Creating the perfect storm: arts to foster interdependence, expression, choices and understanding

“If you want to teach people a new way of thinking . . . give them a tool, the use of which will lead to new ways of thinking.”  Buckminster Fuller.  Building inclusive communities requires us to learn how to work and play with one another.  Come explore fun strategies using music, art, dialogue, movement and games to build community through relationship and leadership opportunities.   Participants will learn how all of us have different learning styles in different combinations, which can work equally well given the right conditions for learning. Participants and session hosts will create a safe space and use music, art, stories, dialogues and theater to examine if we were able to “say” what we meant and be heard in ways that further connection.   Participants will learn about how we can connect with others by using other “tools” for understanding, and how these might create tableaus of inclusion (and exclusion).   We will learn to solve problems while having fun, using cooperative games, music and movement, etc. In this session we will create a toolbox of alternatives for co-learning through experiential learning and sharing.  Participants will think together about how we can best use alternative ways of expressing our needs, dreams and plans and about how our collaborations further interdependence and leadership.   We will explore the many ways in which we learn from each other, beyond “traditional” learning.   We will explore how we might we build these alternatives into our teaching practices for children and adults.   We will exploring alternative theories of co-learning from Paulo Freire and new theories of rhizomatic adult education theory – who do we learn from, and how, outside of our usual systems.   We will explore dynamics of power and control to be aware of in our teaching and interactions.   We will look at ways to forge new pathways, both neural and systemic, in any situation.  Participants will gain confidence in their ability to suggest alternative ways to explore issues and document discussions, dialogues and plans.