Ti Karlsson

How the citizens can learn by participate in a part of the society is a really interesting theme. All the stuff a city can offer to profit children’s learning. To actually take part in a global project makes our own situation even more appealing. It becomes like an experiment itself.
I cant even imagine what this trip to Lissabon will result in. Hopefully it might inspire for further collaboration later on. Maybe the children will reach each other through technological gadgets.

If the children is let out in the streets of society they will be overwhelmed with impressions.
I think the authentic possibilities to learning has such a great potential in the city. It can itself enchant  them to and make them want to express their words and feelings in different ways. Later on they can discus their point of vies. In the long term they hopefully has a lot of ideas how to make things even better and select what they find important. Then they’ll make up their mind to make the choice that they think will be right for the future. It will be interesting to discuss benefits and possible disadvantage. I guess it have with the equal size of the land as well.

I feel delighted to be participating with this IP.

Ti´s Portfolio

Ti Karlsson is a dreamer and rather spontaneous, stubborn, nervous and happy person.
My “gang hang” consists of my dog and my two birds.

A friends description of me:
happy, positive attitude, spontaneous, generous, vigorous, involved/engaged, good at listening and respecting differences to value uniquely.

A friends description of me in a teacher role:
creative, positive, spontaneous, empathetic and  good listener for capturing children interests.

I like “good” music, art, making art, watching theatres,  movies, nice people, all kinds of animals (im also a vegetarian), the list can go on and on and on. If anyone is interested in culture events that the city can contribute, I’m up to it!
I’m found of listening to wise persons talking. I like people who is concerned about the environment and fellow citizens. Over the world we are a large bunch oh cosmopolites
Global cooperation is really interesting. To discuss both good ideas and struggles.

This is me and my dog. I also got two birds. That’s my current family in Borås. My cohabiter is waiting for me (work) to get an apartment in Göteborg. He got a demo published and it was review in a French paper the other day. He´s demo was hailed. Congratulations!

1. What comes to your mind considering the IP: finding pedagogical resources within urban places- building the education city?

What comes to my mind is how you can find resources in society that extend the children’s possibility to learn. All sorts of city events make the children interact with the world outside the institution. Experience as well as behaviour will get targeted in a more authentic way then in the preschool environment. Back at the preschool educators can help the children to reflect over happenings in the city and work about the children’s thoughts, doubts or fascinations for the world. Further thoughts*

* Use of the aesthetics institutions expertise; The preschools should get better to use the authentic arena that the city offers. Teachers should have a continuing contact with at least the nearest culture responsible person. The inspiration will lead the children to more spontaneous task to work with. Inspiration will also infect the teachers to let go of their traditional preschool unwritten laws to start exploring the world together whit the children.

* Documentation and discussion: Encourage the children to conversing about new experiences. I think that getting more inspiration together with the children in the city will lead to more spontaneous task for the children to work with. To share the multicultural experience that every citizens carries, takes the pressure of and the children can be proud of themselves or their eventual creations and most important, the children learns from each other. The teacher can help them to focus and ask for comrades attention. To converse about experience about the city while at the place involves lots of learning. “What does this street say to you?” The children are supposed to get wide tasks with frames. The frames most contain enough space for the child to express itself, I believe.

*Gain materials from factory’s, children’s parents workplaces and landfill..
As well get good deals with companies for basic creating materials, textiles, instruments.

* Study visit

*Input- making- reflection/Sharing

*Visual knowledge (criticism)

* Question the society

Actually, when you think about it, what can the city not contribute to pedagogical education? It’s only your own imagination that can create boundaries. Follow the children’s thoughts and document their way. Give them room to think and discuss with each other. Listen proper to what they have to say about different places and institutions in society. Ask them questions, let them work on dilemma, write or draw a manuscripts for a teacher/poem or let them create parts of the city as it is or as they want it to be, put words on what they see – the little ones who needs it, feel or smell the city. What is pulse of the/this city? Lead them sometimes, but most of the time- let them lead you. When they starts to recognize the place you can use their inspiration and when yourself get a good idea you can challenge them further.

Sometimes its to much focus on how art can contribute to school related subjects. And most times they do contain maths and language. But sometimes to create for creation is good for so much more.  From time to time even the children’s thought might flourish through for example a pencil or a spontaneous dance..  Even that I consider as work. It´s hard to draw a line between play and creations. But that really doesn’t have to focus, though I think the children have a perfect picture of what it means to themselves. To work intensely with art, drama music and dancing got deep value in itself.

We must get better in seeing the possibilities what occurs in the city and notice what the children gets fascinated by. As a pedagogy pre suppose to inspire and aware at the same time. Collaboration across the world gets even more interesting when participation and actually meetings with people.

2. What does it mean to you?

It means that the children most give opportunities to participate in society where they take action in real life experience to get inspirited to learn about life.

I guess my own interest for creations obviously will colour my role as a teacher. The city as input of creative activities can contribute with everything occurring to the Swedish curriculum in a fun way of learning. Learning is suppose to feel meaningful and fun. Prestige and the feeling of not present good enough is not what’s supposed to be focused. The results (products) isn’t that important. In the process of the work is where you always learn new stuff.

It surely means that the pre-school should take contact with all authentic institutions work with them, against them, in them and take inspiration to build or talk about. In Sweden mathematics and Swedish language are fashion for children right now. Through experience from the city language and maths is easy to interact. Architecture, statues, patterns and shapes is some mathematical terms to work with. Discussion leads till much more than only maths language and improvement.

I think aesthetics is the “onward going” spirit in society. Learning with input from authentic conversation about it leads to an ongoing will to create and problem solution.

3. How would you contribute to the IP?

Such a hard question. Well I will contribute whit my thoughts and knowledge trough discussions and workshops? I’m looking forward to learn more about global views of children’s learning and how different culture and cities can contribute to it. We can all contribute with some kind of country knowledge history culture, but we all have different interests which contribute to a more personal culture that’s different from each of us.

What resort can the city contribute better then culture experience? Where do we find it? In museum of course! In theatres!  In concert halls! To take the children from the preschool to investigate, explore and challenge you’re self and the children to discover the city. It´s not only the obvious institution that holds the knowledge, its all the things around who catches the children’s eyes. Or whatever speaks to you in a pedagogic voice that gives you ideas to build tricky questions to work with at the place were it popped up but also to document and bring back to the preschool to work on.

What do you see and what do the children find interesting? Share it with each other, discuss it. A fountain, a street, litter, one flower growing in a crack of the street to remind you about something or the harsh  questions like if you find a hurt or dead bird, what do you do?

To work with the city, how the city breaths:
how the place smell
how the place sound
how the place feels
how the place moves.. you

This kind of sense tasks fits all kinds of ages. The toddlers can actually get out from the preschool and the child/teacher can gather stuff the children distinguish and let them smell taste and feel, later in they can work with material that leads back to the object (work with themes, such as colour, soft/hard, hole, steal, warm/cold, wet/dry, smell, taste).

I wondering how the city might prepare the children to participate in society and get the respect for their situation as citizens, as learning persons.  I’m so thrilled about going to Lissabon. Hooray!

Buona sera!
Boa noite!
God kväll!

// Ti Karlsson

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