Day 76 (of 184) is Education Art?
Don’t answer too quickly. One of my ‘pocketbooks’ (the ones I keep on my iPhone for when I have some spare minutes – such as in between the Christmas concerts at two kids schools…) made an interesting observation.
Currently I am reading “Super Mario – how Nintendo conquered America” by Jeff Ryan. An interesting look at the roller coaster world of electronic games (of which I was an early adopter – at least of Atari – only my cousin had a NES). A lot of connections can be made between schools and the video game industry (feedback loops, clear visions, etc) but one statement hit me right between the eyes:
“An ongoing discussion amongst critics is whether or not video games can be considered art.” And I ponder(ed) whether or not education (teaching) is also an art – a connection my brain often reaches for.
Then the next line “Film critic Roger Ebert says no, that the freedom games give you overrules any possible message a creator could hope to deliver.” made me pause. And I replaced ‘games’ with ‘learning’.
Then I turned the page: “but the key objection (to games/learning being art) is interactivity: I watch a Kurosawa film, and observe a Dalí painting, but I take part in a Miyamoto game.”
So I reask my question: Is education and learning an art? And therefore something to interpret but not take part in, or something to interact with.
Sigh. Until today I liked referencing the ‘art of teaching’. Now I’ve opened a door I can’t go back out of. I want my teaching and the learning associated (and even my principaling) with it to be interactive. Where the learning community has as much a role (or more since it’s their experience) in ‘it’ as I do. No longer an ‘art’ to only be observed and commented on. But instead achieve interactivity and the ‘connections’ that come with that.