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MalcolmRoss:CultivatingtheArtsinEducationandTerapy
Authorisation
19
Temodelseeksauthorisationfromtwoprincipalquarters.Tereisachap-
terinthebookinwhichthetestimonyofcontemporaryfiguresintheartworld
isusedtotestit:peoplesuchastheAmericancomposerElliotCarter,theBritish
sculptorAntonyCaro,thePortugueseartistPaulRego,thepoetTonyHarrison,
thenovelistMurielSpark,discusstheirowncreativepracticewhichisthenana-
lysedintermsofthemodel.Teinsightsfromthatanalysisareveryremarkable
intheirconformitywithunderlyingnatural,biologicalprinciplesthatinform
themodel.HereforexampleisthepainterFrankAuerbach,describingwhatis
feelsliketobepossessedbycreativefrenzy(Wood):
Ifthingsaregoingreallywell,Ifeelthatit’salmostasthoughsomething
aroseonthecanvasofitsownaccord—youknow,thevariousattemptsone’s
beenmakingcometogetherandanimageseemstocalltoyoufromoutofthe
paint—whenI’mactuallyinpursuitofthis,Ireallyhaven’tthefaintestideawhat
I’mdoingandImaybehavesomewhatexcessivelyandmutter.(Ross2011,93)
Tenthereisachapterinwhichleadingneuroscientistsspeakaboutthe
arts,consciousnessandthebrain.Hereagainthecongruenceoftheirfindings
withtheprinciplesofthemodelwouldseemtolendpowerfulsupportforits
relevance.HereforinstanceisJasonBrown,ClinicalProfessoratNewYork
MedicalCentre,onthesubjectivityofknowing—theprimacyofwhatIhave
earlierreferredtoastheintelligenceoffeeling—whichisthefunctionofEarth,
centrallyandateverypointofthecycle.
Meaningisknowledgeintheserviceofvalue,withoutwhichaperception
isaneuraldatum.Tevaluationinmeaningisthesubjectiveinknowledge.It
transformsconceptstopersonalbeliefs,tothepointwherethesubjectivityof
knowing,thebelongingnessofwhatisknown,hasagreaterimmediacyforthe
subjectthanthecontentthemeaningisabout.(Ross2011,82)
Atthecentreofthebook,quiteliterallyinthemiddle,cradlingthemodel,is
anessaybymyfriend,colleagueandtransaltorJolantaGisman-Stoch.Jolacalls
herpiece‘TeIrresponsibilityofanArtTeacher’.Itishercase,drawingparticu-
larlyonthewritingsofJozefTischnerandJanuszKorczak,thattheartteacher
shouldnotbetooresponsibletoandfortheculturalinstitutioninwhichshe
works,sinceitistheprerogativeofarttoquestionandchallengecultureitself.If
freedomistheessenceoftheprincipleofanimation,thenJolaseesthepassing
onofthathopeforthatfreedomastheartteacher’sprincipalresponsibilityto
herstudents.
