How does
EA&L work?
NO FEAR’s conceptual framework for EA&L applies Carl Jung’s theory of individuation to the arts and arts education as they’re conducted in westernized societies today, being largely instructional systems of learning that begin deposit information into subjects and expect
This presents an opportunity to
Whereas ou instructional learning works to deposit
puts participants at the heart of arts experiences and learners at the center of learning. Additionally, this framework
mission, educational philosophy, conceptual framework, curriculum, pedagogy, and
Rather than being its own container, Experiential Arts and Learning (EA&L) works like a boundless vapor that can float into other containers, adapt its shape to their form and contents, and infuse meaning and purpose into the substances within.
In this respect, EA&L acc
NO FEAR
Methodology
Inspired by the life and learning of psychologist Carl Jung, including his theory of individuation, NO FEAR’s conceptual framework for Experiential Arts and Learning works to restore balance between the science and soul of human artmaking, by once again “tuning in” to our soulful, instinctual selves.
Jung’s theory of dual personalities posits that humans have two personalities. There is the No. 1 intellectual “self,” which places the ego at the center of consciousness and becomes masked by the personas we wear. While underneath these masks, lie our shadows, being the repressed unconscious emotions that make up our No. 2 instinctual self.
Individuation is the process of integrating the No. 1 and No. 2 selves to form a single universal “Self,” or “Spirit” as Jung called it, being the unity between consciousness and unconsciousness.
NO FEAR applies Jung’s framework of dual personalities to the arts and arts education as we understand them in westernized societies today, in an effort to reunite science and soul within the “Spiritual” center of human artmaking.
NO FEAR’s four-part methodology for Experiential Arts and Learning puts the WHO and WHY at the forefront of artmaking experiences, e.g. “Soul.” This infuses meaning and purpose from the start, before focus turns to the WHAT and HOW, e.g. “Science.”
By beginning with components of the soul, and then bringing in components of science, each participant develops understanding in meaningful, purposeful, and personally relevant ways, seeing as EA&L is unconditionally open, accepting, and inviting of all learners and their experiences.
Time and time again, we see how this inviting process cultivates the sense of belonging and intrinsic motivation within learners to not only dive into the WHAT and HOW of artmaking, being subject matters and their methods of learning, but to also broaden their interests to seek out new ways of experiencing and understanding the world.
Applied to the arts and arts education as we understand them in westernized societies today, with the goal of integrating all parts into one unified center and renewable cycle, NO FEAR’s methodology for EA&L is as follows:
Soul: The Instinctual No. 2
WHO: Belonging
EA&L invites belonging and accepts any and all participants for who they are, seeing the abundance of humanity, experience, and artistry already within.
WHY: Meaning and Purpose
EA&L invites participants to reflect on their lived experiences and consider why art is meaningful and purposeful, both individually and in collective contexts.
——————————————————-
Science: The Intellectual No. 1
WHAT: Subject Matter
After withdrawing from what is already within, EA&L then builds bridges between participants’ prior lived experiences and understanding and new subject matters.
that can expand their perspectives and awareness of what is possible in the arts and arts education.
HOW: Methodology
We adapt and differentiate our teaching methods based on participants individual learning styles.
How does EA&L
work in arts education?
EA&L invites students and educators to become authors of their own artmaking by creating original productions and works.
Experiential Arts and Learning (EA&L) places students at the heart and center of artmaking experiences
EA breaks down barriers that fragment arts educators and students, including roles of teacher as expert and students as subjects to learning.
EA invites students and educators alike to become authors of their own artmaking by creating original productions and works.
EA calls on arts educators to be imaginative (instinct), knowledgeable (intellect), and creative (skilled) to facilitate and produce arts experiences with their students.
EA is highly adaptable to student’s different learning styles and requires minimal arts training, knowledge, or skillsets for students to participate.
EA can apply to any medium of art and area of arts education.
EA requires minimal resources or expenses and can reach students and arts educators lacking equitable access to high quality arts experiences due to constraints in time, money, proximity, and more.
“You cannot teach today the same way you did yesterday to prepare students for tomorrow.”
- John Dewey
Experiential Learning in the arts offers an alternative to traditional arts education and Western methods of theoretical training and instruction.
Traditional arts education in the West continues to largely operate on what educator Paulo Freire called a “banking model,” in which information is deposited from teachers to students through a process of transmission.
Alternatively, Experiential Learning invites arts educators to share their own artistry while withdrawing from the art already within their students. This acts as an interaction and process of exchange rather than transaction.
How can Experiential Learning
transform arts education?
"Experience precedes understanding."
- Jean Piaget
Synthesized by David Kolb from the work of educators including Jean Piaget and John Dewey, Experiential Learning is a framework for how humans learn, develop, and create meaningful change throughout their lives.
Building understanding through a cycle of experiencing, reflecting, thinking, and acting, each time the cycle goes around, we build upon what we learned in previous cycles to develop and evolve. In short: we live and learn by experiencing and reflecting on those experiences.
“You cannot teach today the same way you did yesterday to prepare students for tomorrow.”
- John Dewey
Experiential Learning in the arts offers an alternative to traditional arts education and Western methods of theoretical training and instruction.
Traditional arts education in the West continues to largely operate on what educator Paulo Freire called a “banking model,” in which information is deposited from teachers to students through a process of transmission.
Alternatively, Experiential Learning invites arts educators to share their own artistry while withdrawing from the art already within their students. This acts as an interaction and process of exchange rather than transaction.
NO FEAR invites young artists to become authors of their own artmaking through the Experiential Learning cycle. This includes:
1. Experiencing: We design and facilitate student-centered Experiential Learning programs that put students at the heart of artmaking experiences which reflect their relevant interests.
2. Reflecting: We invite students to contribute their impressions, questions, and preferences following arts experiences, as well as consider new perspectives and possibilities for artmaking.
3. Thinking: We encourage and guide students to actively imagine and manifest new ways of seeing and experiencing the world through their artmaking.
4. Acting: We produce participatory arts experiences that broaden students’ perspectives through community outreach and cultural exchange, in order for students to experience how artmaking can transform the world in purposeful and powerful ways.