ESH130 Lecture Notes - Lecture 10: William Kentridge, Deconstruction, Theory Of Multiple Intelligences
9 Jun 2018
School
Department
Course
Professor
!"#$%&'()
*
Readings
The$ Arts,$Integration,$ Multiple$Intelligences$ and$Multiliteracies
+++,-.%/./%&'#0/&1( '&2&'1(%3(%"&(0"#45/45( 63'.7(32(./%&'#089( %"#%('&2.&0%1( %"&(43%/34(32(
0-.%-'#.( 7/:&'1/%8;( <3'(&=#>$.&( %"&( 6#8( ?45./1"( /1(1$3@&4( #'3-47(%"&( 5.3A&( /1(
0-.%-'#..8( 1$&0/2/0( #47(-4/B-&( %3(/47/:/7-#.( 0-.%-'#.( 73>#/41;(
+++C"&(%&'>( D>-.%/./%&'#0/&1E( #.13( '&2&'1( %3( %"&( >-.%/$.&( 6#81( /4(6"/0"(.#45-#5&(
3$&'#%&1;( F3(.345&'(/1(.#45-#5&( G-1%(%"3-5"%(32(#1(A&/45(%&=%(A#1&79( A-%('#%"&'(/%(/1(
03>$.&=( #47(>-.%/.#8&'&79( /40.-7/45( A3%"( />#5&( #47(13-47;( C&'>1( 1-0"(#1( :/1-#.( #47(
>-1/0#.( ./%&'#08( #'&( 436(03>>34;( H'3#7.89( %"&1&( #'&( -47&'1%337( %3( '&2&'(%3( $&3$.&(
A&/45(1-22/0/&4%.8( 0342/7&4%( /4(%"&1&( #'( %3(>#@&( /423'>&7(7&0/1/341( #A3-%(%"&/'(
&45#5&>&4%( /4(%"&>;(
+++C"&(I'%1("#:&(#(>#G3'( '3.&(%3($.#8(/4(>-.%/./%&'#0/&1;( DJ/%&'#08E( /1(43%( G-1%(%"&(
'/45(32(63'719(A-%(>3'&(7&2/4/%/:&.8( %"&( #A/./%8(%3(037&9( 7&037&9( '&0341%'-0%( #47(
7&>341%'#%&( 0354/%/34( 32(18>A3.1;(C"&(>31%( 03>>34( 23'>(32(%"&1&(/1(%"&(6'/%%&4(
63'7(#47(4->A&'1;( K'/%%&4(.#45-#5&( /1(#("36&:&'( #(130/#.(0341%'-0%9( 6"&'&(#(1&'/&1(
32(/>#5&1( 0'&#%&( #(>/45( 23'(%"&(:/&6&';(
+++L'#>#(#47(,-1/0(&45#5&( 6/%"(A3%"(3'#.(#47(#-'#.(./%&'#08( %"'3-5"(%"&(-1&(32(
/41%'->&4%1( #47(:3/0&1(%3(03>>-4/0#%&( /7( C"&(13-471($'37-0&7(0#4(A&(>#7&(
/4%3(18>A3.1(%"#%(#'&(/4(%-'4(/4%&'$'&%&7;
+++L'#>#9( L#40&( #47(,&7/#( #..(0'&#%&( :/1-#.(./%&'#0/&1( %"'3-5"(A378(.#45-#5&( #47(
5&1%-'&;(
+++,&7/#( #771(#(2-'%"&'(7/>&41/34( %3(%"/1(%"'3-5"( %"&(1&.&0%&7( 2'#>&(/4(6"/0"(/%(
$.#0&1( %"&(D'&'E;
+++C"'3-5"( %"&( #4#.81/1( 32(#'%(63'@1(%3( %"&( 7&0341%'-0%/34( 32(0"#'#0%&'1( /4(L'#>#( #47(
>3:&>&4%1( /4(L#40&9( 0"/.7'&4( #'&(7&>341%'#%/45( %"&/'( D'/45E( 32(#(03>>-4/0#%/34(
23'>;(
+++C"/1(-47&'1%#47/45( 32(>-.%/./%&'#0/&1( 2-'%"&'(7&>341%'#%&1( 6#81( 32(%�"/45( %"#%(
#..36(0"/.7'&4(%3( #00&11( %"&(0-''/0-.->;
+++C"&'&( #'&(0"/.7'&4( 6"3( %"'3-5"(%"&/'( 7/:&'1&( .&#'4/45( 4&&719( #47( 73>/4#4%(
/4%&../5&40&19( 0#443%( #00&11( %"&(&7-0#%/34( 181%&>( #1(#A.&(A37/&7(#47(4&-'3%8$/0#.(
0"/.7'&4( 0#4;
+++C"&(I'%1(%"&'&23'&( 0#4( 0'&#%&( &B-/%8( 6/%"/4( %"&(&7-0#%/34#.( &=$&'/&40&;
+++M2(6&( 73(43%(%�"( 23'(>-.%/$.&( /4%&../5&40&1( #47(>-.%/./%&'#0/&1( #47("&40&( %"&(I'%1((
%"&4( 6&( 32%&4( 7&48( 1%-7&4%1( #00&11( %3(/47/:/7-#.( 1-00&11;
+++I(-1&2-.(#4#.358(/1(%3(%&..(13>&34&( %"#%( /2(%"&8(#'&("-45'8(%"&8(0#4(&#%(%"&(
0"303.#%&( 34(%"&( 1"&.2( N(>&%&'1( #A3:&( %"&/'( "O( #47( %"&4( $'3:/7&(%"&>( 6/%"( 43(
>)( %3(#00&11( %"&( 0"303.#%&;( M2( 6&( %"&4( 7&0/7&( %"&( $&'134( /1(43%( "-45'8(#47(.&#:&(
%"&>9( %"&8( 6/..( 1%#':&;(
++K&(-47&'%#@&(%"&( 1#>&($'30&11( 6/%"(13>&( 0"/.7'&4;(K&(#1@(%"&>( %3(7&>341%'#%&(
%"&/'( /4%&../5&40&( A-%( 7&48(%"&>( %"&( #$$'3$'/#%&( 6#81( %3(7&>341%'#%&( /%;(
*
+++K&(%"&4(:/&6(#47(03>>-4/0#%&( %"&/'(2#/.-'&(%3(3-'(1%-7&4%1;( C"&8(&:&4%-#..8(
16/%0"( 322(%3(10"33.(#47(.&#'4/459(%"&8(1%#':&( &7-0#%/34#..8;( K"8(%"&4(73(6&(6347&'(
%"#%( 0"/.7'&4( "#:&( A&"#:/3-'( >#4#5&>&4%( $'3A.&>1O( P2%&4( /%(/1( %"'3-5"(%"&/'( .#0@( 32(
&45#5&>&4%;(
+++H8(/4%&5'#%/45( 1%-7&4%( .&#'4/45(/4(%"&(I'%19(%"-1(#..36/45(%"&>( #00&11( %3(%"&/'(
.&#'4/45(1%8.&19( 0"/.7'&4(6/..(%"'/:&(#47(5'369(A&03>/45( $'37-0%/:&( >&>A&'1( 32(%"&(
10"33.(#47(03>>-4/%8;( I(6&..('&13-'0&7( #47('&.&:#4%( I'%1(.&1134(6/%"(#-%"&4%/0(
.&#'4/45(#0%/:/%/&1( #47(3-%03>&19( 6"/0"( 322&'1(3$$3'%-4/%/&1( 23'(#..9('#'&.8("#1(
A&"#:/3-'(>#4#5&>&4%( $'3A.&>1;(C"&( I'%1(#.13(#..36( 83-(%3("#:&(2-4(%�"/45;
+++,31%(/>$3'%#4%( /1(%"&(4&&7( %3(&=$'&11( 3-'1&.:&1;( C"&(I'%1(322&'(>-.%/$.&(
3$$3'%-4/%/&1( 23'(1%-7&4%1( %3(&=$'&11(%"&>1&.:&1( #47(%3(&=$.3'&(%"&/'(/7&4%/%8;(
+++K/%"(%"&(2'&&73>(#47(0"#..&45&( %"#%( %"&(I'%1(322&'9(#47(A8(7&:&.3$/45( %"&(
2-47#>&4%#.( 03'&(1@/..1(32(>#@/45( #47('&1$347/45(0"/.7'&4(0#4(A&(4-'%-'&7(%3(%"&/'(
2-..&1%($3%&4%/#.;
+++H8(&45#5/45(6/%"(%"&( I'%19(#47(/4%&5'#%/45( %"&(I'%1(2-..8(#47(#-%"&4%/0#..8( /4%3(#..(
%"#%( 6&( 73( /4(%"&( 0.#11'33>9( 43%(34.8(6/..( 1%-7&4%1( A&( &45#5&79( 230-11&7( #47(
/4%&..&0%-#..8( #47(&>3%/34#..8( 1%/>-.#%&79( A-%(3-'(G3A(6/..(A&(/&'(#1(1%-7&4%1( %#@&(
034%'3.( #47(7/103:&'( @4&6( $#%"1( %3(1-00&11;(
+++C"&(0"/.7'&4( 6/..( &4G38( .&#'4/459(83-(6/..( &4G38( .&#'4/45;( ?:&'834&('�"&1( %"&/'(
$3%&4%/#.;( ?:&'834&( ./:&1(#47(.&#'41("#$$/.8Q
+++P'9(#1(R36#'7(S#'74&'(TUVWUX($-%1(/%Y
DWe$are$all$so$different$ largely$because$we$all$have$different$ combinations$of$
intelligences.$ If$we$recognize$this,$I$think$we$will$have$at$least$a$better$ chance$of$
dealing$appropriately$with$the$many$problems$that$we$face$in$the$world.$ If$we$can$
mobilize$ the$spectrum$ of$human$abilities,$ not$only$will$people$feel$better$ about$
themselves$ and$more$ competent;$ it$ is$even$ possible$that$ they$will$ also$feel$ more$
engaged$and$better$ able$to$join$the$rest$of$the$world$community$ in$working$for$the$
broader$good’.$T$;(ZWX;
Combined$or$‘Multimedia’$ Arts
+++,#48(#'%/1%1( %37#8(63'@(/4(6#81(%"#%(#'&(D>/=&7E( 3'(D>-.%/$.&E9( 6#4%/45( %3(&=$.3'&(
>3'&( %"#4( G-1%( 34&(#'%( 23'>;
+++P4&(1-0"(#'%/1%(/1([3-%"(I2'/0#4(K/../#>(\&4%'/75&;( \&4%'/75&(03>A/4&1( "/1(7'#6/45(
1@/..1(6/%"(#4/>#%/34( #47(>-1/0( %3(0'&#%&( 1"3'%T/1"X(>-.%/+#'%(4#''#%/:&1;(
+++\&4%'/75&( '&#..8(63'@1(/4(6"#%( /1(0#..&7( NL(]6"&'&( %"&(#77/%/34#.( 7/>&41/34( /1(
%/>&;(
+++J&%E1( ./1%&4( %3(#47( :/&6( #(\&4%'/75&( $/&0&9( 6/%"( 13>&( 03>>&4%#'8( 2'3>( %"&( #'%/1%;
*
Notes
F3%&1( 2'3>(M4%&5'#%/34( /4(#47(%"'3-5"(I'%1(&7-0#%/34( TUX J&0%-'&
Week$10-Integration$'in'$and$'through'$Arts$Education$(2)
Document Summary
Week 10- integration "in" and "through" arts educatio. Notes from integration in and through arts education (2) lecture. --multiliteracies refers to the changing world of literacy, that reflects the notion of cultural diversity. For example the way english is spoken around the globe is culturally specific and unique to individual cultural domains. --the term multiliteracies" also refers to the multiple ways in which language operates. No longer is language just thought of as being text based, but rather it is complex and multilayered, including both image and sound. Terms such as visual and musical literacy are now common. Broadly, these are understood to refer to people being sufficiently confident in these areas to make informed decisions about their engagement in them. --the arts have a major role to play in multiliteracies. Literacy" is not just the reading of words, but more definitively the ability to code, decode, reconstruct and demonstrate cognition of symbols.
