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Pedagogical Implications in : Collective Storytelling Performances by Pablo Helguera and DREAMers

image of Pedagogical Implications in La Austral, S.A. de C.V.: Collective Storytelling Performances by Pablo Helguera and DREAMers

‘La Austral: S.V. de C. V.,’ a series of storytelling performances, was created in collaboration with the artist Pablo Helguera and a group of undocumented young adults in New York City. As Helguera carried out this educational art project, I studied the learning experiences of the project participants and the public audience members who engaged with the project. The study sheds light on bridging socially engaged contemporary art practices and education and raises awareness about current social affairs through an intimate and imaginative way of storytelling delivered by those affected. La Austral promotes exchanging personal stories in a safe environment based on a culturally responsive community of practice. Ultimately, the study promotes empathy about minority issues and the necessity to create an inclusive climate of learning and living together through creative engagement.

Keywords: communities of practice ; inclusive ; Pablo Helguera ; participatory socially engaged art ; performative storytelling

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References

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     [Google Scholar]
  3. Bishop, C. (2012). Artificial hells: Participatory art and the politics of spectatorship. Verso Books.
     [Google Scholar]
  4. Boal, A. (2002). The theater of the oppressed (A. Charles, M. L. Mcbride, & E. Fryer, Trans.). Pluto Press. (Original work published 1974)
  5. Brown, J. S. , Collins, A. , & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
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  6. Cohen-Cruz, J. (2018). The poetic residue: An interview with Rick Lowe. A Blade of Grass Magazine, 1, 16–21.
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  7. Collins, A. , Brown, J. S. , & Newman, S. E. (1987, January). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). Centre for the Study of Reading, University of Illinois.
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  8. Congdon, K. (2004). Community art in action. Davis.
     [Google Scholar]
  9. Congdon, K. , Blandy, D. , & Bolin, P. (2001). Histories of community-based art education. National Art Education Association.
     [Google Scholar]
  10. Cooper-White, P. (2014). Intersubjectivity. In D. A. Leeming (Ed.), Encyclopedia of psychology and religion. Springer. https://doi.org/10.1007/978-1-4614-6086-2_9182
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     [Google Scholar]
  12. Falk, J. H. , & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Altamira Press.
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  14. Fitts, P. M. , & Posner, M. I. (1967). Human performance. Brooks Cole.
     [Google Scholar]
  15. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
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  16. Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. Jorge Pinto Books.
     [Google Scholar]
  17. Hutzel, K. (2007). Reconstructing a community, reclaiming a playground: A participatory action research study. Studies in Art Education, 48(3), 299–315.
     [Google Scholar]
  18. Kalin, N. (2012). (de)Fending art education through the pedagogical turn. The Journal of Social Theory in Art Education, 32, 42–55.
     [Google Scholar]
  19. Krensky, B. , & Steffen, S. L. (2009). Engaging classrooms and communities through art: A guide to designing and implementing community-based art education. Altamira Press.
     [Google Scholar]
  20. Lave, J. , & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
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  21. Lázár, E. (2014). Educational turn. Curatorial Dictionary. http://tranzit.org/curatorialdictionary/index.php/dictionary/educational-turn241
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  23. Lee, E. J. (in press). Art as pedagogy: A multiple case study of participatory socially-engaged art. Visual Arts Research, 49(1).
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  27. Schlemmer, R. H. (2016). Community arts: (Re)contextualizing the narrative of teaching and learning. Arts Education Policy Review, 18(1), 1–10.
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