these reflections I aspire to be a handbook for kids to dare to defend themselves from adults in learning the arts and letters. They have no basis scientific but emotional or sentimental, if you will, and are based on an unlikely premise: if a child is placed against a range of different toys, you'll end up staying with one you like more. I think that choice is not accidental, but reveals in the child a vocation and a skill that would perhaps unnoticed by unsuspecting parents and teachers tired.
I think both will come to birth, and it would be important to identify in time and take them into account to help you choose your profession. Moreover, I believe that some children at a certain age, and under certain conditions, have powers that allow them to see defects beyond the reality admitted by adults. Could be remnants of some power of divination that the human race sold out in previous stages, or extraordinary events almost clairvoyant intuition of artists during the solitude of growth, and disappear, like the thymus gland, when no longer needed. I think
born writer, painter or musician. It holds out the prospect and in many cases the physical conditions for dance and theater, and a suitable talent for journalism, understood as a literary genre, and the cinema as a synthesis of fiction and plastic. In this sense I am a Platonist: learning is remembering. This means that when a child reaches the primary school may be already predisposed by nature to any of these trades, but still do not know. And maybe not ever know, but his fate may be better if someone helps you find out. Not to force it in any way, but to create you and encourage conditions favorable to enjoy without fear of their favorite toy. I believe with absolute seriousness, to do always what one likes, and that alone is the master formula for a long and happy life.
To support this blithe assumption I have no other basis than the stubborn and difficult experience of having learned the craft as a writer against an adverse environment, not only outside the formal education but against it, but from two conditions with no means a well-defined aptitude and vocation landslide. Nothing would please me more if the solitary adventure might have some useful not only for learning the craft of literature, but for all the offices of the arts.
vocation without a gift and the gift without calling
Georges Bernanos, French Catholic writer, said: "Every vocation is a calling." The Dictionary of Authorities, which was the first of the Royal Academy in 1726, defined as "the inspiration that God calls a state of perfection." It was, of course, a generalization from religious vocations. Fitness, as the same dictionary, is "the ability and ease and way to do something." Two and a half centuries later, the Dictionary of the Royal Academy retains these definitions with minimal retouching. What it says is that a clear vocation and assumed depth becomes insatiable, eternal, and resistant to any opposing force: the only provision of the spirit can defeat love.
The skills are often accompanied by physical attributes. If they are singing the same musical note several children, about the exact repeat, some do not. Music teachers say the first they have what is called the primary ear, which is important for musicians. Antonio Sarasate, four years, came with his violin toy a note that his father, a great virtuoso, he could not find yours. Whenever there is a risk, however, that adults kill such virtues because they do not seem paramount, and end up typecast their children in the reality that parents walled them in boxes. The rigor of many parents with children is often the same artists dealing with gay children.
The skills and vocations do not always come together. Hence the disaster sublime voices of singers who do not go anywhere because of lack of trial, or painters who sacrificed a lifetime to a profession wrong, or prolific writers who have nothing to say. Only when the two come together there is a chance of something happening, but not by magic, still lack the discipline, study, technique and power to overcome for a lifetime. For the narrators
is a test that does not fail. If you ask a group of people of any age who have a movie, the results are revealing. Some give their impressions emotional, political or philosophical, but know not tell the whole story and in order. Others tell the story, as detailed as you remember, with the assurance that it will be enough to convey the emotion of the original. The first may have a bright future in any subject, divine or human, but are not narrators. A second lack is still much to be "culturally based technique, style, mental rigor, but they can be. Ie: there are those who can tell a story from beginning to speak, and some people will never know. In children is a test worth taking seriously.
The advantages of not obeying parents
The survey conducted for these reflections has shown that in Colombia there are no established systems for early detection and early vocation skills as a starting point for an artistic career from the cradle to the grave. Parents are not ready for a serious responsibility to identify in time, and while so are to antagonize her. The less drastic they intend to pursue a career children safe, and preserve the art for entertainment in spare time. Fortunately for humanity, the kids do little if the parents in a grave matter, and less on what to do with the future.
So those who have vocations misleading to assume attitudes hidden away with it. There are those who do not perform well in school because they do not like what they study, and yet could excel in what they like if someone would help. But it can also be obtaining good grades, not because they like school, but that their parents and teachers do not force them to leave a favorite toy that are hidden in the heart. It is also true drama of having to sit on the piano during recess or aptitude or vocation, imposing only parents. A good music teacher, shocked by the wickedness of the method, said that the piano should be taken into the house, but not for children to study it by force, but to play with him.
parents if we want our children to be better than us, but do not always know how. Neither the children of families of artists are safe from this uncertainty. In some cases, because parents want them to be artists like them, and children have a distinct vocation. In others, because the parents did mal en las artes, y quieren preservar de una suerte igual aun a los hijos cuya vocación indudable son las artes. No es menor el riesgo de los niños de familias ajenas a las artes, cuyos padres quisieran empezar una estirpe que sea lo que ellos no pudieron. En el extremo opuesto no faltan los niños contrariados que aprenden el instrumento a escondidas, y cuando los padres los descubren ya son estrellas de una orquesta de autodidactas.
Maestros y alumnos concuerdan contra los métodos académicos, pero no tienen un criterio común sobre cuál puede ser mejor. La mayoría rechazaron los métodos vigentes, por su carácter rígido y su escasa atención a la creatividad, y prefieren ser empíricos e independientes. Others believe that his fate depended not so much of what they learned in school and the cunning and stubbornness with which mocked the obstacles of parents and teachers. In general, the struggle for survival and lack of incentives have forced the majority to be alone and the brave.
on budgetary criteria differ. But some do not support complete freedom, and others even try to consecrate the absolute empiricism. Those who speak of the discipline does not recognize its usefulness, but thought that arises spontaneously as a result of an internal need, and therefore should not be forced. Others miss the humanistic and theoretical foundations of his art. Others say the theory. The Most, after years of effort, revolt against the prestige and the plight of artists in a society that denies the professional nature of the arts.
However, the harsh voices of the survey were against the school, as an area where poverty of spirit short wings, and is an obstacle to learn anything. And especially for the arts. Think that there has been a waste of talent by the infinite repetition, without alteration of the academic dogma, while only the most gifted and creative might be great when they had to go back to school. "It educates back to art," have told the teachers and students together. They would be pleased to feel which by themselves. Teachers resent, but also admit that they would say. Perhaps it is fairer to say that everyone is right. For both teachers and students, and ultimately the whole society, are victims of an education system that is far from the reality of the country.
So before thinking about art education must be defined as soon as possible a cultural policy that we have never had. Obey to a modern conception of what culture is, what it does, how much, for who is and who is taken into account that arts education is not an end in itself but a means preservation and promotion of regional cultures, whose natural movement is from the periphery to the center and bottom to top.
is not the same artistic teaching art education. This is a social function and taught math or science should be taught at primary school in the appreciation and enjoyment of the arts and letters. Art education, however, is a career specialist for students with specific skills and vocations, which aims to train artists and art teachers as professionals.
not wait to get vocations: we have to go out and find. They are everywhere, more The more pure forgotten. They are the ones that support the eternal life of street music, painting and brush early in the municipal Sapolin, raw poetry of the bars, the overwhelming flood of popular culture who is the father and the mother of all the arts.
What eat the letters?
Colombians, has always seen us as a country of lawyers. Perhaps this is due to the high school programs do more emphasis on literature in the other arts. But apart from the chronological memory of authors and works, the students are not cultivated the habit of reading, but force them to read and do synopsis books written programmed. Everywhere I meet professionals scalded by the books they forced to read in school with the same pleasure with which they drank castor oil. For synopsis, unfortunately, had no problems, because ads found in newspapers like this: "Change synopsis of Don Quixote by synopsis of The Odyssey." That's right: in Colombia there is a market so prosperous and so intense traffic photostatic summaries that we put together best business writers do not write the original books but once writing the synopses for high school. Is this method of teaching rather than television and bad books, "which is destroying the habit reading. I agree that good literature course can only be a gem for readers. But it is impossible for children to read a novel, write synopsis and prepare a reflective statement for the following Tuesday. Ideally, a child devote part of their weekend to read a book as far as possible and as far as you like, which is the only condition to read a book, but it is criminal, for himself and for the book, which read to the force in your hours of play and with the anguish of the other tasks.
would take "as needed even for all the arts-a special band with high school literature classes that only pretend to be smart guides reading and reflection to become good readers. For train writers is another story. No one taught to write, but good books, read with the aptitude and vocation alerts. Work experience is how little an established writer can convey to the trainees if they still have a minimum of humility to believe that someone may know more than them. For that we would not need a college, but practical and participative workshops, where craftsmen writers discuss with students the carpentry trade: how they took their arguments, how they imagined their characters, how they solved their technical problems of structure, style, tone, which is the only individual that can sometimes drawn in clean great mystery of creation. The same set of workshops is already proven for some genres of journalism, film and television, and in particular stories and screenplays. And without tests or qualifications or anything. That life decide who serves and who does not work, as happens anyway.
What to ask for Colombia, however, is not only a change in form and substance in the schools of art, but art education is provided within an autonomous system that depends on an organization's own culture and not the Ministry of Education. That is not centralized, but rather, it is the coordinator of cultural development from the different regions, because each culture has its own personality, its history, its traditions, its language, its own artistic expressions. That starts with educating parents and teachers in the early assessment of the inclinations of children, and prepare for a school that preserves their natural curiosity and creativity. All this, of course, without many illusions. Anyway, if by art, which must be already are. Even if you do not ever know.
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