Competences for the Future
The practice of art is experiential. It is characterized by “Planning by Doing,” “Building to Think,” and “Making to Learn.” Experiential learning supports skill development while enabling learners to translate and adapt skills to their own needs.
Why different skills and competences to solve for our future?
It is common sense that people–both young and experienced–need to be equipped differently in order to succeed in this accelerated and complex time we live in. Skills and competences such as critical thinking, problem solving, creativity, improvisation and cooperation become more important.
Many leading thinkers promote a new approach to leadership that embraces authenticity, curiosity, invention and collaboration. Organizations–and the large ones often struggle with this–need to constantly innovate to survive and need to look for sustainable ways to execute their missions.
How can we truly learn artistic practice without being an artist?
The artistic process unites all art genres and the creative sectors of all disciplines. Artists often display attitudes that are also in high demand across other disciplines such as business, science, engineering and public services. In analyzing close to forty interviews with artists across all kind of art forms we have been able to distill three distinct practice areas: Searching, Reflecting and Creating.
Searching includes observing, listening, communicating, exploring, sensing and collecting. Asking relevant, often critical questions represents a major milestone during search.
Reflecting involves abstracting, deconstructing, reframing, ideating, challenging, contemplating, reasoning and even debate. Very often reflecting already is a collaborative journey that results in making a decision or a major commitment.
Creating comprises experimenting, composing, improvising, bricolage, cooperating, designing, rehearsing, doubting, critique. The creative act usually enables a performance of some sort.
Performing creates awareness, stimulates emotions and evokes meaning. By releasing a creative output into the public the artist loses control while at the same time enabling inspiration for others.
How can you acquire artistic skills that are relevant to your professional context?
Age of Artists education services contain experiential elements focused around two main objectives:
Introducing people to the artistic practices in an engaging and convincing way while embedding collaborative reflection to foster shifts in perception.
Practicing deeply with diverse artistic methods to deepen artistic skills while assisting participants to transfer insights gained into creating alternative approaches to their business challenges.
People who spend more time with art and/or apply an artistic attitude enrich their ability to consider multiple perspectives and viewpoints. The German word allgemeinwissen, or the French culture générale are good synonyms for this: they convey the idea of culture and “broad knowledge.”
Competence in key art practices will broaden one’s skill set and expertise towards what is demanded today, but they will also offer an alternative to the dominant idea of a linear career and restricted life that comes with it.
In the future, it is more likely that people will have multiple careers or occupations. Therefore exploring one or many art genres will contribute building a more fulfilled life but it might as well lead to a more significant change in terms of beliefs and attitudes towards what really matters.
At the same time, engaging with individuals from various disciplines helps create a more diverse and robust people network. In fact, artistic communities are unique in the way they support, feed, and nourish but also question, critique, and challenge individuals.