I’ve worked with groups across a wide variety of age ranges and social contexts, from schools, refugees, those living with dementia and other vulnerable adults.
I’ve been fascinated by the theory behind facilitation for a very long time: how is facilitation different to traditional teaching, and why it is so important? I was lucky enough to be a participant in the Teacher Artist Partnership Programme (TAPP) 2005-2007, which investigated this, taking the Animarts report as a starting point.
I am now often in the position of training young musicians and teachers in music facilitatory techniques, and am lucky enough to be leading sessions for Create on their Nurturing Talent initiative.
As a teacher I worked for many years teaching at a variety of levels:
"Confronted with information that is already packaged, the child cannot invent; he can only memorize, or in extreme cases reject and destroy." – R. Murray Schafer
"It is a profoundly erroneous truism, repeated by all copybooks and by eminent people when they are making speeches, that we should cultivate the habit of thinking of what we are doing. The precise opposite is the case. [Intelligence] advances by extending the number of operations which we can perform without thinking about them." –A N Whitehead, in Claxton Wise-Up