LA PRÁCTICA Y SUS PLIEGUES (1): El arte de documentar y visibilizar sentipensares
Unfolding practice is a reflective practice and creative inquiry project first developed by artists/teachers Arzu Mistry and Todd Elkin.
I started experimenting with an accordion book as a reflection on my own teaching practice. I teach at university level and work with elementary and high school teachers. By making my thinking visible and by being able to think deeper about my own practice I could refine some strategies and tools I was using. By documenting my process I can also revisit previous experiences and nurture further my teaching and artistic practice.
In this accordion book I used different color dots to encode insights related to specific concepts such as “thinking”, “flourishment”, “justice” and “community”. These concepts emerged from the exercise of building ideas and paying attention to new connections.
One thing I especially value from the unfolding practice is the non-linear way of thinking that it promotes. It allows us to advance and go back to previous ideas and to identify patterns and assemblages that can give way to deeper reflections and new insights. I like to consider these insights as revelations or callings that need to be attended to more carefully.
In an educational context, I have asked my students to do the same in order to maintain a dialogue with authors and curriculum contents and to build in, make visible and think carefully about their own process of learning. They can also share that documented process with others, contrasting and connecting ideas, promoting collective learning. Being able to see other people's processes of learning and to reflect on it is a valuable educational strategy. This can make evident how each student makes sense of ideas differently and how experiences, emotions and interests play a role in how each one makes sense of the world in general. Later, we can put into practice a series of discussions which allows the learning community to negotiate meanings or advance to consensus.
At the same time I, as a teacher, can collect new ideas and possible strategies I can use in later teaching practices. This means that this is a never ending process and a way to resist closure, as I believe teaching and learning –as well as the artistic practice– should be.
Видео LA PRÁCTICA Y SUS PLIEGUES (1): El arte de documentar y visibilizar sentipensares канала luisa gonzalez-reiche
I started experimenting with an accordion book as a reflection on my own teaching practice. I teach at university level and work with elementary and high school teachers. By making my thinking visible and by being able to think deeper about my own practice I could refine some strategies and tools I was using. By documenting my process I can also revisit previous experiences and nurture further my teaching and artistic practice.
In this accordion book I used different color dots to encode insights related to specific concepts such as “thinking”, “flourishment”, “justice” and “community”. These concepts emerged from the exercise of building ideas and paying attention to new connections.
One thing I especially value from the unfolding practice is the non-linear way of thinking that it promotes. It allows us to advance and go back to previous ideas and to identify patterns and assemblages that can give way to deeper reflections and new insights. I like to consider these insights as revelations or callings that need to be attended to more carefully.
In an educational context, I have asked my students to do the same in order to maintain a dialogue with authors and curriculum contents and to build in, make visible and think carefully about their own process of learning. They can also share that documented process with others, contrasting and connecting ideas, promoting collective learning. Being able to see other people's processes of learning and to reflect on it is a valuable educational strategy. This can make evident how each student makes sense of ideas differently and how experiences, emotions and interests play a role in how each one makes sense of the world in general. Later, we can put into practice a series of discussions which allows the learning community to negotiate meanings or advance to consensus.
At the same time I, as a teacher, can collect new ideas and possible strategies I can use in later teaching practices. This means that this is a never ending process and a way to resist closure, as I believe teaching and learning –as well as the artistic practice– should be.
Видео LA PRÁCTICA Y SUS PLIEGUES (1): El arte de documentar y visibilizar sentipensares канала luisa gonzalez-reiche
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