The 'artist in residence' program @ Queenstown made me think about how explorations with artistic expression are connected to feelings.
As we move through learning about all of the art forms I am learning the relevance of this program to my teaching practice. Hence the link is here and in the toolkit...
application toolkit and information
http://www.arts.tas.gov.au/arts@work/air_2010In HPE this week, there was a reading about a study in Baltimore that showed the effects of bullying to impact upon students' math and literacy performance. I wonder what bullying does to budding artists? I'm not condoning the well known notion of the suffering artist, in primary schools...I'm just wondering if developing artistic interests in children will provide them a sort of protection. Arty folk, in my own small world of primary school experiences, are afforded some privileges, made sacrosanct, well, certainly not bullied in their own art sphere...nerdy boy (who played guitar) that struggled to be picked by peers in group work was always keen to participate with conversations in music; the girl mostly absent from school with a scant friendship circle, was dramatically emboldened enough to tell the whole class that her entry in the classroom was her attempting to be 'stealthy'... I don't know if this elevation can be attributed to a change in the performer or the audience. Either...The performer engages in the art so unselfconsciously that peer appproval seems inconsequential to them OR the audience recognises artistic expression as cool and does not bully the artist.
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