This article is an exploration of how the interdisciplinary relationship between art and anthropology can contribute to teaching anthropology in schools. The argument is made that through practical engagement with the environment - whether 'natural', social or built - one can develop important and complementary approaches to teaching and thinking about anthropology. Three specific areas of activity are examined: skill and practical work with materials, doing children's ethnographies and 'playing house'. The author draws upon her own experience of working both as an artist and an anthropologist.
Discipleship in a Pentecostal-Charismatic Organization
, artifacts, and communities of knowledge and practice.” Consequently, the prototype of docility and enskillment here at stake is not exactly that of a lonely apprentice pianist, cultivating a habitus through methodic self-discipline ( Mahmood 2005: 29
Materialism with and without Marxism
Penny McCall Howard
synergy of human being, tool and raw material” (2000: 352, see also 178, 415; 2013a: 43). 5 A similar criticism of intentionality has also become a feature of anthropological literature on skill and enskillment that emphasizes the importance of “situated