So you have seen a Skinny Twin production...
Communion of spirits-TOWARD SOCIAL EMERSION?
Sharing lifestyles and worldview between CCD practitioner and community, a communion might be the first step or is social emersion.
I was mentoring a colleague recently on a project involving African Youth. It happened straight after lessons at NMIT in the same class and involved multi -art forms. Within the workshop were workshops on drumming, beet boxing, dancing, acting etc for weeks on end she felt that she was not connecting with the group to an extent that she felt the project was noy going the way it could. I offered to go in and facilitate group values as a way to get the group thinking and having the same vision, the group responded well I noted though the teacher's interjections. These looked like stringing together her lessons and workshops into one hence the students reacting to workshops i guessed, her presence, influence and control was one of the reasons why my colleague might not have been connecting with the group?
She later asked her not to interject in the workshops and explained why, the group went on to present an amazing project which my colleague was blown by. The reason I raised this example was the workshop's attempt to create a hub for the students creativitiy and how in my view the teachers voice/ presence might have been spoiling it for them. She interacted with the group during her class as students and her as the teacher, she asserted her authority and information and communication was one way, the workshops were an attempt to provide the students with a creative outlet, a tool to communicate, i thought the teacher might have let them be, exercise their creativity without an authoritarian voice over their shoulder. I wonder if the teacher noticed the difference? could she have changed the way she interacted with them after these observations?
I was mentoring a colleague recently on a project involving African Youth. It happened straight after lessons at NMIT in the same class and involved multi -art forms. Within the workshop were workshops on drumming, beet boxing, dancing, acting etc for weeks on end she felt that she was not connecting with the group to an extent that she felt the project was noy going the way it could. I offered to go in and facilitate group values as a way to get the group thinking and having the same vision, the group responded well I noted though the teacher's interjections. These looked like stringing together her lessons and workshops into one hence the students reacting to workshops i guessed, her presence, influence and control was one of the reasons why my colleague might not have been connecting with the group?
She later asked her not to interject in the workshops and explained why, the group went on to present an amazing project which my colleague was blown by. The reason I raised this example was the workshop's attempt to create a hub for the students creativitiy and how in my view the teachers voice/ presence might have been spoiling it for them. She interacted with the group during her class as students and her as the teacher, she asserted her authority and information and communication was one way, the workshops were an attempt to provide the students with a creative outlet, a tool to communicate, i thought the teacher might have let them be, exercise their creativity without an authoritarian voice over their shoulder. I wonder if the teacher noticed the difference? could she have changed the way she interacted with them after these observations?
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