https://padlet.com/slubb1/7q4wkm25lzpv4cx How will you ensure you teach the 21st century skills for 21st century learners and make sure Gen Z students do not get left behind in your classroom? How is the "social aesthetic" important to all of this? en-us 2021-08-01 08:36:09 UTC 2025-04-24 08:08:43 UTC hello@padlet.com https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1667496352 What is a 21st century skill? Is not to reason, to possess the capacity to ponder reality, a skill valuable in all ages? Is not the purpose of the arts to explore that which is timeless in its utter contextually?

Leibniz speaks of Harmony as the social aesthetic, those actions, that by their very essence relate to the interconnectedness of substance.  Simply, that the social aesthetic is relationship.  Munday and Andersen discuss this relationship but fail to ground their conversation in the 'real'.

In craft Aristotle notes the difference between poieton (the creation, the thing made) and prakton (the making). In Drama it is these two parts of his view of techne that develop a student's understanding of (what Leibniz would call) Harmony. This understanding of their own activity and product, in context is thus a development of their relationship to the social aesthetic.

I hope to ensure that Gen Z students are not left behind by attuning their focus to the 'real'. To help them understand their voice in beauty and harmony through question, exposition and creation. ]]> 2021-08-03 05:37:39 UTC https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1667496352 misshosking https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1669430308 Preparing students to flourish in the twenty-first century requires the facilitation of learning activities in the drama classroom that celebrate students’ diverse narratives and real, personal, lived experiences (as emphasised by Munday and Anderson). By creating constant opportunity for students to consider their lived experiences in the Gen Z era and to infuse such themes into their creations, they are more likely to find personal relevance within the drama classroom, fully engage in the learning experience and appreciate theatre as a vehicle for engendering societal change. From a practical perspective, this can be achieved through collaborative, inquiry-based and metacognitive learning experiences within the drama classroom that value the voice of the individual – thereby encouraging maximum efforts in participation, interaction, and creation. Underpinned by social experience, social practice and social intention, the social aesthetic is thereby crafted as students understand and engage with the interconnectedness of self, community and world.  

]]> 2021-08-05 01:07:22 UTC https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1669430308 https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1669643698 The social aesthetic facilitates students to draw upon their own experiences and their connection with the world around them (and each other) so as to learn and understand within the classroom. It is therefore necessary to reflect this within our teaching; students need to be engaged by what is relevant to them and their world, so that they are challenged (and can acquire skills) in their ways of thinking, ways of working, their tools for working, and their ways of living in the world. For me, teaching these skills and ensuring that students are not left behind includes (though is not limited to) constantly reflecting upon our practice as teachers and improving it, so that it is always relevant to our students. Of course, there will often be students who do find particular tasks a struggle, thus understanding true differentiation and inclusive education is also an important factor for me to consider. ]]> 2021-08-05 04:49:06 UTC https://padlet.com/slubb1/7q4wkm25lzpv4cx/wish/1669643698