BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 15.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20251102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20250301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:Event Type: Meeting\nSpeaker Information: Michael Hanchett Hans on\nThe Philosophy of Education Discussion Group is pleased to invite you to its next meeting where we will be joined by Michael Hanson\, author of Worldmaking: Psychology and the Ideology of Creativity (Palgrave MacMillan \, 2015). Calls for creativity in education abound\, but what is creativit y and how do we foster it in youth? For instance\, is creativity an indivi dual attribute or a characteristic of groups? To answer these and other qu estions\, Hanson will work through some video examples of community-based youth arts programs (abstract below). Please join us for pizza and discuss ion!\n\nAbstract:\nParticipatory creativity theorists have argued that we should move away from the extreme forms of individualism that have charact erized much of creativity research in psychology and toward the study of h ow people participate in change. That participation is mediated by cultura lly sanctioned and personally learned roles and social positions. Building on distributed cognition and sociocultural theories of development\, thes e participatory approaches to creativity look at many forms of agency that arise from interactions with complex social and material systems. Sounds good\, but what does that look like in practice? This presentation will an alyze real-world examples of interactions within two community-based progr ams: an architecture-based program for Kindergarten through 5th grade in N ew Orleans and a theater-based program for adolescents in New York City. I n both cases\, individualist creativity theories would seem to apply at fi rst glance but ultimately fail to explain key aspects of the program's str uctures and outcomes. Participatory models\, in contrast\, fit the data be tter and give a richer description of what is going on in these programs. In particular\, switching social positions is crucial to program process a nd outcomes. Part of this process involves taking up what Martin has calle d generalized others (planner\, actor\, director\, provocateur\, etc.)\, a s well as particular others ("how the gangs in my neighborhood act\," "how my mother uses the kitchen") and exploring those positions with each othe r and with program directors in what Ness has called the Zone of Relationa l Development.\nCost: Free and open to the public\; lunch provided\nContac t: Emily Comer\necomer3@illinois.edu\nSponsor: Philosophy of Education Dis cussion Group DTEND:20171006T183000Z DTSTAMP:20260420T125530Z DTSTART:20171006T170000Z LOCATION:IL\,USA\,Champaign\,Education Building\, Room 333 SEQUENCE:0 SUMMARY:Switching It Up: Participatory Creativity in Community-based Progra ms for Youth UID:RFCALITEM639122685308214737 X-ALT-DESC;FMTTYPE=text/html:

Event Type: Meeting

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Speaker Information: Michael Hanc hett Hanson

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The Philosophy of Education Discussion Group is please d to invite you to its next meeting where we will be joined by Michael Han son\, author of Worldmaking: Psychology and the Ideology of Creativity (Palgrave MacMillan\, 2015). Calls for creativity in education aboun d\, but what is creativity and how do we foster it in youth? For instance\ , is creativity an individual attribute or a characteristic of groups? To answer these and other questions\, Hanson will work through some video exa mples of community-based youth arts programs (abstract below). Please join us for pizza and discussion!
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\nAbstract:
\nParticipatory crea tivity theorists have argued that we should move away from the extreme for ms of individualism that have characterized much of creativity research in psychology and toward the study of how people participate in change. That participation is mediated by culturally sanctioned and personally learned roles and social positions. Building on distributed cognition and sociocu ltural theories of development\, these participatory approaches to creativ ity look at many forms of agency that arise from interactions with complex social and material systems. Sounds good\, but what does that look like i n practice? This presentation will analyze real-world examples of interact ions within two community-based programs: an architecture-based program fo r Kindergarten through 5th grade in New Orleans and a theater-based progra m for adolescents in New York City. In both cases\, individualist creativi ty theories would seem to apply at first glance but ultimately fail to exp lain key aspects of the program's structures and outcomes. Participatory m odels\, in contrast\, fit the data better and give a richer description of what is going on in these programs. In particular\, switching social posi tions is crucial to program process and outcomes. Part of this process inv olves taking up what Martin has called generalized others (planner\, actor \, director\, provocateur\, etc.)\, as well as particular others ("how the gangs in my neighborhood act\," "how my mother uses the kitchen") and exp loring those positions with each other and with program directors in what Ness has called the Zone of Relational Development.

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< span class="event-heading cost">Cost: Free and open to the public\; lunch provided

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Contact: Emily Comer
\ne comer3@illinois.edu

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