Mike, I find your accounting here very helpful in reconnecting me to a
discourse I haven't used in a long time and which makes sense to me. I'd
like to add to what you say ‹ s/he may be able to use as a psychological
tool for appropriating the experience, "mentally" ‹ that my experience
designing and working with and studying programs suggests that a key element
of the experience is the "thatness" (excuse the funny word) of it, by which
I mean the experience of Oh, I CAN perform, I can do that, I am a
learner...., something which can and often does activate our capacity to
generate more and different options for how to be.
Lois
> From: Mike Cole <lchcmike@gmail.com>
> Reply-To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> Date: Tue, 13 Dec 2005 09:35:28 -0800
> To: "ERIC.RAMBERG@spps.org" <ERIC.RAMBERG@spps.org>
> Cc: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Subject: Re: [xmca] Artist as creator reminds me of combined motor method
>
> Interest in the potentials of afterschool hours for creating
> development-enhancing enviroments does not come from our work afterschool,
> Eric. Rather, we are part of a "Zeitgeist" of interest in such programs with
> important people like Shirley Brice Heath, Jackie Eccles, Lois and her
> group, and many others. Our approach is distinctively different than others,
> I believe, in the way it intertwines normal undergraduate and graduate
> education with involvement in the interventions.
>
> An important issue in this community is programming. Different implementers
> have different
> strategies. One of those strategies is to have young people engage in
> locally culturallly valued activities (theatre in all its aspects is one
> popular genre). There is always a value/political theory related to the
> theory of development embodied in such activities, so their variations are
> interesting for many reasons.
>
> The emphasis on public performance in such activities forfronts particular
> manifestations of agency as well as a social context where, in Courtney
> Cazden's apt phrase, "performance preceeds competence." For Courtney, this
> idea was the key to how to understand zopeds;
> by engaging in social activities where children/youth jointly enact a
> production, the cognitive demands on individuals can be flexibly rearranged
> so that the youngster experiences, jointly,
> the quality of interaction that, subsequently, s/he may be able to use as a
> psychological tool for appropriating the experience, "mentally."
>
> That is why I thnk we should focus on the issue of performance and discuss
> the articles that
> Lois put up for discussion, perhaps with Vygotsky's article as an anchor
> point. It sounds like you have developed your own way of implementing this
> methodology?
>
> mike
>
> On 12/13/05, ERIC.RAMBERG@spps.org <ERIC.RAMBERG@spps.org> wrote:
>>
>>
>> But at present we have Lois et al 'sperformance as an intervention
>> strategy
>> to consider.
>> mike
>>
>> Mike:
>>
>> Thank you for the push to read the Holzman and Karliner presentation
>> paper.
>> It is indeed proof that your work in the afterschool programs has started
>> to grow in other areas. As I wrote earlier I will try to script a
>> dialogue
>> that presents what I was referring to earlier in how performance as
>> intervention has benefited the students that I work with.
>>
>> eric
>>
>>
>>
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