Understanding the game we are playing and finding creative ways to intervene, to change directions....
How to encourage a leap out of the comfort zone and to work with the unexpected in an open ended process?
With the Mille-Feuille Theory, I would like to propose, develop and explore a pedagogical practice based on the aesthetics and properties of layered and relational structures. The pastry-analogy would challenge hierarchical taxonomies of learning, such as Bloom's taxonomy, in which ‘creativity’ is placed at the top of a pyramid as the ultimate distinction.
Exploring Mille Feuille will be situated in the context of contemporary arts education and develops with the hypothesis that creative action and enquiry exists and develops at every level of pedagogical encounters in a non-linear temporality. With Mille Feuille, I would argue in favour of a recursive and cumulative as well as a practice- and research-based engaged learning process, where each layer - like the pastry itself - brings with it reciprocal meanings and potential transformations.
I would argue in favour of a recursive and cumulative as well as a practice- and research-based engaged learning process, where each layer - like the pastry itself - brings with it reciprocal meanings and potential transformations.
The challenges are manifold and affect both teachers and students who may have a much more traditional understanding of ‘creativity’ and need to engage in a process of unlearning, re-reading and re-skilling.