1. Arts Learning as Embodied Semiotic Play: Phenomenological Orienteering
Marlene Atleo, Associate Professor, EAFP,
Faculty of Education, University of Manitoba
3.4 Multiple Paper Presentation.
Manitoba Educational Research Network:
Arts and Learning Research and Practice
4th Annual Canadian Symposium on Arts and Learning
University of Manitoba, Winnipeg, Manitoba.
1:20 – 2:45 pm December 3, 2010

2. Overview of Presentation
Global village – UNESCO planning - The Treasures Within
The Seoul Agenda - Localizing the global agenda
Working on the ground to create synergies to take us from social cohesion to democratic participation
Moving towards a praxis that is purposeful in the context of social justice, citizenship, creativity, cooperation and innovation.
Playing around in schools: Shifting mindsets (Atleo, 2004; Dweck 2006)
Phenomenological orienteering (Atleo, 2001):
Integrative complexities (Fauconnier, of metaphorical mapping across worldviews
Effects of Reversal Theory (Apter )
Re-learning to play in higher education – skipping rope rhyme mnemonics – Double Dutch

3. The four pillars of education
The Manifesto: Learning: The Treasure Within
Learning to know
Learning to do : From skill to competence; The ‘dematerialization’ of work and the rise of the service sector; Work in the informal economy
Learning to live together, with others: Discovering others; Working towards common objectives
Learning to be

4. Seoul Agenda constructive transformation of educational systems
technology vs intractable sociocultural injustice
peace, cultural diversity and intercultural understanding - need for a creative and adaptive workforce

5. GOAL 1: Ensure that arts education is accessible as a fundamental and sustainable component of a high quality renewal of education
1.a Affirm arts education as the foundation for balanced creative, cognitive, emotional, aesthetic and social development of children, youth and life-long learners
1.b Foster the constructive transformation of educational systems and structures through arts education
1.c Establish systems of lifelong and intergenerational learning in, about and through arts education
1.d Build capacities for arts education leadership, advocacy and policy development

6. GOAL 2: Assure that arts education activities and programmes are of a high quality in conception and delivery
2.a Develop agreed high standards for arts education that are responsive to local needs, infrastructure and cultural contexts
2.b Ensure that sustainable training in arts education is available to educators, artists and communities
2.c Stimulate exchange between research and practice in arts education
2.d Facilitate collaboration between educators and artists in schools and in out-of-school programmes
2.e Initiate arts education partnerships among stakeholders and sectors

7. GOAL 3: Apply arts education principles and practices to contribute to resolving the social and cultural challenges facing today’s world
3.a Apply arts education to enhance the creative and innovative capacity of society
3.b Recognize and develop the social and cultural well-being dimensions of arts education
3.c Support and enhance the role of arts education in the promotion of social responsibility, social cohesion, cultural diversity and intercultural dialogue
3.d Foster the capacity to respond to major global challenges, from peace to sustainability through arts education

8. The story of U-meek/Umiq: A ~4500 year old saga of change & sustainability.

9. Reframing
Engleman (2010)
Asbury & Rich (2009) – art provides an entry point into understanding and development by exposing of the artifice that supports the artifacts of art education

10. Praxis: Social Justice Citizenship Creativity Cooperation & Innovation
Mindset is "an established set of attitudes held by someone," says the Oxford American Dictionary.
A fixed mindset or growth mindset
(Dweck, 2006).
The Effects of Reversal Theory (Apter, 1988 )

11. The Development of Standards in the Personal Subsystem
Figure 2
The Development of Standards in the Personal Subsystem
Affective Domain
Values >Goals-->Subjective Criteria
STANDARDS
Resources--->Situational Demands---->Objective Criteria
Cognitive Domain (Atleo, 1993:46)
Note. Adapted from Deacon & Firebaugh (1989, p. 47).

12. Semiotics
'semiotics is concerned with everything that can be taken as a sign' (Eco 1976, 7).
words, images, sounds, gestures and objects.
reality is a system of signs*

13. Playing around in schools: Shifting mindsets
Denotative/connotative meanings….subjective/objective
Adductive/abductive…(Piercian pragmatics)
Recess games
Dweck’s shifting mindsets

14. Methodological Strategy
phenomenological orienteering through metaphorical mapping (Atleo, 2001)
mapping from one world view to another (Lakoff, 1980).
participants the vehicles and their perceptions fuelled the process (Lakoff & Johnson, 1999).
anchored in the study of tropes (Alverson, 1991)
need to create a conceptual framework to stabilize the ambivalence (Lather, 1996)

15. Theory-Model-Data Double Triangle Metaphor

16. Metaphorical Mapping
Metaphor mapping (Lakoff,(1980), Philosophy in the flesh (Lakoff & Johnson, 1999) blending & complexity (Turner & Fauconnier, 1999, Fauconnier, 1997); tropes (Alverson, 1991), adductive logic (Charles Pierce, 1902)

17. Integrative complexities, metaphorical mapping
figurative language constitute a rhetorical code, anthropology of tropes - What tropes live here?
metaphor metonymy
irony oxymoron
Hyperbole litotes
antithesis synecdoche

18. Motivational Reversal
Beyond Hebb (1955) to Reversal Theory (Apter, 1989)

19. Metaphor Mapping & Blending in the Zone of Aboriginal Education
Degrees/Trades
Euroheritage
Childhood Socialization
Play
Elementary
Secondary
Trade School
College
University
Practicum/Internship
Professional Certification
Ideal Models
Whaling
Nuu-chah-nulth
Birthright
Elder teaching
Early Childhood
Names
Oosumch
Partners
Collaboration
Sacred Sites
8 Archetypes
Learning
For Success
Atleo,2006

20. Perceptual/Conceptual Dynamic
Balancing perceptual/subjectivities with conceptual/objectivities
Art as a site of balancing/reframing
Allowing students safe places to alter figure-ground organization and perceptual grouping

21. Phenomenological Orienteering Negotiating Life Worlds
Euroheritage
Education
Worldview
Language
Oral Tradition
Cultural ideology
Technologies
Institutions
Territories
Perspectives
First Nations/
Aboriginal
Education
Worldview
Language
Oral Tradition
Cultural ideology
Technologies
Institutions
Territories
Perspectives
Story work
for
Socioeconomic change
Narrative logic from bedrock of standpoints
Atleo,2006

22. Re-learning to play in higher education
From consumerism to sustainability in higher education
Storywork using tropical analysis
From concrete to fluid/flexible/bio-degradable/re-organizable
How to write/dialogue/organize/manage/ evaluate process outcomes/non-status quo out puts

23. Skipping rope rhyme mnemonic
Double Dutch – Family Science
Rock a bye Baby
Tinker Tailor Soldier Sailor
Others ?

24. References
Apter, M. J. (Ed.) (2001). Motivational styles in everyday life: A Guide to reversal theory. American Psychological Association.
Atleo, E. R. (2004). Tsawalk: A Nuu-chah-nulth worldview. Vancouver, B.C.: UBC press.
Atleo, M. R. (2001). Learning models in the Umeek narratives: A First Nations Educational Framework. Unpublished dissertation. Vancouver, B.C. UBC.
Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
Faucounnier, G. (1997). Mappings in thought and languages. Cambridge University Press.
Fernandez, J. W. (1997). Beyond metaphor: The theory of tropes in anthropology. Stanford University press.