Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course
Abstract
:1. Prologue: The Impetus and Introducing the Characters
2. Act I, Scene I: Methodology: Devising the Text within DART 3F93—Social Issues Theatre for Community Development
3. Act I, Scene II: Creating Tableaus
- If this were a museum sculpture, what might its name be?
- Stand behind one of the characters and give her/his inner thoughts.
- Stand behind one of the characters and state what the character might say next.
- Think of a song lyric that could provide a meaning to the tableau.
- What is the power dynamic portrayed? Is power being used, misused, and/or abused? By whom?
- Is there a sense of status in the tableau?
4. Act I, Scene III: Vignettes Created by DART 3F93 Students
5. Act II: Scripts as Data
- Mom #1:
- (Sitting on a park bench sipping coffee from a paper cup.)
- Mom #2:
- (Enters and addresses her imaginary children.) Alright okay, okay go have fun with them okay see you later Anthony. Alright now you be a good boy. Alright, Mommy loves you.
- Mom #2:
- Hey how’s it going?
- Mom #1:
- Hey. Oh you know same old same old.
- Mom #2:
- Yeah. OH I always love these play-dates that we have because honestly it’s so nice to get away from the kids.
- Mom #1:
- Oh I know you can watch as they are just a few metres away.
- Mom #2:
- Hey at least they are having fun. So did you hear about the new park that they are going to be putting here? I’m so excited for that they are changing it from wood to metal.
- Mom #1:
- I don’t know. I’m not too keen on it. I mean, it’s fine the way it is. It’s stable. It’s made of wood. I mean, it’s fun, the kids enjoy it. Why do we need to waste our money on something new and shiny?
- Mom #2:
- Well, the thing is, it’s so much better for our community and it will probably bring in even more kids. Also, it’s a lot safer. So they are not going around getting splinters yelling mommy, mommy, I got a splinter!
- Mom #1:
- I don’t know. The way I see it is that if they get a splinter it’s their tough luck. They learn from it. It’s an experience and come on. Wood! That’s what we used to play on. It’s so stable. You don’t have to worry about getting new permits or anything like that. It should just stay the way it is.
- Mom #2:
- Yeah but then they get rid of the sand and they put rubber down instead. It’s a lot more fun for the kids to jump around on. It’s great to have and believe me it’s a lot better than telling your kid, hey don’t you dare play with that sand. There is cat poop or cat pee or dog poop or pee. It’s so much better to stay away from that.
- Mom #1:
- I don’t know. I think either way you’re going to have filth in a playground, Jimmy, Jimmy! Put it down.
- Mom #2:
- (Laughs).
- Mom #1:
- Sorry okay.
- Mom #2:
- That’s alright I understand. I just dropped the other kid off at school and now we have Anthony here. It’s fine, it’s great. Two boys it’s hard work I know.
- Mom #1:
- They’ll learn eventually right?
- Mom #2:
- Yeah, eventually being key. Well what else. Oh yes the best part is, is they might even get more diversity within this area and it will be a lot safer to play at night.
- Mom #1:
- I don’t know. I feel like the ratio of the old people verses younger is just fine the way it is. We don’t need any new youth coming in, wrecking and destroying something brand new that’s already built and just disrupting the whole diversity we have already have in this really nice and quiet neighbourhood.
- Mom #2:
- Yeah, I guess?
- Mom #1:
- Oh look Jimmy don’t climb that pole.
- Mom #2:
- Okay.
- Mom #1:
- Jimmy what did I say! Jimmy don’t make me count to three. Jimmy One! (Sorry, sorry spoken to Mom #2) Two! Two and a half, three quarters!
- Mom #2:
- (Whispers to her imaginary son) Anthony let’s go.
- Mom #1:
- Jimmy that’s three! I’m coming!
- Planner #1:
- Well how about we do a bake sale?
- Planner #2:
- But, there are food allergies within the school.
- Planner #1:
- Yes! But we could have food delivered from a company.
- Planner #2:
- Well why don’t we have a walk-a-thon?
- Planner #1:
- Yes! And it promotes healthy activity.
- Planner #2:
- Yes and we could even sell bottles of water to raise more funds.
- Planner #1:
- Umm well what about a book fair?
- Planner # 2:
- Yes and we can promote reading for fun.
- Planner #1:
- Yes and we can clear the shelves for newer books!
- Planner #2:
- What about a kegger? (beer keg party)
- Planner #1:
- Yes but it could be very sloppy and unprofessional.
- Planner #2:
- Yes but it can be fun and effective way to fundraise for the more responsible and legal patrons.
- Planner #1:
- A carnival!!
- Planner #2:
- Yes but we have to worry about safety around the equipment.
- Planner #1:
- Yes but, but we can promote a fun family environment.
- Planner #2:
- Oh! What about a car wash?
- Planner #1:
- Yes but, it can show women in a negative light.
- Planner #2:
- Yes but, it can be modified to show a more appropriate body image.
- Teacher:
- Good evening, thank you so much for coming tonight. I really wanted to discuss with you about your daughter’s literacy levels.
- Mother:
- Whispers to her husband.
- Mother:
- What, what is the umm literacy?
- Teacher:
- Literacy yes. I think that she needs to do more reading at home in order to practice.
- Mother:
- Nods her head.
- Teacher:
- Reading (opens her hand in the gesture of a book)
- Mother:
- Oh. This is lesson oh (pause) oh.
- Teacher:
- Yes she needs to do more reading in order to bring up her literacy levels.
- Mother:
- Talks in different language to her husband.
- Mother:
- Continues to talk to her husband in exasperation in another language.
- Teacher:
- Okay! Good morning grade eight’s. We are going to take out our homework and I’ll check it.
- Teacher:
- Very good!
- Teacher:
- Perfect!
- Teacher:
- Casey, I see you haven’t done your homework.
- Casey:
- Sorry.
- Teacher:
- I noticed that you haven’t done your homework for the entire week.
- Casey:
- I know. I’ve been working late all week.
- Teacher:
- Working late at your age?
- Casey:
- Yeah. I had to pick up extra hours at work because my mom lost her job this week.
- Teacher:
- Okay. I’m going to have to call your parents but don’t worry. It’s not going to be anything bad I just need to talk things through and make a plan for you. Okay?
- Casey:
- Nods her head yes.
- Daughter:
- Mom! Mom! Can you come help me with my homework?
- Mother:
- What is it dear?
- Daughter:
- Well I have this essay to write and I’ve got the introduction down but I’m really having trouble with the thesis statement I really need help writing it in a good way.
- Mother:
- Um honey what’s a thesis?
- Daughter:
- Ugh God!
- Chair:
- So the next topic for tonight’s meeting is the prison possibly being built. So we will hear from the Head of the Prison. George?
- George:
- Okay, so yeah, umm we plan on building this prison. The positive is that you guys will still have a forest. We are only going to take a little bit out. And we’re building a community within a community so the prison won’t actually associate with society. They will be their own little community within the community.
- Chair:
- Why thank you for that George. Now we will hear from the Head of the City’s Environment Team. Emily?
- Emily:
- Thank you, I just want to state that the residents here have been living in Evergreen Development and they pride themselves with having a forest as their backyard. So you’re saying the prison is going to cut down all these trees and move to that space. These residents will have a prison in their backyard. That’s what you saying? Ah what’s that going to do for our property value?
- Chair:
- That’s a good question and we have Megan from the Tax Payers Association to talk about that.
- Megan:
- Well thank you for bringing that up Emily. So the value of the houses right now will be decreasing because the properties that are there right now in our Evergreen Community are of the highest value. It’s a gated community there so they are the people that are least likely to go for this idea of having a jail in their backyard.
- Chair:
- Oh yes ma’am, do you have something to say?
- Sarah:
- Hi I’m Sarah. I’m a member at this community and I moved here from another town that had a prison just a couple blocks away from a hospital. And every time there was be a break out, which happened more than you think, the hospital with sick people would have to lockdown and that’s terrifying. I’m not for this prison coming here.
- George:
- I would just like to say there is no hospital in this town so you don’t have to worry about that. Your society should already be in lockdown because we don’t have enough prisons to hold prisoners. We’re dropping charges, where do you think the prisoners are and go? In your community. So not only would the hospital be in lockdown but your homes should be in lockdown.
- Chair:
- Emily, yes?
- Emily:
- Umm okay just going off that point then. I would like to ask you a question. How are you going to alarm, arm, and protect the prison and keep it self-contained so breakouts don’t happen?
- George:
- Well as you know it’s going to be in a forest so it’s already segregated from the community; also we will have a huge alarm system.
- Megan:
- That is a huge cost for the community.
- Emily:
- For sure, not to mention it’s killing habitats of the animals that are around this area.
- George:
- Sir, do you have kids?
- Sir:
- I do. I am a local resident and I have an eight year old and a six year old. Their childhood is built in this forest and the ravine. They have made their entire childhood based on in this area. They go there every night, and every day. They play all their games back there. You cut that down and they will lose their community and be playing in the streets with prisoners in close proximity and I do not want that at all.
- George:
- Listen to me sir did they grow up in this forest?
- Sir:
- Well…
- George:
- They can work in the forest, they can work in the prison. I’m not saying that they can be guards or associate themselves with the actual prisoners but what I’m saying to you is they can help build the fence for security. They can work in the cafes. They can maintain, they can be in maintenance. They could have jobs.
- Sarah:
- They are six and eight.
- Sir:
- They are eight and six years I don’t think they will be building any fences right now.
- George:
- Sir are they going to be ten. And sixteen and eighteen at some point, in ten years.
- Sir:
- Even then, their prison is going to have its own contractors and they are going to have everything set up with blue prints. I can’t see that happening at all.
- George:
- But they will have part time jobs.
- Sir:
- Yes but not at the prison.
- George:
- It will open more jobs for the community is what I am saying.
- Emily:
- So ah going off that jobs. So now we have to build infrastructure to get outside people inside to our close gated community, so what does that mean more cars, more emissions.
- Megan:
- Gas prices are very high.
- George:
- And more work for you guys. You guys don’t have that much work in your community.
- Megan:
- That’s still more money. Where are you getting this money from?
- George:
- The prison will have the money to pay the workers who are working inside the prison.
- Sarah:
- Excuse me, I have a question. You mentioned before how there’s no room for other prisons. Have you seen Canada? There’s tons of agriculture that you can build on why don’t you put it there and not in our community?
- George:
- Yes let’s just send all the prisoners from your community up north to Nunavut, lets send them to other towns.
- Sarah:
- Sounds good to me!
- George:
- Yes how are we supposed to get them there that’s more money?
- Sir:
- Get them out of our neighborhood. We don’t want them here.
- Emily:
- Yeah keep it eco-friendly.
- Chair:
- Well we’ve heard a lot of discussion today and we will definitely take it this all into consideration.
- Emily:
- Keep it eco-friendly.
- Chair:
- Keep it simple.
- George:
- More jobs! More money!
- Megan:
- And a lower property value and taxes will go up.
- Sarah:
- Move them up North!
- Sir:
- Not in my backyard!
- Chair:
- I will take this all into consideration. Thank you all.
- Girl:
- (Blowing bubbles. Then begins to blow bubbles in the direction of a female officer.)
- Female Police:
- What’s your name?
- Girl:
- (Still blowing bubbles) It’s a mystery.
- (Gently blows bubbles in female’s direction.)
- Male Police:
- Ma’am you need to stop blowing bubbles at this officer right now.
- Girl:
- (Disregards the warning and continues to blow bubbles.)
- Male Police:
- Ma’am if you continue to blow those bubbles, that’s a detergent it can get in her eyes and it can harm her. If you don’t stop I am going to arrest you. Do you understand me?
- Girl:
- (Silent).
- Male Police:
- I said do you understand me?!
- Girl:
- Yes.
- Male Police:
- Hey you know what I think? I was too rough on that girl today. I shouldn’t have arrested her for blowing bubbles.
- Female Police:
- No! She was totally out of line she deserved it!
- Male Police:
- But they are just bubbles.
- Female Police:
- Yeah, but she was doing it to the authority and kids nowadays don’t respect authority (claps hands together)
- Male Police:
- Yeah I guess but I’ve just been irritated and it’s been a long day and I think I crossed a line today. I just want to go home and call it a night.
- Female Police:
- Okay.
- Male Police:
- I bet your glad I saved your ass from bubble freak today.
- Female Police:
- No you interfered. I totally could have handled it!
- Male Police:
- No, no. These kids need fear and intimidation and let’s be honest someone of your size that’s not going to happen.
- Female Police:
- Ha-ha! Fear and intimidation isn’t going to help any situation. Kids need to be talked to, need to be communicated too, to hear their voice.
- Male Police:
- You’re wrong! Kids need fear, kids need to be intimated because if they don’t have it, then they get out of line and do this crap!
- Female Police:
- Don’t do it again I can handle it!
- Banker:
- (Facing Husband and Wife. Opens file folder and holds up a sign saying, “Foreclosure”.)
- Couple:
- (Banker Face.)
- Husband:
- (Angrily takes sign from banker and throws on floor.)
- Couple:
- (Storm off.)
- Banker:
- (Watches them exit. Shakes head.)
- Banker:
- (Facing Husband and Wife. Opens file folder and holds up a sign saying, “Foreclosure”.)
- Couple:
- (Banker Face.)
- Husband:
- (Holds out arms in dismay)
- Wife:
- (Calms husband. Approaches banker. Engaged in negotiation. Questions Banker. Banker ponders, nods head and shakes hand with wife.)
- Banker:
- (Facing Husband and Wife. Opens file folder and holds up a sign saying, “Foreclosure”.)
- Couple:
- (Banker Face.)
- Husband:
- (Lowers head, despondent. Turns, holds wife’s hand and they walk away.)
- Banker:
- (Goes after them and raises hand in a ‘wait-type’ gesture.)
- Couple:
- (They turn.)
- Blue Jersey:
- (Mimes skating in front of hockey player #5, falls and screams.
- Coach:
- Number five two minutes, rough.
- Coach:
- Referee?
- Ref:
- Yes coach?
- Coach:
- That player took a dive.
- Ref:
- It’s not the way I saw it coach.
- Coach:
- Well she doesn’t deserve a penalty.
- Ref:
- It was a rough. That’s what it is. I wear the stripes, I make the calls. She’s going to be in the penalty box for two minutes. Now you have four players let’s go.
- Coach:
- Alright.
- #5’s Mom:
- I don’t think so! Coach that was unfair. What are you going to do about this?
- Coach:
- I can’t say anything. I have no say in this.
- #5’s Mom:
- Referee do you have any eyes? Did you see that play?
- Coach:
- Miss.
- #5’s Mom:
- I don’t understand!
- Ref:
- Would you like to referee for me?
- #5’s Mom:
- Listen I was just …
- Coach:
- Miss!
- #5’s Mom:
- Coach, you really have to do something about this. She can’t sit in the penalty box!
- Coach:
- I can’t. My hands are tied. I can’t do anything.
- DM:
- Excuse me! What’s going on?
- Coach:
- Alright the District Manager’s (DM) here. She’s going to sort it out
- #5’s Mom:
- Listen! Did you see that? That was unfair. This is biased refereeing.
- DM:
- What was the call?
- #5’s Mom:
- Roughing. She wasn’t roughing she was just playing. Let them play.
- DM:
- That’s what the referee saw so that that’s it.
- #5’s Mom:
- They are down a point that’s the only reason that call was made.
- DM:
- Ma’am the referees know what they are doing. They’ve been doing this before.
- #5’s Mom:
- Coach, you really have to do something about this.
- Coach:
- I can’t do anything.
- Ref:
- All of you have to get it under control or get out of my arena.
- DM:
- Yup.
- DM:
- Let me go get my book.
- Player #5:
- I just wanna play.
- Girl:
- (Picks up newspaper from seat and throws it on the ground before sitting down.)
- Boy:
- (Rolls his eyes and girl giggles at something she is reading on her phone.)
- Boy:
- Did you hear about the latest Middle East Conflict?
- Girl:
- No, I haven’t really heard much about it.
- Boy:
- Huh! Well then what are you looking?
- Girl:
- Oh I’m just on Twitter. I follow all the latest celebrity news and entertainment gossip.
- Boy:
- And do they educate you?
- Girl:
- Yeah, I guess. It’s all I really care about.
- Boy:
- But they don’t tell you about what’s going on around the world?
- Girl:
- I guess not. I really don’t care about what’s going on in the world right now. I guess all I really care about is Lindsay Lohan and Honey Boo Boo. It’s entertaining. It’s all that really matters to me.
- Boy:
- Lindsay and Honey is all that matters to you?
- Girl:
- Yeah.
6. Act III, Scene I: The Design and Online Implementation of ADED 3P41
7. Act III, Scene II: Online Forum Debates
Joe: Mary and I discussed this and we both considered these moments to be representative of transformative learning as the vignettes and tableaus evoked reactions that required learners to process their thinking about self, self in relation to community, and self in relation to issues both local and global. This form of examination aligns with Illeris (2014) discussion of transformative learning and identity. The representations mirrored the reality, the online dialogue challenged beliefs and understandings and framed opportunities for shifts in identity, and the students experienced all of this online through a dramatic pedagogy approach.I got really angry with [student’s name] photo of a Residential School with a Canadian flag and blood dripping off. I was thoroughly [profanity] until I was challenged to explore why I was angry. I grew up close to a Residential School and never paid any attention to it. As a devout Catholic, a patriotic person, I don’t want to think about it. But, I guess all of us have to. I never really thought about the systems involved: politically, legally, educationally, religiously, that created and maintained this system.
8. Act III, Scene III: The Engagement
- Imagine you are standing behind one of the characters and give his/her thoughts?
- Think of a song, lyric, story that can give some meaning to the tableau?
- What does this tableau mean to you?
- How is power portrayed?
9. Epilogue—Transformative Learning in Digital Spaces
Author Contributions
Funding
Conflicts of Interest
Appendix A
Anarchist | Institute for Anarchists Study http://www.anarchist-studies.org/node/54 |
Feminist | PAR-L A Canadian Electronic Feminist Network http://www.unb.ca/par-l/index.htm |
Ecological | Community Colleges and the Green Movement http://www.richlandcollege.edu/greenrichland/docs/EcoFriendlyEdu.pdf Environmental Learning and Experience An Interdisciplinary Guide For Teachers http://www.bced.gov.bc.ca/environment_ed/envisust.html |
Conservative | Life, Liberty and the Pursuit of Happiness http://nbard.wordpress.com/2013/03/08/conservatism-the-definition-update-03-08-13/ PDF file: Conservative versus Liberal Worldviews and Introspective Thought |
Liberal | PDF file: Conservative versus Liberal Worldviews and Introspective Thought |
Colonial | Is Participation Having an Impact? Measuring Progress in Winnipeg’s Inner City through the Voices of Community-Based Program Participants http://www.policyalternatives.ca/sites/default/files/uploads/publications/Manitoba_Pubs/2008/Is_Participation_Having_an_Impact.pdf |
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Accountability | Diaspora | Functionalist |
Advocacy | Ecologism | Oppression |
Action | Exploitation | Radical Adult Education |
Action System | Feminism | Restorative approaches |
Anarchism | Fieldwork | Social Animation |
Charismatic Authority | Focal System | Social Capital |
Coercive Power | Funding | Social Control Function |
Colonization | Grass Roots | Social Network Map |
Community Development | Green Revolution | Social Welfare |
Concientization | Group Think | Soft Currencies |
Conflict | High Mass Consumption | Systems |
Conflict mediation | Hierarchy of Needs | Subsystems |
Conservatism | Indigenous | Super systems |
Cookie Cutter Approaches | Liberalism | Traditional Societies |
Critical Consciousness | Power | Treaties |
Cultural Blindness | Legitimate Power | Under Developed |
Cultural Competence | Relational | Welfare State |
Cultural Destruction | Referent | |
Cultural Imperialism | Reward | |
Displacement | Preventative Social Services |
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Norris, J.; Saudelli, M.G. Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course. Soc. Sci. 2018, 7, 104. https://doi.org/10.3390/socsci7070104
Norris J, Saudelli MG. Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course. Social Sciences. 2018; 7(7):104. https://doi.org/10.3390/socsci7070104
Chicago/Turabian StyleNorris, Joe, and Mary Gene Saudelli. 2018. "Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course" Social Sciences 7, no. 7: 104. https://doi.org/10.3390/socsci7070104