ILLUMINATIONS AUTISM WORKSHOP: QUICK THOUGHTS
Professor Hedi Bouraoui, York University, Toronto, Canada
1. How would you describe yourself: Artist? Educator? etc.. Why?
a) An artist or poet, creates works of art with one color, the other with words, freely. Its field performance is the unlimited horizon of creation. The conscious and the unconscious at work in the deployment of creation. The artist does not care. The key is to create an original work whose profound sense sometimes escapes to the creator himself.
Any artistic or poetic projects a sense, or more prosaically, a message.
For me, poetry is functional. It can rectify the situation, correct the injustices and vicissitudes of history. Poetry can then help us change the world view us on the path of fairness and human dignity. And without demagoguery or teaching! It is not intended to give lessons. Rather it is a purveyor of light in dark areas of life. And this in all modesty and humility.
b) Education: The function of the educator is attempting to clarify the intent or message the establishment or, as they say, make note of criticism. This is not to praise or denigrate the creation, but rather to dissect its inner springs to reveal its various meanings. The educator does not seek to capture the primary intention of the artist or poet, but rather to analyze objectively the creation in all its manifestations significant.
There is therefore a very close relationship between creator and educator. One can not function without the other, because what is creation if the reader-viewer-educator does not speak and do not do it know?
This dialectic sketched briefly here will be continued by the contributions raised by the group during the workshop.
2. What would you "pass" or "pass", etc.. at this workshop? And how do you intend to do it?
The workshop will revolve around my book Autistic Illuminations: Thoughts -Lightning. They are some twenty poems / skits inspired by an autistic child that I will read to aloud with the same intonation of autism.
I talk about the genesis of the work, and especially how I went from attending the autistic child to verbalize, in other words, the writing of these poems.
3. a) What forms of participation you think she essential (or: what forms of participation do you expect) from the people who will attend your workshop?
These texts, poems, skits each have a worldview that is fairly positive. The disabled child is engaged in open heart and seems to overcome its obstacles.
In the workshop I expect that participants will reflect all our handicaps, and all our strength. Therefore, participation at all levels of the meaning of life.
b) I will hire the group to discuss the relationship between art - here the visual art of Adam Nidzgorski - and poetry. For me it is not illustration, but two arts dialogue without borders and barriers.
4. What do you expect for yourself from this experience?
I expect a participatory contact that could possibly change the worldview of one or the other.
5. you think what you propose in this workshop is there: From Art? Education? or, perhaps, both? And what do you think?
This workshop combines art and education. No separation, but rather a back and forth from one area to another, allowing the sharing and exchange.
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