Teachers blog

Teaching in a sensuous society – Questions

Sensuousness in the centre Speach bubbles demand answers to different levels of commitment from the students: leading the way, you ask: “Coming or going, sir?” choosing an experience, you ask: “Committing or quitting, young master?” questioning or finding doubt, you ask: “Staying or swaying, madam?” receiving or finding trust, you ask: “Opening or closing, miss?” The structure asks you: What do you see? Encourages you to: Write concrete ideas: Now,…

Relation between performance art and teaching – a rough draft

Central to this page is a conventional understanding of Performance versus Teaching Each mode of interaction has a set of inferred qualities. Here, the claim is that Performance (as in performance art) poses questions, while teaching delivers answers. Teaching presupposes knowledge, which can be correct (or incorrect), it has a number of sources (books, images, films, etc.) and is generally understood to need acquiering. At the same time, Teaching includes methods, which can…

How much will you risk at the academy?

After having finished the two-week manifestation, it occurred to me that focus seemed to slip among the teachers’ faculty – from being immerged in the sensuous universe with all the industrious, imaginative, playful thinking and experimenting which it entails to staying in the teachers’ backstage all the time – except for teaching hours and conference. Maybe people sought refuge from speaking an awkward English, or from being confronted with the…

Exploring emotional moments

What are the boundaries for exploring emotional effects in the class room? Students had been given a simple task for homework: 1. Have someone whisper in your ear – a poem, song lyric, any other text committed to heart. 2. Note down the sensation – not your feelings, musings, or a new poem – stay in the sensuous experience of the whispering. In class, they were asked to share their…

Notebook pages

Authority through ambiguity?

After I have invited the performers into my classroom I have both noticed and will now reflect upon the notion of authority created through performance with the students’ reaction central to my observations. I have realised that by turning my teaching into a performance, or by simply amplifying certain aspects of my personality (that is – according to the Sisters themselves what performance art actually is) then I can enhance…

An apt painting

S.M.I.A.

Mrs. Davis’ students were very special. They were told they were special on a daily basis. Their parents told them. The other teachers told them (as they should). Television presenters reminded them of just how special they were. The adverts in between the television programs they endlessly watched reminded them every 15 minutes of just how special they were and how they could use that individuality and ipseity to gain…

The first day

  A haze of steam shimmered and shone as it climbed it way from the morning grass toward the  warmth of the sun. It was an excellent way for children to clean their feet; cooling their soles as the as they walked on what felt like the softest and greenest of porcupines. Spring was dawning after the longest of winters. Long, dark horizons leered day and night over the landscape…

A swarm of thoughts

I have lost myself. There is too much I want to do and not enough time to do it in. I have taken on too many projects, which calls on me to prepare new layers to them every day. Every moment I am stimulated in a new way and my head is spinning with ideas. The collegues are so inspiring to follow and the aspect of coorporation is the best…