The Ten Staples of PRE-‐Texts 1. -‐ Base each activity on a literary work of high quality, that is, literature that displays rhetorical figures and uses of grammar that give pause and stimulate the imagination. 2. -‐ Recycle/ change/ rearrange existing materials (literature, cardboard, gestures). 3. -‐ Model the lesson. Maestro, meaning teacher or artist, comes from the same root as to show (to give an example) without imposing or explaining too much. 4. -‐ Encourage artistic and interpretive independence, always with reference to the original text being used and mined. Originality and creativity will then develop alongside critical faculties for interpretation. 5. -‐ Take advantage of the particular technical contributions of each art form and activity. 6. -‐ Prepare collaborations between teachers and artists by including both in the same training sessions. 7. -‐ Create safe spaces for participants (ǁŝƚŚ ͚ǁĂƌŵ-‐ups, laughter, and mutual admiration) where students can take risks. 8. -‐ Allow (gently insist) that all participants respond to invitations to think and to ĐƌĞĂƚĞ͘ ŽŶ͛ƚ ďĞ ƐĂƚŝƐĨŝĞĚ ǁŝƚŚ ŽŶĞ Žƌ ƚǁŽ ͞ĐŽƌƌĞĐƚ͟ ĂŶƐǁĞƌƐ͘ 9. -‐ Keep expectations high; assume that they will be achieved and provide the necessary support. 10. -‐ Celebrate the range of activities with exhibitions, performance events and/or art galleries at the end of the implementation cycle for PRE-‐Texts.
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