I was recently asked to provide examples of innovative and supportive actions from my own experience and then to identify how these may be embedded into an educational programme. This is a blog loosely based on the presentation that I gave. I use a Pecha Kucha style and lots of pictures so is easier to digest. I thought I'd share it here for anyone with a similar interest to my own who may also be invested in using the creative arts in teaching, learning and research. So my presentation plan was to: 1. highlight a recent report from the Higher Education Academy in relation to innovation in education. 2. mention a few cycles that may be useful in innovative learning processes 3. share some ways in which I have used innovation within my practice 4. outline some of the benefits that may accrue from using innovative, flexible, creative arts in an evaluative approach to teaching, learning and research. I always live in hope of divine inspiration and took this pic
So many people do not tell their own stories, paint their own pictures, dance or sing to their own tunes, that it is hard, but not impossible, I hope, to separate the authentic from the empty rhetoric. Her-story was effectively omitted from his-story. The Bible was written, interpreted and skewed by men, supposedly men of substance, to suit their own ends. The media is owned and wielded by moguls who are the arbiters of power and political influence. White people tell the stories of Black people ignoring colonialism and imperialism and the privilege of their own ‘whiteness’ in the process. It has been duly noted that within the ‘science’ of psychology, that even the rat was white. The focus on the accumulation of knowledge (yet more stories) in the academy, which has often done violence to the community, in both word and deed, cannot be lightly dismissed. This is truer for psychology than any other discipline. In fact, as psychology has shown, there is no aspect of life that has n