Arts  Par(cipa(on  and  Development  Documenta(on  

November  2013  by  Audrey  Atkinson  and  Mary  Claire  Woolley  

Lecture  Notes,  Inspira(on,  

and    Reflec(ons  

from  last  years’  class  

Table  Quiz!!!  

Link  the  Social  themes  and  issues  

Games for Develop-ment Education in a classroom or group setting.  

   

Action Ranking Activity

& What does Development

mean throughout the world?

Map  Play  –  How  we  engage  with  the  world  

Peter’s  Projec(on  vs    Mercator    cartography  debate  

Map Activity and other Reflections

.  

A  Cultural  Exchange….   Two  ‘alien  worlds’  were  created,  and  introduced  to  each  other.  

Notes available.

Notes on Cultural

Exchange Activity

Ad Busting �

Ad-Busting Activity We divided into groups, each given a different advert to reflect on,

think critically about, and respond with an ad

of our own.

Grouped  badges  into  recurring  themes  each  

person  picking  a  theme  they  want  to  explore  for  poster  

making.  

Poster Making!Public  Art  and  other  Visual  Communica=on.  

 We  divided  into  groups  from  badge-­‐making  exercise  to  make  a      large  poster.  We  discussed  the  implica(ons  and  how  it’s  subjected  to  public  opinion  –  Public  Art  may  not  always  be  appropriate  in  its  surroundings  and  could  even  cause  offence  or  even  outrage.  This  

may  or  may  not  be  the  desired  outcome.    Each  poster  addresses  a  different  Human  Rights  issue.  

Poster Making!

Poster Making!

My  group  used  collage,  spray  paint,  and  the  Rasterbator  –  an  online  image  

enlargement  tool  and  Photoshop.    Our  work  was  influenced  by  propaganda  ar(st,  

Shepard  Fairy  .    

Our  theme  was  Social  Responsibility  and  Care  for  others.      

Form

al  Edu

ca(o

n  

• School  • College/University  • Structured  Curriculum  • Regimented  schedule  • Founded  principles  during  the  the  industrial  revolu(on  • Exams  &  Standard  tes(ng  • ‘Points’  systems  determining  eligibility  criteria  for  the  next  educa(on  level    

Non

-­‐Formal  Edu

ca(o

n  

• Sports  clubs  • GAA  • Soccer  clubs  • Athle(c  clubs  • Religious  organiza(ons  • Youth  groups/clubs  • Community  groups  • ‘Grassroots’  ac(va(on  • adult  educa(on  •   ‘Second  chance’  learning  

• Social  clubs  • Appren(ceship  • Workplace  training  (?)  

Inform

al  Edu

ca(o

n  

• Peer  group  • Ins(nct  • At  home  • Parents  • Reading  • Blogging/Social  Networking  • Hobbies  • Cracs  • Gardening  • Cooking  • Other  leisure  ac(vi(es  in  a  non-­‐organiza(onal  group  sedng    • Naturally  ‘absorbing’  informa(on/s(mula(on  on  a  day-­‐to-­‐day  basis  

Types  of  Educa=on     How  do  we  introduce  Development  Educa7on  into  the  

mix?  

Learner’s  Comfort  Zone  

Learner  is  challenged,  but  s(ll  engaged.  

Learner  is  challenged  further,  engaged,  learns  more  -­‐  but  pushed  to  limita(ons.  Panic  Zone:    Leaner  shuts  down  and  is  unable  to  learn  as  limita(ons  have  been  exhausted.    

Discussion  of  Learner’s  Experience    

Challenge  is  essen(al  to  learning,  but  when  overdone  can  have  the  

opposite  effect.  

Links  and  References     •  Sheperd  Fairy  -­‐www.obeygiant.com/  

•  Online  Tool  -­‐  �hhp://rasterbator.net/�      

•  RSA  Anima(on  video  on  educa(on  –  highly  recommended!  www.youtube.com/watch?v=zDZFcDGpL4U    

•  www.adbusters.org/  •  www.africafornorway.no  -­‐  

watched  in  class;  great  for  demonstra(ng  cri(cal  thinking.  

•  hhp://geography.about.com/library/weekly/aa030201a.htm  -­‐  Peter’s  projec(on  v  Mercator  

•  hhp://en.wikipedia.org/wiki/Interna(onal_development  -­‐  Wikipedia  entry  on  the  concept  of  ‘Interna(onal  Development’  

•  hhp://www.un.org/millenniumgoals/  -­‐  Link  to  millennial  goals  

•  hhp://www.youtube.com/watch?v=uAybZOfCN6g&feature=share  -­‐  Food  eco  footprint  –  from  Audrey’s  Brother  in  Law!  

Space for additional links and references for those who wish to elaborate! All welcome J _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________