In this text Vilhauer presents Gadamer’s concept of play as an ‘event’ of understanding that occurs in the experiencing of a work of art. Play is described as a movement, back and forth between the players, play is something that happens between the participants.
I can see how this concept is significant when thinking about educational relationships with regard to what understanding is, or how it is arrived at in a ‘back and forth’ activity between teachers, learners and colleagues. I think the idea used about presenter and spectator in education could be more than literally teacher presenting and student spectating, but potentially moving in all directions, between all participants a mutual recognition or understanding is possible.
Gadamer says play involves variety and spontaneity. This has made me reflect on how unpredictability can be embraced in teaching. Though at times I can find unpredictability in a lesson unsettling, I think it’s fruitful nonetheless. Perhaps it is necessary for anything meaningful to come out of the lesson. Meaning can be generated through the play in this context.
This is discussed with regard to how we experience an artwork, text, or drama. A moment of recognition of a truth, an interpretation.
I really liked the concept that as a player you commit to the activity of play, you get yourself lost in it. Gadamer says the human relationship to play differs to play in nature in that there is choice and intention in human play. The behaviour that the players have to undertake is actively allowing themselves to be taken by the game, where they can experience relief and freedom from the burdon of having to initiate. This to me is suspension of disbelief as in the theatre but applied to teaching. The ‘freeing up’ is important in the learning experience, like a safe zone.
In my teaching practice I sometimes present methods and processes to generate good quality ideas. I think about the creative process with students and literally use games to experiment and encourage them out of their comfort zone. These are word games, games of chance and using rules for a drawing. A successful outcome might be when a student can re-frame their expectation of a work, they can value some aspect of the work through play that had previously been overlooked.
Reading Villhauer’s essay has inspired me to think about reinforcing this aspect in my practice, re-looking at some of my existing plans that incorporate games and maybe involve some new ones. I struggle with leading group discussions, this is my weak point. Our seminar about play and measurement introduced games for group discussion and got me thinking about how individuals contribute differently in this context. I think if I can bring some aspects of play into this area it might help me to embrace discussions, where I’m normally outside of my own comfort zone.