[Music] [Applause]
[Applause]
[Applause] good afternoon all schools should be at
good afternoon all schools should be at
good afternoon all schools should be at school it’s a slogan from an English
school it’s a slogan from an English
school it’s a slogan from an English artist is called pop into practice miss
artist is called pop into practice miss
artist is called pop into practice miss and is one of the passionate people all
and is one of the passionate people all
and is one of the passionate people all around the world to try to get more art
around the world to try to get more art
around the world to try to get more art in education why is that important for
in education why is that important for
in education why is that important for the personal goal of children and young
the personal goal of children and young
the personal goal of children and young students I’ll give you a few examples
students I’ll give you a few examples
students I’ll give you a few examples the most important one is of course to
the most important one is of course to
the most important one is of course to stimulate their own dvt and I have some
stimulate their own dvt and I have some
stimulate their own dvt and I have some them some problems about
them some problems about
them some problems about the use of the relativity through
the use of the relativity through
the use of the relativity through politicians and economics it’s mostly
politicians and economics it’s mostly
politicians and economics it’s mostly time than use for instrumentalization to
time than use for instrumentalization to
time than use for instrumentalization to get us a little bit more flexible in the
get us a little bit more flexible in the
get us a little bit more flexible in the rat race and sometimes on the economic
rat race and sometimes on the economic
rat race and sometimes on the economic side just that they discovered a lost
side just that they discovered a lost
side just that they discovered a lost child again and then the gift management
child again and then the gift management
child again and then the gift management causes – I’ll give you a few more
causes – I’ll give you a few more
causes – I’ll give you a few more examples that helps to say what cannot
examples that helps to say what cannot
examples that helps to say what cannot be said it helps to discover the whole
be said it helps to discover the whole
be said it helps to discover the whole spectrum of emotions it shows that
spectrum of emotions it shows that
spectrum of emotions it shows that questions have often more than one
questions have often more than one
questions have often more than one answer and the problems have often more
answer and the problems have often more
answer and the problems have often more than one solution it encourage critical
than one solution it encourage critical
than one solution it encourage critical thinking and the ability to deal with
thinking and the ability to deal with
thinking and the ability to deal with ambivalences I remember myself that was
ambivalences I remember myself that was
ambivalences I remember myself that was a big thing when I was still young about
a big thing when I was still young about
a big thing when I was still young about sometimes tears not everything clear and
sometimes tears not everything clear and
sometimes tears not everything clear and but I wanted to have it clear so
but I wanted to have it clear so
but I wanted to have it clear so learning about dealing with ambivalences
learning about dealing with ambivalences
learning about dealing with ambivalences it offers many ways to see and to
it offers many ways to see and to
it offers many ways to see and to interpret the world it stimulates the
interpret the world it stimulates the
interpret the world it stimulates the curiosity the power of imagination and
curiosity the power of imagination and
curiosity the power of imagination and the sense of Wanda etc etc all these
the sense of Wanda etc etc all these
the sense of Wanda etc etc all these examples have one in common it cannot be
examples have one in common it cannot be
examples have one in common it cannot be measured and it is something why art is
measured and it is something why art is
measured and it is something why art is so problematic about getting in it
so problematic about getting in it
so problematic about getting in it school in a more interesting way there’s
school in a more interesting way there’s
school in a more interesting way there’s a last one I have found out but one more
a last one I have found out but one more
a last one I have found out but one more it gives you some children or their home
it gives you some children or their home
it gives you some children or their home in the artist it means if you have
in the artist it means if you have
in the artist it means if you have problems in your family you feel not
problems in your family you feel not
problems in your family you feel not feel comforted
feel comforted
feel comforted if problems in your school you see the
if problems in your school you see the
if problems in your school you see the artist out there they expressed himself
artist out there they expressed himself
artist out there they expressed himself in a different way and maybe you feel
in a different way and maybe you feel
in a different way and maybe you feel okay if it’s not there my home if it’s
okay if it’s not there my home if it’s
okay if it’s not there my home if it’s to tear my home maybe I can find my home
to tear my home maybe I can find my home
to tear my home maybe I can find my home in the art it has to do a little bit
in the art it has to do a little bit
in the art it has to do a little bit also with me I’m a child
also with me I’m a child
also with me I’m a child separated child that means I was a lot
separated child that means I was a lot
separated child that means I was a lot at home alone and there was falling in
at home alone and there was falling in
at home alone and there was falling in books and losing myself in the fantasy
books and losing myself in the fantasy
books and losing myself in the fantasy of books accident there was also coming
of books accident there was also coming
of books accident there was also coming in contact we see other because my
in contact we see other because my
in contact we see other because my mother had a girlfriend is a florist
mother had a girlfriend is a florist
mother had a girlfriend is a florist it’s the little lady who helps directors
it’s the little lady who helps directors
it’s the little lady who helps directors if they are lost in a text and they
if they are lost in a text and they
if they are lost in a text and they needed one time guy who was crossing the
needed one time guy who was crossing the
needed one time guy who was crossing the stage and I was quite try but they were
stage and I was quite try but they were
stage and I was quite try but they were saying it was a bait ok I will do it and
saying it was a bait ok I will do it and
saying it was a bait ok I will do it and then it was so attractive to me that I
then it was so attractive to me that I
then it was so attractive to me that I was went between 12 and 16
was went between 12 and 16
was went between 12 and 16 I played see either I like to go to see
I played see either I like to go to see
I played see either I like to go to see at the school but I was too young
at the school but I was too young
at the school but I was too young my mother was sending me to be safe too
my mother was sending me to be safe too
my mother was sending me to be safe too kind of hotel management school but
kind of hotel management school but
kind of hotel management school but after this immediately I started to
after this immediately I started to
after this immediately I started to place here again for 10 15 years om when
place here again for 10 15 years om when
place here again for 10 15 years om when auto-detect amity latent I mean romantic
auto-detect amity latent I mean romantic
auto-detect amity latent I mean romantic either least inspired very strong out of
either least inspired very strong out of
either least inspired very strong out of the ideas of the Enlightenment laughs
the ideas of the Enlightenment laughs
the ideas of the Enlightenment laughs and the pregnant laugh was holding me to
and the pregnant laugh was holding me to
and the pregnant laugh was holding me to puzzle because you hear it on my accent
puzzle because you hear it on my accent
puzzle because you hear it on my accent I’m Austrian a little bit Schwarzenegger
I’m Austrian a little bit Schwarzenegger
I’m Austrian a little bit Schwarzenegger accent in Brussels the nice thing
accent in Brussels the nice thing
accent in Brussels the nice thing impressed last year a lot of secondhand
impressed last year a lot of secondhand
impressed last year a lot of secondhand book shops did the little baby was
book shops did the little baby was
book shops did the little baby was stayin from my own interest but also for
stayin from my own interest but also for
stayin from my own interest but also for the interest of the little baby I
the interest of the little baby I
the interest of the little baby I started in the second hand books to buy
started in the second hand books to buy
started in the second hand books to buy some books always a good idea maybe very
some books always a good idea maybe very
some books always a good idea maybe very visual books in an outer DTAC tree if
visual books in an outer DTAC tree if
visual books in an outer DTAC tree if the baby is going maybe he can inspire
the baby is going maybe he can inspire
the baby is going maybe he can inspire himself the 12 books for the little
himself the 12 books for the little
himself the 12 books for the little babies are in the meantime 12,000 and it
babies are in the meantime 12,000 and it
babies are in the meantime 12,000 and it was going out a little bit out of my
was going out a little bit out of my
was going out a little bit out of my interests and suddenly more or less
interests and suddenly more or less
interests and suddenly more or less ideas out of the books were starting to
ideas out of the books were starting to
ideas out of the books were starting to talk and I had more or less the idea out
talk and I had more or less the idea out
talk and I had more or less the idea out of the frustration which I experienced
of the frustration which I experienced
of the frustration which I experienced in the past it’s cool about how out
in the past it’s cool about how out
in the past it’s cool about how out education was done maybe it would be not
education was done maybe it would be not
education was done maybe it would be not so bad to construct kind of a mobile
so bad to construct kind of a mobile
so bad to construct kind of a mobile studio which can fly in sport in Kim
studio which can fly in sport in Kim
studio which can fly in sport in Kim of schools just give children and
of schools just give children and
of schools just give children and youngsters a little bit another
youngsters a little bit another
youngsters a little bit another expression and another possibility of
expression and another possibility of
expression and another possibility of experience art I financed it for four
experience art I financed it for four
experience art I financed it for four years on a private level then I had
years on a private level then I had
years on a private level then I had incredible luck it can only help help
incredible luck it can only help help
incredible luck it can only help help happen in Belgium in Brussels kind of a
happen in Belgium in Brussels kind of a
happen in Belgium in Brussels kind of a surrealistic situation it was a Gavin
surrealistic situation it was a Gavin
surrealistic situation it was a Gavin there was a government and there was a
there was a government and there was a
there was a government and there was a culture minister and there was a cabinet
culture minister and there was a cabinet
culture minister and there was a cabinet non-political government and they
non-political government and they
non-political government and they realized I’m working on the social level
realized I’m working on the social level
realized I’m working on the social level because we worked also for three years
because we worked also for three years
because we worked also for three years in an immigrant house with immigrant
in an immigrant house with immigrant
in an immigrant house with immigrant children work from the artistic level on
children work from the artistic level on
children work from the artistic level on the education level so the great that
the education level so the great that
the education level so the great that kind of align and that was the first
kind of align and that was the first
kind of align and that was the first time that we get some subvention so it’s
time that we get some subvention so it’s
time that we get some subvention so it’s ABC art basics for children is kind of a
ABC art basics for children is kind of a
ABC art basics for children is kind of a nonprofit organization operating on the
nonprofit organization operating on the
nonprofit organization operating on the borderline of the arts and education and
borderline of the arts and education and
borderline of the arts and education and also a lab for aesthetic experience and
also a lab for aesthetic experience and
also a lab for aesthetic experience and awareness it’s just a basic idea of way
awareness it’s just a basic idea of way
awareness it’s just a basic idea of way of working I think you cannot construct
of working I think you cannot construct
of working I think you cannot construct magic moments but you can try to create
magic moments but you can try to create
magic moments but you can try to create a prepared environment which increases
a prepared environment which increases
a prepared environment which increases the chances that things can happen that
the chances that things can happen that
the chances that things can happen that means selecting the best ideas all over
means selecting the best ideas all over
means selecting the best ideas all over the world for all ages if we construct
the world for all ages if we construct
the world for all ages if we construct Studios prepared environment we do it
Studios prepared environment we do it
Studios prepared environment we do it for ourselves and not for a child which
for ourselves and not for a child which
for ourselves and not for a child which is six or twelve or whatever play is the
is six or twelve or whatever play is the
is six or twelve or whatever play is the highest form of research already
highest form of research already
highest form of research already Einstein was saying this so we research
Einstein was saying this so we research
Einstein was saying this so we research and we give this kind of action research
and we give this kind of action research
and we give this kind of action research further to public we take a lot of time
further to public we take a lot of time
further to public we take a lot of time if a school bus is coming to us to spend
if a school bus is coming to us to spend
if a school bus is coming to us to spend the whole day we work in small groups
the whole day we work in small groups
the whole day we work in small groups that means around twenty four children
that means around twenty four children
that means around twenty four children are separated in four little group of
are separated in four little group of
are separated in four little group of six children we have a lot of respect to
six children we have a lot of respect to
six children we have a lot of respect to the individuality of them we have kind
the individuality of them we have kind
the individuality of them we have kind of an holistic approach that means out
of an holistic approach that means out
of an holistic approach that means out of cooking is also included and of
of cooking is also included and of
of cooking is also included and of course the sinking hand that means a
course the sinking hand that means a
course the sinking hand that means a culture to make experiment and to make
culture to make experiment and to make
culture to make experiment and to make mistakes sometimes which is really
mistakes sometimes which is really
mistakes sometimes which is really missing at school very very important
missing at school very very important
missing at school very very important our guides which are more or less
our guides which are more or less
our guides which are more or less assisting on the discoveries of the
assisting on the discoveries of the
assisting on the discoveries of the children that’s a little bit our showing
children that’s a little bit our showing
children that’s a little bit our showing the house it’s an workshop week in
the house it’s an workshop week in
the house it’s an workshop week in Brussels which we transformed and it’s a
Brussels which we transformed and it’s a
Brussels which we transformed and it’s a little bit few of the
little bit few of the
little bit few of the inside why all shoes should be at school
inside why all shoes should be at school
inside why all shoes should be at school so I’ve won there a lot of answers
so I’ve won there a lot of answers
so I’ve won there a lot of answers passaic if you a very specific one to
passaic if you a very specific one to
passaic if you a very specific one to balance out the going in equality
balance out the going in equality
balance out the going in equality between the rich and the poor in our
between the rich and the poor in our
between the rich and the poor in our society and to give equal chances for
society and to give equal chances for
society and to give equal chances for the majority and not only for the few
the majority and not only for the few
the majority and not only for the few one of the many statistic results just
one of the many statistic results just
one of the many statistic results just say you won children and students from
say you won children and students from
say you won children and students from low-income families who take part in art
low-income families who take part in art
low-income families who take part in art activities have three times more chances
activities have three times more chances
activities have three times more chances to finish the school is just one example
to finish the school is just one example
to finish the school is just one example the situation for the moment depends on
the situation for the moment depends on
the situation for the moment depends on luck
luck
luck you all know lack of perast it means if
you all know lack of perast it means if
you all know lack of perast it means if you’re born in a family with a cultural
you’re born in a family with a cultural
you’re born in a family with a cultural background as a child you’re already
background as a child you’re already
background as a child you’re already quite a step further the next two choice
quite a step further the next two choice
quite a step further the next two choice of the parents about which kind of
of the parents about which kind of
of the parents about which kind of school do they have kind of an art
school do they have kind of an art
school do they have kind of an art program eg interesting so mostly time
program eg interesting so mostly time
program eg interesting so mostly time the middle class which are choosing
the middle class which are choosing
the middle class which are choosing method schools they have their parents
method schools they have their parents
method schools they have their parents with a backup in cultural competencies
with a backup in cultural competencies
with a backup in cultural competencies but I’m more interested not about the
but I’m more interested not about the
but I’m more interested not about the 10% which are sending them the good
10% which are sending them the good
10% which are sending them the good schools I’m more interested about what’s
schools I’m more interested about what’s
schools I’m more interested about what’s about the 90% if you have more or less
about the 90% if you have more or less
about the 90% if you have more or less always the lack of having an inspiring
always the lack of having an inspiring
always the lack of having an inspiring supporting teach it would be very
supporting teach it would be very
supporting teach it would be very interesting to talk to you about if you
interesting to talk to you about if you
interesting to talk to you about if you have an experience about it so the right
have an experience about it so the right
have an experience about it so the right of a poetic life and the right to come
of a poetic life and the right to come
of a poetic life and the right to come in an interesting way in contact with
in an interesting way in contact with
in an interesting way in contact with towards it for me a very important thing
towards it for me a very important thing
towards it for me a very important thing so to very complete success ins to make
so to very complete success ins to make
so to very complete success ins to make this happen the first is think about the
this happen the first is think about the
this happen the first is think about the education of the teacher it starts
education of the teacher it starts
education of the teacher it starts already about the good designed learning
already about the good designed learning
already about the good designed learning and why I meant why because if you have
and why I meant why because if you have
and why I meant why because if you have it it’s kind of an indirect aesthetic
it it’s kind of an indirect aesthetic
it it’s kind of an indirect aesthetic education now the good she was saying
education now the good she was saying
education now the good she was saying already the space is a separate teacher
already the space is a separate teacher
already the space is a separate teacher and the material of culture and of
and the material of culture and of
and the material of culture and of schooling is awesome but so if the
schooling is awesome but so if the
schooling is awesome but so if the students are basic feeling the becoming
students are basic feeling the becoming
students are basic feeling the becoming teachers about architecture and interior
teachers about architecture and interior
teachers about architecture and interior design so they and give them the
design so they and give them the
design so they and give them the possibility to participate in kind of a
possibility to participate in kind of a
possibility to participate in kind of a design process if school is renovating
design process if school is renovating
design process if school is renovating of a new building is coming up I just
of a new building is coming up I just
of a new building is coming up I just show you one example maybe you will
show you one example maybe you will
show you one example maybe you will experience it about Carla architecture
experience it about Carla architecture
experience it about Carla architecture seeing it’s for children we make it
seeing it’s for children we make it
seeing it’s for children we make it happy
happy
happy so one more blue red green next one is
so one more blue red green next one is
so one more blue red green next one is the furniture coming in social marketing
the furniture coming in social marketing
the furniture coming in social marketing it’s for happy children or clean break
it’s for happy children or clean break
it’s for happy children or clean break blue at whatever next to the toys coming
blue at whatever next to the toys coming
blue at whatever next to the toys coming in again marketing so you come already
in again marketing so you come already
in again marketing so you come already in in the home which is an overkill and
in in the home which is an overkill and
in in the home which is an overkill and Carlos Morales and if the teachers are
Carlos Morales and if the teachers are
Carlos Morales and if the teachers are not good educated they think also be I
not good educated they think also be I
not good educated they think also be I have to show up that they’re good busy
have to show up that they’re good busy
have to show up that they’re good busy so the glue everything for the Christmas
so the glue everything for the Christmas
so the glue everything for the Christmas decoration and the Easter decoration and
decoration and the Easter decoration and
decoration and the Easter decoration and all the works of the children absolutely
all the works of the children absolutely
all the works of the children absolutely no feeling about the balance in this
no feeling about the balance in this
no feeling about the balance in this place the second thing is a hidden
place the second thing is a hidden
place the second thing is a hidden curriculum
curriculum
curriculum it means like just try to make this
it means like just try to make this
it means like just try to make this becoming teachers interesting persons
becoming teachers interesting persons
becoming teachers interesting persons and this you cannot be an interesting
and this you cannot be an interesting
and this you cannot be an interesting person just to give a booklet and read
person just to give a booklet and read
person just to give a booklet and read this and then you’re an interesting
this and then you’re an interesting
this and then you’re an interesting person becoming teachers they were never
person becoming teachers they were never
person becoming teachers they were never going out of school they had never
going out of school they had never
going out of school they had never experienced out of any kind of normal
experienced out of any kind of normal
experienced out of any kind of normal life experience so in the teacher
life experience so in the teacher
life experience so in the teacher education I forget them confronted with
education I forget them confronted with
education I forget them confronted with interesting people with interesting
interesting people with interesting
interesting people with interesting experience so they can have something
experience so they can have something
experience so they can have something were to give further to the children
were to give further to the children
were to give further to the children another thing is of course artistic way
another thing is of course artistic way
another thing is of course artistic way of teaching teachers which understand
of teaching teachers which understand
of teaching teachers which understand art as a pedagogic process and the
art as a pedagogic process and the
art as a pedagogic process and the pedagogic a sadistic process would be
pedagogic a sadistic process would be
pedagogic a sadistic process would be also nice the second suggestion is to
also nice the second suggestion is to
also nice the second suggestion is to rethink education in general its
rethink education in general its
rethink education in general its magnetic to culture organizations like
magnetic to culture organizations like
magnetic to culture organizations like musiah’s libraries theaters art and
musiah’s libraries theaters art and
musiah’s libraries theaters art and culture houses they tried oh of course
culture houses they tried oh of course
culture houses they tried oh of course they did they have a nice to have nice
they did they have a nice to have nice
they did they have a nice to have nice programs on him
programs on him
programs on him but my question is please try to offer
but my question is please try to offer
but my question is please try to offer more and more art education projects for
more and more art education projects for
more and more art education projects for the public and school children but in
the public and school children but in
the public and school children but in which way they just do it in the way
which way they just do it in the way
which way they just do it in the way serving the structures of the schools
serving the structures of the schools
serving the structures of the schools which are really not very helpful and
which are really not very helpful and
which are really not very helpful and they don’t take the responsibility to
they don’t take the responsibility to
they don’t take the responsibility to engage themselves in educational reform
engage themselves in educational reform
engage themselves in educational reform debates about the arts in the curriculum
debates about the arts in the curriculum
debates about the arts in the curriculum and the general curriculum discussion
and the general curriculum discussion
and the general curriculum discussion there’s a radical vision I was copying
there’s a radical vision I was copying
there’s a radical vision I was copying for you you can take it this or you find
for you you can take it this or you find
for you you can take it this or you find in our website on internet a provocative
in our website on internet a provocative
in our website on internet a provocative example of Susan Sontag over saying just
example of Susan Sontag over saying just
example of Susan Sontag over saying just get the kids between 12 and 16 out of
get the kids between 12 and 16 out of
get the kids between 12 and 16 out of school anyway they are completely mixed
school anyway they are completely mixed
school anyway they are completely mixed up
up
up and get the people between 50 and 50 for
and get the people between 50 and 50 for
and get the people between 50 and 50 for back-to-school it’s a really really
back-to-school it’s a really really
back-to-school it’s a really really fantastic thing just please
fantastic thing just please
fantastic thing just please hate it my solution is the art cart
hate it my solution is the art cart
hate it my solution is the art cart organization should wake wake up maybe
organization should wake wake up maybe
organization should wake wake up maybe one exposition less if the money was one
one exposition less if the money was one
one exposition less if the money was one exposition let’s give it to your
exposition let’s give it to your
exposition let’s give it to your Education Department we show them more
Education Department we show them more
Education Department we show them more respect to give them more freedom to
respect to give them more freedom to
respect to give them more freedom to give them the possibility to work in
give them the possibility to work in
give them the possibility to work in better qualities and not only more or
better qualities and not only more or
better qualities and not only more or less precooked experience or hiding to
less precooked experience or hiding to
less precooked experience or hiding to us again so and take aims as example the
us again so and take aims as example the
us again so and take aims as example the famous designer from the 50s Hoover
famous designer from the 50s Hoover
famous designer from the 50s Hoover saying let’s weave the art and the
saying let’s weave the art and the
saying let’s weave the art and the standard curriculum together and this is
standard curriculum together and this is
standard curriculum together and this is a very very important thing why not by
a very very important thing why not by
a very very important thing why not by having in school and art integrated
having in school and art integrated
having in school and art integrated curriculum that means all subjects you
curriculum that means all subjects you
curriculum that means all subjects you can use art ideas it does not matter if
can use art ideas it does not matter if
can use art ideas it does not matter if it’s mathematics which al-kafi of logic
it’s mathematics which al-kafi of logic
it’s mathematics which al-kafi of logic every where you can use interesting art
every where you can use interesting art
every where you can use interesting art ideas and make your teaching in this way
ideas and make your teaching in this way
ideas and make your teaching in this way better they becoming teachers have to
better they becoming teachers have to
better they becoming teachers have to learn this at school and there has to be
learn this at school and there has to be
learn this at school and there has to be a curriculum discussion and one more
a curriculum discussion and one more
a curriculum discussion and one more little cloud on the end about the
little cloud on the end about the
little cloud on the end about the importance of art for the personal Co
importance of art for the personal Co
importance of art for the personal Co it’s from Jennifer Williams not only how
it’s from Jennifer Williams not only how
it’s from Jennifer Williams not only how can we bring the arts to young people
can we bring the arts to young people
can we bring the arts to young people but also in which way are they already
but also in which way are they already
but also in which way are they already artists of their own life because sooner
artists of their own life because sooner
artists of their own life because sooner or later we all will have to face a big
or later we all will have to face a big
or later we all will have to face a big confrontation the certainty of death the
confrontation the certainty of death the
confrontation the certainty of death the finality of our life and we can try to
finality of our life and we can try to
finality of our life and we can try to deal with the situation through religion
deal with the situation through religion
deal with the situation through religion so philosophy but also through the art
so philosophy but also through the art
so philosophy but also through the art to learn to die thank you for your
to learn to die thank you for your
to learn to die thank you for your attention
attention
attention [Applause]
[Applause]
[Applause] [Music]
”
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