Teaching Innovations and Philosophy
This section continues to expand and deepen as my practice grows — keep an eye here for frequent updates
Practical techniques for recognizing and intersecting binaries
where deepening discourse is required, imagination, question, physical location, group dynamics, musiking, and meditation can be prioritized and manipulated to expediate the breakdown of false dichotomies
Emergence as ethic
incorporating new information and methods in a timely way ensures that classroom activities and scholarship push-out to include marginalized people and engage in disrupted space with liminal communities — always with a reflective posture back towards the centre
Reciprocity
prioritizing real relationships where preconceived notions are put aside: where surprise and meaning are linked in emergent community understanding and action
Non-prescriptive symbologies and graphic notation
simple graphic representations can scaffold creative projects in groups, building buy-in, transmitting ideas, and guiding participation without exerting undue control over the process and/or authority over the product
Arts-based, ethical, and design-inspired methodologies
employing and integrating arts-based research, autoethnographic, pastoral circle (emphasizing ethical reflection in design-based iteration), indigenous, and agile methodologies
Considering non-representational art as a portal to the “other”
in service of complex humanity and authentic understanding of the self in relationship: non-representational art can serve a social purpose and introspective function traditionally attributed solely to the humane visage
“Nathan has a unique and non-formal teaching style which I think would be an asset to the Community Music teaching faculty. During my time at the Commons Studio I was given a lot of freedom to explore and work at my own pace, but was also invited to participate in more structured activities as I felt comfortable, such as shadowing him on film sets and producing a podcast episode. Most of the learning that took place was through experience and conversation, and I became comfortable with going with the flow and jumping into new opportunities as they arose. Although this placement took me out of my comfort zone, I always felt that Nathan believed in me and my abilities - sometimes more than I did myself”
“Nathan has contributed thoughtful and exciting community music, film and intersectional arts projects to the school — as well as outdoor education and play-based curriculum — that have meaningfully engaged 7-10 children aged 3-12 under extenuating circumstances. With the threat of COVID-19 everpresent, a higher than normal ratio of challenging children, and with masking, distancing and intensive cleaning protocols in place, the deck was stacked against our school from the start. But the project has coalesced around innovative programming, caring relationships, and iterative community development — and has resulted in a robust learning environment amidst a familial atmosphere.
Nathan’s calm and steady demeanor, collaborative gifts, multi-stage planning, responsive-yet-responsible philosophy of community building have been important components of our successful alternative schooling project.”