Evaluation

The storyboards

Stage combat

I'm not going to detail all the different moves and techniques that i learnt i'm just going to talk about how we can use them in the performance. I think we should defiantly use some type of fight combo in the shop, and have the marshals caution the area off so we can have a usable performance area to kill the zombies. Because we have learnt a sequence of moves to go with getting rid of the zombies we can use this to our advantage by adapting different moves but with the same technique of having a safe clear distance and making it a believable fight in some way.

The street is something that i feel is defiantly a place for a fight, the whole atmosphere can really make the fight realistic.

Questionnaire

This is the questionnaire we made to go around and ask some of the people from Selhurst Community about what they think about what were doing also if they had any ideas like what type of film we should show.

The Films

Here are all of the film choices that we've got: Titanic, Fight Club, Harry Potter, Men In Black, Shaun Of The Dead, This Is England Charlie And The Chocolate Factory, Alice In The Wonderland.

The film that I want to win is Fight Club because we can focus on the dogma that is in the film and also the film is a very quote-able film, it's a cult classic, and every body loves Brad Pitt... ;)

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Just to update you on the film that we have chosen is Shaun Of The Dead. That's good because Zombies are  my favorite monster. Some of my ideas are shared between the class but I'll point some of them out: we would have to have a pub because it's the place that everyone goes to for there salvation, we also need to have booze because that is a very big theme centered around the pub and there should be the shaun character throughout our performance.

Wow...

I just thought all of this was really cool and very well done, also it's got zombies in it, so, it rocks.

Paulo Freire (Some Trivia)

Paulo Freire (1921 – 1997), the Brazilian educationalist, has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Sometimes some rather excessive claims are made for his work e.g. ‘the most significant educational thinker of the twentieth century’. He wasn’t – John Dewey would probably take that honor – but Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice – and on informal education and popular education in particular. In this piece we assess these – and briefly examine some of the critiques that can be made of his work.

Contribution

Five aspects of Paulo Freire’s work have a particular significance for our purposes here. First, his emphasis on dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form this is hardly surprising. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person actingon another, but rather people working with each other. Too much education, Paulo Freire argues, involves ‘banking’ – the educator making ‘deposits’ in the educatee.

Second, Paulo Freire was concerned with praxis – action that is informed (and linked to certain values). Dialogue wasn’t just about deepening understanding – but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing. Informal and popular educators have had a long-standing orientation to action – so the emphasis on change in the world was welcome. But there was a sting in the tail. Paulo Freire argued for informed action and as such provided a useful counter-balance to those who want to diminish theory.

Third, Freire’s attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. The idea of building a ‘pedagogy of the oppressed’ or a ‘pedagogy of hope’ and how this may be carried forward has formed a significant impetus to work. An important element of this was his concern withconscientization – developing consciousness, but consciousness that is understood to have the power to transform reality’ (Taylor 1993: 52).

Fourth, Paulo Freire’s insistence on situating educational activity in the livedexperience of participants has opened up a series of possibilities for the way informal educators can approach practice. His concern to look for words that have the possibility of generating new ways of naming and acting in the world when working with people around literacies is a good example of this.

Fifth, a number of informal educators have connected with Paulo Freire’s use of metaphors drawn from Christian sources. An example of this is the way in which the divide between teachers and learners can be transcended. In part this is to occur as learners develop their consciousness, but mainly it comes through the ‘class suicide’ or ‘Easter experience’ of the teacher.