Download - Development Education and Global citizenship
Arts Par(cipa(on and Development Documenta(on
November 2013 by Audrey Atkinson and Mary Claire Woolley
Table Quiz!!!
Link the Social themes and issues
Games for Develop-ment Education in a classroom or group setting.
A Cultural Exchange…. Two ‘alien worlds’ were created, and introduced to each other.
Notes available.
Ad-Busting Activity We divided into groups, each given a different advert to reflect on,
think critically about, and respond with an ad
of our own.
Grouped badges into recurring themes each
person picking a theme they want to explore for poster
making.
Poster Making!Public Art and other Visual Communica=on.
We divided into groups from badge-‐making exercise to make a large poster. We discussed the implica(ons and how it’s subjected to public opinion – Public Art may not always be appropriate in its surroundings and could even cause offence or even outrage. This
may or may not be the desired outcome. Each poster addresses a different Human Rights issue.
Poster Making!
My group used collage, spray paint, and the Rasterbator – an online image
enlargement tool and Photoshop. Our work was influenced by propaganda ar(st,
Shepard Fairy .
Our theme was Social Responsibility and Care for others.
Form
al Edu
ca(o
n
• School • College/University • Structured Curriculum • Regimented schedule • Founded principles during the the industrial revolu(on • Exams & Standard tes(ng • ‘Points’ systems determining eligibility criteria for the next educa(on level
Non
-‐Formal Edu
ca(o
n
• Sports clubs • GAA • Soccer clubs • Athle(c clubs • Religious organiza(ons • Youth groups/clubs • Community groups • ‘Grassroots’ ac(va(on • adult educa(on • ‘Second chance’ learning
• Social clubs • Appren(ceship • Workplace training (?)
Inform
al Edu
ca(o
n
• Peer group • Ins(nct • At home • Parents • Reading • Blogging/Social Networking • Hobbies • Cracs • Gardening • Cooking • Other leisure ac(vi(es in a non-‐organiza(onal group sedng • Naturally ‘absorbing’ informa(on/s(mula(on on a day-‐to-‐day basis
Types of Educa=on How do we introduce Development Educa7on into the
mix?
Learner’s Comfort Zone
Learner is challenged, but s(ll engaged.
Learner is challenged further, engaged, learns more -‐ but pushed to limita(ons. Panic Zone: Leaner shuts down and is unable to learn as limita(ons have been exhausted.
Discussion of Learner’s Experience
Challenge is essen(al to learning, but when overdone can have the
opposite effect.
Links and References • Sheperd Fairy -‐www.obeygiant.com/
• Online Tool -‐ �hhp://rasterbator.net/�
• RSA Anima(on video on educa(on – highly recommended! www.youtube.com/watch?v=zDZFcDGpL4U
• www.adbusters.org/ • www.africafornorway.no -‐
watched in class; great for demonstra(ng cri(cal thinking.
• hhp://geography.about.com/library/weekly/aa030201a.htm -‐ Peter’s projec(on v Mercator
• hhp://en.wikipedia.org/wiki/Interna(onal_development -‐ Wikipedia entry on the concept of ‘Interna(onal Development’
• hhp://www.un.org/millenniumgoals/ -‐ Link to millennial goals
• hhp://www.youtube.com/watch?v=uAybZOfCN6g&feature=share -‐ Food eco footprint – from Audrey’s Brother in Law!
Space for additional links and references for those who wish to elaborate! All welcome J _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________