Using the Creative Arts to Teach: the arts, literature and the narrative
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 30 sides of A4 (or less)
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Roger Higson to do this session and to define the contents of what he thinks will be most useful practically
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Remember, this is not about making them into experts but to open the arena to encourage them to try it out
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Add/Delete to the suggested content below (please let me know so I can update this page, Ram)
- The ultimate aim of this chapter is to show the reader (who may not be very well versed in art) the value of different types of creative and artistic material (pros and cons) and what learners get out of it compared to more traditional methods. Also, we need something on how to 'hook' those learners who always feel (along with many educators for that matter) that this area is too "wishy washy". This chapter needs to cover how a novice can facilitate an arts based session: fundamental preparation, questions, methodological tips and facilitation tips. It needs to be more practical than theoretical.
- John Salinsky to tackle the section on literature in learning; Roger Higson and Marilyn Lynch to cover the rest. Of course, all three of you will need to act as buddies to one another.
- How to select what type of art material to use in education - tailored to the aims and methods you have set,
- Things to do before you start your creative arts session
- What to do after the resource has been shown: facilitating responses
- Application to personal and professional lives
- Summarising the learning
- What to do when participants fail to engage
- Films, cognition & learning: why films are effective as a teaching resource (emotional power etc), different ways of using films - before a discussion, after theory and concepts, comparing films (eg to illustrate differing cultures), repeating them to get a message through, using full films vs clips; ways in which you can use films - as a case, as an experiential exercise, as a metaphor, as satire, as symbolism, as giving meaning. Advantages & Disadvantages of using films; copyright issues
- Paintings/Pictures - how to use, pros/cons, importance of
- The use of literature and poetry in education - what has poetry and literature got to do with General Practice?, advantages and disadvantages, how to facilitate a poetry/literature educational sesion, opening prompts
- Reflective Writing - how to use, pros/cons, importance of
- Examples of session plans that one might be able to use
- Rough guidance on what type of art material to use and when - the pros and cons for each should help you make a table
- Give examples: a practical chapter
- Reference to The Arts in Medical Education: A Practical Guide by Higson & Powley