Over time I have realized the importance of promoting, in children, not the autonomy of movement, but also and especially, of thoughts. Art is a world where different ideas, even being opposite, can coexist. We know that children are tiny people who are starting their journey to adulthood. When we are raising them, we need to be aware that we play an important role in this journey. If we seek to facilitate the growth of a free, happy and independent human being capable of making their own choices, it is essential to develop their ability to criticize as well as the ability to handle criticism. The ability to agree and to disagree with equal interest and dedication are important components. Another crucial aspect is to listen to the children's voices and to give them a voice and a place to express themselves. Their voice should echo what they say, with emphasis on the word choice, rather than dazzle with what they say.
I think that facing life (throughout all its phases) as a creative process, a poetic path of research, experimentation, learning, creation, invention, reflection, bring us great advantages at various levels. The most significant learnings are those we do on our own initiative, responding to some specific question or need that comes our way. They are contextualized, concrete learnings, and from there we can move to more abstract, general and theoretical forms of learning. This path of doing and thinking about what it is done, has been mostly traveled in the opposite direction, which in my view is a pity. I would like to see huge changes at this level, and I propose rethinking the so-called compulsory, generalized and specific learning, especially in the early years of schooling. Who has ever enjoyed being forced to read a book at school? I bet almost no one, not even those who are by nature book lovers. I do not want to defend the lack of rigor or mediocrity, on the contrary, I am just questioning the path that we have built to get us there.
Another aspect that I would like to highlight here, and for that purpose I refer the name and work of a great developmental psychologist, Howard Gardner who, in 1983, developed the theory of multiple intelligences, where he explored the idea that we do not have only one intelligence but rather multiple intelligence (logical-mathematical, musical, bodily-kinesthetic, naturalistic, intrapersonal, interpersonal, verbal-linguistic, visual-spatial). This theory also states that each individual might be particularly strong in a specific area, but most likely possesses a range of other abilities as well. If we look at the school system, it is easy to understand that the focus is placed on reasoning, cognitive intelligence - the head - forgetting that it is this part of something bigger such as the senses and forms of expression. It is important to move beyond the verbal, oral, written and mathematical intelligences and experiment and develop all other different languages that the body allows. Art, as we have it today, is a very vast and diverse field, with enormous integrative potential, it is transversal, transdisciplinary and inclusive. In my opinion, it is fundamental to understand that, for example, drawing, far beyond a mastered technique talent, can help to think; dance can teach a concept and painting can release emotions or vice versa. Different types of art awaken in each one of us unique abilities and learning experiences, depending on the moment we experience it.
Another interesting point to look at is the intersection of disciplines, both artistic and knowledge based, because it seems urgent to me that it comes out of theory and paper (I refer to the recent guideline of curricular flexibility) to be put into practice. The world does not present itself to us in a fragmented way, it appears to us as a whole. Therefore, we have to welcome it, as a whole too, as a complete being. Any time, any context, any place, any topic can be an engine for learning. Currently we were confined at home, with the difficult task of merging tasks and roles (school, family, work, all in the same pot), we realized that it was hard to manage, mainly because we see each task as belonging to a specific world. If we think about our visit to the grocery store with the final goal of buying apples we understand that we don’t go through fragmented departments such as mathematics, followed by Portuguese and finally the biology department, in reality we have to access simultaneous various knowledge to accomplish our task - purchase the apple. Although in order to consolidate some specific content of each of these steps, it may be necessary to isolate it and observe it more closely, I think that (especially in early learning years) these specialized "magnifying glass for observations" could happen more promptly, even though the normal course of learning is based on a more comprehensive observation, contrary to what usually happens, since it allows a better understanding and facilitates the application of this knowledge. We need to reflect on how we present the different content to the students fragmented into disciplines, almost as if inviting them to eat the bones instead of the flesh.
Finally, I would also like to mention the importance of not seeking perfection and making room for error, because it is one of the greatest enhancers of learning. Since we were babies, we have used this trial-and-error technique for the development of learning. It is when we enter school that, day by day, year after year, we lose the flow in using certain tools that once we did with ease, intuition and freely. It is essential to preserve this free and explorer spirit when discovering the world around us therefore making room for mistakes it is essential.
The Project Especificalistas - specific group of critical action, is an example, among many others that could have been used to illustrate how to put into practice what has been mentioned so far. This is a project of Lugar Específico, which involves children, ages 7 to 12 years old, who meet regularly to find more about: what is this of art reviews?! Since there is a lack in the arts’ field for early years, we feel there is a need for constructive criticism especially elaborated by target audience itself to promote and provide critical thinking and content made by and for children. We watch shows, exhibitions, local heritage and other artistic pieces, we interview artists and curators and then write a review that is recorded in a podcast for everyone to hear. (have a look for yourself here). In addition to these visits where we have direct contact with art and artists, we organize group discussions to decide the categories. In these sessions, we discuss criteria, what is important to observe and record, what drives us, the audience and the artist to create... We have the opportunity to enjoy, reflect, write, speak, discuss and express our own opinions, listen and share what we have learned and felt. We don't limit ourselves to likes and dislikes. The idea is to go further, is to see what is beyond shape, image and the obvious. We foster critical essence, argumentation, detailed observation and shared experiences, sensations and knowledge. Finally, our reflections/conclusions are mentally prepared for texts and translated into voiceovers for podcasts, totally made by young critics, who have the opportunity to work on several skills: oral, written, argumentation and diction in a playful way but with a concrete objective. We tried talking to the radio and to be heard. This exercise to speak to someone who is not seen is difficult and challenging, but simultaneously interesting and enriching for those who experience it. Every Saturdays you can listen to them on Radio Miúdos, a project worth peeking at.
I was very touched by the invitation to write this article because it came after listening to one of the Especificalistas program on the radio.
I established Lugar Específico in 2019 - between art and education, a space in Lisbon (Alameda) dedicated to art projects but also to education and cultural mediation, where tools and creative thinking structures the design of artistic-educational or cultural actions with a view to promote personal development (physical, cognitive, sensory, etc.) through art. In our methodology the approach is transversal, transdisciplinary, multidisciplinary and can focus on one or many other topics. We put emphasis on HOW this methodology is approached rather on what is said or addressed. One of the projects that we have developed, has served as the motto and inspiration for this article. I have 15 years of experience in the area of cultural mediation, I am a trained educational psychologist, attended complementary training in education and contemporary art and passionate readings, done in key moments, tailored to the needs and challenges I have encountered. I am not a "theoretical expert on the subject", I am passionate about the subject and have researched on my own from practical experience. I would like you to take these words as an invitation to reflect. Whether you agree or disagree, I would like to hear and learn through your own opinions. I had so much more to say about the role of art in education that the biggest challenge was to focus and try to keep it short. I left here some questions related to the space that exists between art and education and how they can contribute towards the success of each other. These are some of the aspects I have been thinking about and have been trying to act upon, and which I think deserve our greatest attention.
Thank you so much for coming this far, for having kept me company throughout this trip. I hope I managed to somehow inspire you! I’m here…listening!
Susana Alves
Cultural mediator and graduated in Education by Art (ISPA). Founder of Lugar Específico - between Art and Education, founder and member of the administration of ReCoSE (Educational Network Services of Employees) and co-founder of the Cooperativa SOU Largo.
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