

First Level of Response: Once you have read the book, you should be able to explain to someone the difference between solar and lunar conscience and the ways that each would affect the way one operates in the three domains of this course: citizenship, educator, artist. If you have an idea of what you would like to do for your dissertation, you should be able to articulate how this knowledge might influence your work.

 

Possible Major Project: You may want to produce a project based on the thinking in this book. Here are some options:

 

Okay, there’s a start for us. Some of you like to get a head start on the course. If you do, start reading.              Carolyn

 

 

We will proceed forward with the course and reading according to our needs and responses to the work we begin together. Though I have a plan for the course, I would prefer we create it together as we work together. I would like you to take some responsibility in deciding what matters most. It is my responsibility to work with you to meet our goals (within the confines of the course description) and to help you achieve the learning at the level of expertise expected of a PhD course at FoE.