Trans National Meeting at ArtEZ, Arnhem on 8-9 March 2017.
Mariet Andringa and Margreet Luitwieler, ArtEZ introduce the mindset method, as a different method to approach creative work. Everybody is working on the different aspects.
Ingeborg Bos, ArtEZ kicks off with asking what the new arts teacher, whether dance or music, is in need of. We start with a workshop, meetings in two, to discuss the ideas we had and the future idea of what it should be. This is the moment the three researches for intellectual outputs come together. Everybody writes down the answers to one or more questions.
First ArtEZ, where are we? ArtEZ has the manual or better: the method as IO.
The four teams explain what they have worked on, in different ways, what their research question is. First we start with the research of Ingeborg Bos and Danique Jongbloed (ArtEZ). The question remains: what is the other approach, is there a sixth one, have we missed one, is it maybe an umbrella approach, does it have to do with affection?
Rina and Paula show their work through an exercise with the whole group.
Mariet Andringa and Amanda Brouwer (ArtEZ) have the mindset method. They get a suggestion, and that is that in their research they maybe should not ask people to talk about themselves (do you use it and what do you think of the method?). Or do not only ask supporters but also people who do not like to work with it.
Margreet Luitwieler and Nigel Koevoet (ArtEZ) have physical dynamics as their topic, which will come back on Thursday morning when Nigel will teach a lesson and Margreet will discuss it with John Wooter and Peter Sonderen.
Beata Alving and Katharina and Elisabeth present DOCH: where are we and what results have we accomplished until now. They talk about the expanded choreography, and ways to include other target groups. They also talk about having invited a disabled choreographer and dancer, who taught the teachers and students at DOCH, about the ins and outs of being disabled, and what it means for a choreographer. But also be aware of the implications of working with disabled people.
What would we need on an online platform, combination of all intellectual outputs. In the brainstorm the following items or subjects have been mentioned:
- art class, interdisciplinary art forms for inspiration
- story behind the artist, how did they get that far
- making of the artist, which steps do you need to take
- interviews with people with strong opinions
- interviews with students to get an idea what you can expect as potential student
- interactive role
- guest teachers, present themselves
- results of researches
- clips of activities we had, dance improv, performance
- philosophy, how do we think about our profession
- summary of the week
- funny clips, bloopers
- testimonials of teachers or students
- presenting project of three institutions
- live streaming
- private wishes of all here
- clips of statements
- introduction videos that show target field
- ten facts about next move
- presentation of teachers of NM, of their classes
- literature on dance and music education
- why student and teachers are participating
- background information
- process diaries and stories about projects
- personal stories
- links to personal websites
- method description
- how to deal with health issues
- dating service, place for finding contacts
Lotte gives the example of ARTube, a platform that started out with five museums as example, which now links 30 museums. She could imagine an ARTube for dance and music
DOCH / Annika’s research
Annika Notér Hooshidar, DOCH told story about ability and disability, as part of the training, school. Everybody goes out and takes some questions with him or her, about norms. We are not very well equipped to differentness. Educational system is built on normalness. For people to include, you also have to think about what you offer through the curriculum. Curricula are made based on assignments. If the outcome of NM challenges the curriculum, then this may make a change. We can change norms if we feel like, and the project can help.
When you change, you also create new norms… this is an ongoing process. So you should also think about how we relate to changing society. Because society chances also all the time.
Netty: we come from a dancers department, which is decisive in the norms, still. After Annikas she sees it in perspective and she has to change vision, or look at students for example. It is about collectiveness, everybody can fit in.
Evening programme about makers and presentations
Directed by Rina. Could you do this what we have done with amateurs, is her central question.
Thursday March 9th
Presentation of Joint Module, by DOCH.
Writing is also creative, it is about moving your brain.
The practice informs the writing, there are different ways. Writing is not the goal. There are many ways of thinking of writing.
Session on the role of creativity in education.
Jeroen thinks of us as a community
What is research or inquiry in your life?
– Future studies. What is possible in the future, how are we gonna make the next move? The future is something we meet as we move, in the present. Intuition can be the actualisation of the future in the here and now.
– Creativity studies. Creativity is a study, a lifelong study.
– Art studies. In humanities we have two methodologies.
- Phenomenological way of looking. You look at phenomena, you look at senses. This is not about thinking. When you use senses in your inquiry or research. You describe instead kf analyzing. Its about the senses, not about the brain. In art is not always about intention, it can be about what you feel, smell etc.
- Other is narratology, storytelling. You can hear a story or tell a story. Research is not only in the head. In particular in art.
On 2 December he talked about creativity as a theory of everything. Some scientists are looking for the idea that in the world there is a formula that explains everything. The creative theory of everything, is about that everything can be explained if you look at creativity. Creation is a kind of making something out of nothing. He tried to come close to what creativity is. You have to frame it by guessing. It may have to do something with coincidence. Coincidence has to do with where things happens, with what surprises you. It has to do with resemblance, you compare but it has no information in itself. You have to make connections, that is the associative way. For creativity you also need affirmative brains, you have to come in, be part of. You need to understand dance from within, instead of from outside.
No longer is art an instrument, society will learn from creativity.
After break we start to practice ways of starting our inquiry. Some methods will be given: by using story telling we can come up with stories, also to define the arts teacher of the future.