Notes from Chapter 11 Sinclair, Jeanneret, et.al
The first task in a new integrated arts program or project is to gather and define the artistic vocabulary (both verbal and symbolic) that is shared by all participants. Some discipline specific words have very different meanings in different artforms.eg music teachers use of tension n rhythm is different from drama and a performance
5 Key principles that underpin integrated arts
1) Symbolic languages- “each art discipline employs its own symbolic language-visual, aural, spatial...” but it has to be admitted there is a lot of crossover, Abbie and Bill used rhythm and tone interchangeably as music and art terms.
“The symbolic languages of the arts are cultural specific, can be nuanced or ambiguous .” Lina and I experienced this in our group having different cultural interpretations of the colour red.
Task of the arts teacher is to provide students with an understanding of the particular symbolic languages they wish to work in…provide the vocabulary that enables them to talk about what they are doing and to collaborate with others in shared artistic endeavours.
2) Moving from the known to the unknown- Arts practice is a ‘warm bed’ for growth
3) artistry and learning: skills, craft, and knowledge-
4) Creativity and imagination
5) Outcomes and audience: temporary communities of purpose and practice
A public art-based outcome associated with integrated arts practice= a production, a festival, an interactive exhibition.. ie the selection and refinement of appropriate art materials and artforms, in the context of a future audience
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