The Creative Practioner as Scholar and Educator
To make art is to celebrate Life so that each moment is an invitation to awareness that answers the call of BEING. The artist is a co-creator of the universe, sharing with the Great Creator the most powerful force known, the energy of the imagination and its gifts to the world as potential for joy, light and love.
The Celebration of Art and Consciousness, Ken Beittle, 1991
When we think of education we must begin to recognize the holistic power of influence: that we are truely facilitating the emancipation of other's becoming..
There is a Zen saying that states, “living processes and words about them are not the same and should not be treated as equal in worth (Holmes & Horiioka, p. 89). This insight captures a fundamental distinction between the perspective of the arts educator and the experience of the arts practioner. While arts pedagogy and curricula is informed by philosophy, history, criticism, aesthetics, and socio-cultural issues, it remains void of human meaning and reality unless it is grounded in pragmatic, living experience. The creative process utilizes faculties of the person which often go untouched in a culture which traditionally has valued the scientific, the rational, and the material. In the postmodern and contemporary world, the mind, body and spirit of the whole person must begin to be valued, enriched, and cultivated to evolve the human community. Self-inquiry brings a phenomenological emphasis to the voice of the practioner utilizing art-based research as its epistemological method of investigation. Such ways of knowing participate in deeper phenomena of human experience which drawn upon the inner life to make sense of existential, spiritual, and emotional aspects of life. It is my hope that art education programs recognize the power of creative process in developing life philosophy, and that arts based self-inquiry would reunite the heart of creativity into academic rigor. In doing so the quality and effectiveness of teacher development will be greatly enhanced.
The Celebration of Art and Consciousness, Ken Beittle, 1991
When we think of education we must begin to recognize the holistic power of influence: that we are truely facilitating the emancipation of other's becoming..
There is a Zen saying that states, “living processes and words about them are not the same and should not be treated as equal in worth (Holmes & Horiioka, p. 89). This insight captures a fundamental distinction between the perspective of the arts educator and the experience of the arts practioner. While arts pedagogy and curricula is informed by philosophy, history, criticism, aesthetics, and socio-cultural issues, it remains void of human meaning and reality unless it is grounded in pragmatic, living experience. The creative process utilizes faculties of the person which often go untouched in a culture which traditionally has valued the scientific, the rational, and the material. In the postmodern and contemporary world, the mind, body and spirit of the whole person must begin to be valued, enriched, and cultivated to evolve the human community. Self-inquiry brings a phenomenological emphasis to the voice of the practioner utilizing art-based research as its epistemological method of investigation. Such ways of knowing participate in deeper phenomena of human experience which drawn upon the inner life to make sense of existential, spiritual, and emotional aspects of life. It is my hope that art education programs recognize the power of creative process in developing life philosophy, and that arts based self-inquiry would reunite the heart of creativity into academic rigor. In doing so the quality and effectiveness of teacher development will be greatly enhanced.
posted by Administrator: Artshaman at 12:10 PM
1 Comments:
Hey Rebecca, thanks for the card, I got it this week. I LOVE the painting on the front, especially the colorful detailed pattern on the woman's skirt. Thanks a lot.
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