NO IZGL\u012aT\u012aBAS UZ M\u0100C\u012a\u0160ANOS<\/strong><\/p>\nM\u016bsdien\u0101s skola dr\u012bz\u0101k ir vieta kritiskai dom\u0101\u0161a\u00adnai, nevis vieta zin\u0101\u0161anu nodo\u0161anai, \u2013 t\u0101 nereti ap\u0161auba kanonisk\u0101s zin\u0101\u0161anas un atver izgl\u012bt\u012bbas procesu neredzam\u0101m zin\u0101\u0161anu form\u0101m, kuru uzdevums nav reproduc\u0113t aprob\u0113to, bet rad\u012bt jaunu, ide\u0101l\u0101 variant\u0101 \u2013 iesp\u0113jami daudz jaunu mode\u013cu. \u0160\u012b skola darbojas m\u0101kslas un izgl\u012bt\u012bbas starpteritorij\u0101 un t\u0101s lab\u0101kaj\u0101 izpausm\u0113 nebeidz apliecin\u0101t, ka ir platforma da\u017e\u0101du jomu un prak\u00ad\u0161u m\u0101ksliniekiem, kuri alkst ap\u0161aub\u012bt un papla\u0161i\u00adn\u0101t savu rado\u0161o rokrakstu, mekl\u0113 iedvesmu, at\u00adgriezenisko saiti, atbalstu un kontekstu.<\/p>\n
Tom\u0113r m\u0101kslas skol\u0101m ir ar\u012b daudz ierobe\u017eo\u00adjumu. Pirmk\u0101rt, lai gan skolai per se vajadz\u0113tu b\u016bt atv\u0113rtai ikvienam, m\u0101kslas skola tradicion\u0101li ir vieta m\u0101ksliniekiem un t\u0101d\u0113j\u0101di palai\u017e gar\u0101m iesp\u0113ju nodoties atkl\u0101tai un provokat\u012bvai sarunai ne tikai ar kuratoriem, dramaturgiem, akad\u0113mi\u00ad\u0137iem un ekspertiem, bet ar\u012b ar skat\u012bt\u0101jiem un pil\u00adso\u0146iem, kas, visticam\u0101k, liktu ap\u0161aub\u012bt t\u0101s perspekt\u012bvu un pie\u0146\u0113mumus. Otrk\u0101rt, skolai k\u0101 instit\u016bcijai vienm\u0113r ir \u012bpa\u0161a saikne ar vietu (pils\u0113\u00adtu, valsts politiku, kult\u016brvidi). Robe\u017eu ple\u0161ana un konkr\u0113t\u0101 lokalit\u0101t\u0113 balst\u012btas j\u0113gas saglab\u0101\u0161ana ir reiz\u0113 pret\u0113ja un papildino\u0161a tendence, kas nosa\u00adka ikvienas m\u0101kslas skolas darbu. Da\u017ei ar viet\u0113jo kontekstu un programmu akredit\u0101ciju saist\u012btie institucion\u0101lie ierobe\u017eojumi noteikti ir produkt\u012b\u00advi. Citi t\u0101di nav un bie\u017ei k\u013c\u016bst par \u0161\u0137\u0113rsli br\u012bv\u012bbai, kam b\u016btu j\u0101b\u016bt ikviena m\u0101c\u012b\u0161an\u0101s procesa priek\u0161noteikumam.<\/p>\n
Uz p\u0101rmai\u0146\u0101m v\u0113rstu m\u0101kslas skolu iedves\u00admas avots ir daudzveid\u012bgie, nereti radik\u0101lie m\u0101c\u012b\u00ad\u0161an\u0101s un zin\u0101\u0161anu ieguves eksperimenti, kas p\u0113\u00add\u0113j\u0101s desmitgad\u0113s notiek neatkar\u012bg\u0101, neinstitu\u00adcionaliz\u0113t\u0101 kontekst\u0101 \u2013 m\u0101kslas kolekt\u012bvos, m\u0101k\u00adslinieku dibin\u0101t\u0101s organiz\u0101cij\u0101s un p\u0113d\u0113j\u0101 laik\u0101 ar\u012b festiv\u0101los, kuri \u0161\u0137iet uz\u0146\u0113mu\u0161ies lomu rad\u012bt un pied\u0101v\u0101t alternat\u012bvas zin\u0101\u0161anu rad\u012b\u0161anas un apmai\u0146as formas.<\/p>\n
M\u0101kslas organiz\u0101ciju un festiv\u0101lu r\u012bkot\u0101s br\u012b\u00adv\u0101s skolas lieliski papildina izgl\u012bt\u012bbas instit\u016bciju veikumu, radot telpu, kas velt\u012bta ne tik daudz iz\u00adgl\u012bt\u012bbai, cik m\u0101c\u012bb\u0101m. \u0160\u0101da terminu p\u0101rvirze ir b\u016btiska: br\u012bv\u0101s skolas centr\u0101 ir m\u0101c\u012b\u0161an\u0101s k\u0101 ne\u00adp\u0101rtraukts un atv\u0113rts process, kura pamat\u0101 ir ko\u00adlekt\u012bv\u0101 dimensija, \u0137erme\u0146u un subjektivit\u0101\u0161u mijiedarbe, da\u017e\u0101du zin\u0101\u0161anu formu aprite un apmai\u0146a.<\/p>\n
Skolas iek\u013cau\u0161ana festiv\u0101la programm\u0101 noz\u012b\u00adm\u0113 rad\u012bt laika nogriezni, kas nav v\u0113rsts uz produ\u00adc\u0113\u0161anu, tom\u0113r ir produkt\u012bvs. Ko \u0161\u0101da skola rada? Ikviena skola rada attiec\u012bbas: distanc\u0113\u0161anos, sa\u00adtuvin\u0101\u0161anos un apmai\u0146u to asimetrisko vien\u012bbu starp\u0101, kas nol\u0113mu\u0161as iefiltr\u0113ties varas strukt\u016b\u00adr\u0101s, lai t\u0101s sagrautu un rad\u012btu jaunus savienoju\u00admus, p\u0101rskatot individu\u0101lo un kolekt\u012bvo k\u0101 divas nesaraujami saist\u012btas dimensijas.<\/p>\n
Ikviena br\u012bv\u0101 skola ir k\u0101 \u013coti \u012bpa\u0161s prototips, kam nav j\u0101p\u0101rliecina par savu ilgtsp\u0113ju, kam nav sevi j\u0101atjauno un j\u0101pavairo laika izteiksm\u0113, lai gan atk\u0101rtojumam un neatlaid\u012bbai var\u0113tu b\u016bt svar\u012bga loma \u0161\u012b prototipa past\u0101v\u0113\u0161an\u0101. T\u0101 k\u0101 \u0161\u0101\u00addai skolai nav j\u0101notur savas poz\u012bcijas ilgtermi\u0146\u0101, p\u0101rv\u0113r\u0161ot t\u0101s atpaz\u012bstam\u0101 identit\u0101t\u0113, t\u0101 ir krietni vien br\u012bv\u0101ka: pagaidu skolas rea\u0123\u0113 uz kontekstu, ta\u010du cit\u0101di nek\u0101 instit\u016bcijas. Festiv\u0101la skola var k\u013c\u016bt par telpu t\u0101du jaut\u0101jumu izp\u0113tei, kas ir sais\u00adt\u012bti ar m\u0101ksliniecisko programmu, kuratora dar\u00adbu, festiv\u0101la m\u0101ksliniekiem, vi\u0146u praksi. T\u0101s m\u0101\u00adc\u012bbu programma ir cie\u0161i sav\u012bta ar izr\u0101\u017eu un citu nori\u0161u \u2013 reziden\u010du, meistarkla\u0161u, relacion\u0101lu vai l\u012bdzdal\u012bgu darbu, performat\u012bvu lekciju pro\u00adgrammu, radot unik\u0101lu fonu m\u0101ksliniecisk\u0101s jaunrades sakaus\u0113\u0161anai ar skat\u012bt\u0101ju reakciju, kritisko refleksiju un bie\u017ei, k\u0101 tas ir Homo Novus un citu noz\u012bm\u012bgu festiv\u0101lu gad\u012bjum\u0101, \u2013 publisko telpu un pils\u0113tas dz\u012bvi. \u0160\u012bs skolas audz\u0113k\u0146iem nav j\u0101apg\u016bst konkr\u0113ta lieta \u2013 instrumenti, teor\u0113\u00adtisk\u0101s atsauces, prasmes vai metodes. T\u0101 balst\u0101s \u0123enerat\u012bv\u0101 paradoks\u0101: tas ir asimetrisk\u0101 pagaidu kolekt\u012bva utopiskais gars, ko baro v\u0113lme ap\u0161au\u00adb\u012bt, jaut\u0101t, m\u0101c\u012bties un vieno neskaidr\u012bba par \u0161\u012bs kop\u012bg\u0101s dar\u012b\u0161anas m\u0113r\u0137i un to, k\u0101d\u0113\u013c \u0161\u012b skola vis\u00adp\u0101r past\u0101v un ko t\u0101 var dot audz\u0113k\u0146iem vai pa\u00adveikt ar tiem kop\u0101.<\/p>\n
M\u0100KSLINIECISKA PRAKSE K\u0100 SKOLA<\/strong><\/p>\nM\u0113s varam apgalvot, ka jebkur\u0161 m\u0101kslas darbs ir noteiktu zin\u0101\u0161anu izpausme un ka t\u0101 individu\u0101la vai kolekt\u012bva pieredz\u0113\u0161ana rada zin\u0101\u0161anas. Vairu\u00adm\u0101 gad\u012bjumu t\u0101 ir vienvirziena zin\u0101\u0161anu nodo\u0161a\u00adna, jo darbs ietekm\u0113 skat\u012bt\u0101jus un piedal\u0101s vi\u0146u m\u0101c\u012b\u0161an\u0101s proces\u0101, pa\u0161am paliekot neskartam. Tom\u0113r te\u0101tr\u012b darbs var m\u0101c\u012bties ar\u012b no skat\u012bt\u0101ja un, ceru, ka man piekrit\u012bs te\u0101tra m\u0101kslinieki, bie\u00ad\u017ei t\u0101 ar\u012b notiek. Zin\u0101\u0161anu apmai\u0146ai izr\u0101des kon\u00adtekst\u0101 ir sare\u017e\u0123\u012bts pl\u016bdums, t\u0101s atrod un transfor\u00adm\u0113 ikvienu, ejot ce\u013cus, kam gr\u016bti izsekot. Fakts, ka izr\u0101des neat\u0146emama sast\u0101vda\u013ca ir kl\u0101tb\u016btne, pats par sevi ir skola.<\/p>\n
\u0160\u012bs idejas ir iesak\u0146oju\u0161\u0101s to m\u0101kslinieku dar\u00adb\u0101, kuri p\u0113d\u0113j\u0101s div\u0101s desmitgad\u0113s ir papla\u0161in\u0101\u00adju\u0161i performativit\u0101tes un izr\u0101des j\u0113dzienu, uz\u00adsverot, ka b\u016bt\u012bb\u0101 tas nav nekas cits k\u0101 zin\u0101\u0161anu apmai\u0146as process. Nereti vi\u0146i da\u017e\u0101d\u0101s m\u0101c\u012b\u0161a\u00adn\u0101s un izzin\u0101\u0161anas form\u0101s atrod izr\u0101des potenci\u0101lu, padarot t\u0101s par savas m\u0101kslas praksi.<\/p>\n
Izr\u0101des situ\u0101cijas stimul\u0113ta zin\u0101\u0161anu apmai\u00ad\u0146a ar skat\u012bt\u0101jiem un skat\u012bt\u0101ju starp\u0101 ir vair\u0101ku m\u0101kslas darbu centr\u0101, piem\u0113ram, Lotes van den Bergas (Lotte van den Berg) Sarunu b\u016bvniec\u012bb\u0101, S\u0101ras Van\u0113 (Sarah Vanhee) Lekcij\u0101 ikvienam un citos. \u0160ie ir tikai da\u017ei piem\u0113ri no t\u0101s daudzveid\u012b\u00adg\u0101s m\u0101kslas prakses, kas laikmet\u012bgaj\u0101 te\u0101tr\u012b pie\u00adv\u0113r\u0161 uzman\u012bbu skat\u012bt\u0101ju ieguld\u012bjumam m\u0101kslas darb\u0101. Raugoties uz t\u0101m no zonas, kur\u0101 satiekas skola, izr\u0101de un kuratora prakse, liel\u0101kais atkl\u0101\u00adjums ir tas, ka izr\u0101de var rad\u012bt daudzsl\u0101\u0146ainu, emancip\u0101ciju veicino\u0161u apmai\u0146u, kas ietekm\u0113 ikvienu iesaist\u012bto un, lai ar\u012b konkr\u0113ta m\u0101kslas darba izrais\u012bta, galu gal\u0101 \u0161\u012b apmai\u0146a s\u0101k dz\u012bvot savu autonomu dz\u012bvi.<\/p>\n
Virkne m\u0101kslinieku arvien bie\u017e\u0101k piev\u0113r\u0161as skolai k\u0101 m\u0101kslas formai, radot skolas k\u0101 fikt\u012bvas instit\u016bcijas (Ahmeta Oguta (Ahmet \u00d6\u011f\u00fct) Klus\u0101 universit\u0101te, Akiras Takajamas (Akira Takayama) Makdonalda radio universit\u0101te u. c.) vai p\u0101rv\u0113r\u00ad\u0161ot skolu m\u0101kslas praks\u0113 (Jozefa Votersa (Jozef Wouters) Decoratelier Brisel\u0113 vai Tanjas Brugeras (Tanja Bruguera) Integr\u0101cijas skola Havan\u0101). Skola \u0161eit vairs nav viena no m\u0101kslas darba sada\u00ad\u013c\u0101m vai blakusefekts, t\u0101 pati k\u013c\u016bst par m\u0101kslas darbu. Apgrie\u017eot k\u0101j\u0101m gais\u0101 ierasto izteicienu, ka ikviens m\u0101kslas darbs rosina zin\u0101\u0161anu apmai\u00ad\u0146u, un pie\u0146emot, ka zin\u0101\u0161anu rad\u012b\u0161ana un ap\u00admai\u0146a pati par sevi ir m\u0101kslas prakse, m\u0101kslinieki ie\u0146em skolas koordin\u0101tas un p\u0101rv\u0113r\u0161 t\u0101s p\u0101rmai\u00ad\u0146u meh\u0101nismos, kurus darbina alkas p\u0113t\u012bt nezi\u00adn\u0101mo.<\/p>\n
FESTIV\u0100LS K\u0100 SKOLA<\/strong><\/p>\nAugl\u012bg\u0101 saruna festiv\u0101la un skolas starp\u0101 rodas un sak\u0146ojas viet\u0101, kur krustojas iepriek\u0161 aprak\u00adst\u012btie str\u0101vojumi. Festiv\u0101ls tik tie\u0161\u0101m ir \u013coti \u012bpa\u0161s ietvars est\u0113tiskai pieredzei un indiv\u012bdu, kopienu, m\u0101kslas darbu un m\u0101kslas prak\u0161u tik\u0161an\u0101s vieta. At\u0161\u0137ir\u012bb\u0101 no cit\u0101m instit\u016bcij\u0101m un programm\u0101m festiv\u0101lu \u012bpatn\u012bba ir bl\u012bva laika un telpas piere\u00addze, kas iet roku rok\u0101 ar intensit\u0101ti un sare\u017e\u0123\u012bt\u012b\u00adbu. Festiv\u0101li pied\u0101v\u0101 \u013coti \u012bpa\u0161u m\u0101ksliniecisko form\u0101tu un ideju dramatur\u0123iju, apdz\u012bvo pils\u0113tu un da\u017e\u0101das soci\u0101l\u0101s vides, p\u0101rv\u0113r\u0161 m\u0101ksliniekus no visas pasaules par konkr\u0113tas vietas pagaidu iem\u012btniekiem, savuk\u0101rt viet\u0113jos \u2013 par sve\u0161inie\u00adkiem un m\u0101ksliniekiem sav\u0101 pils\u0113t\u0101. Tie visi ir priek\u0161nosac\u012bjumi v\u0113rt\u012bgam m\u0101c\u012b\u0161an\u0101s proce\u00adsam \u2013 poz\u012bcijas main\u0101s un sapl\u016bst, rodas jaunas zin\u0101\u0161anu formas, ar\u012b iepriek\u0161 nezin\u0101mas un ne\u00adatz\u012btas. T\u0101s sp\u0113j ap\u0161aub\u012bt tradicion\u0101lo zin\u0101\u0161anu, m\u0101kslas un pat politikas konceptu.<\/p>\n
Visaizraujo\u0161\u0101kais tempor\u0101lo skolu rad\u012bt\u0101s ko\u00adlekt\u012bv\u0101s jaunrades un apmai\u0146as aspekts ir t\u0101s po\u00adlitiskais potenci\u0101ls. Uz \u012bsu laiku \u0161eit satiekas sve\u00ad\u0161inieki, lai pulc\u0113tos ap noteiktu ideju, interes\u0113m un v\u0113lm\u0113m; vi\u0146u at\u0161\u0137ir\u012bbas k\u013c\u016bst par p\u0101rmai\u0146u katalizatoru, nevis par ne\u0113rt\u012bbu un diskomfortu, kuru m\u012bkstin\u0101t var tikai kompromiss. T\u0101s ir skolas bez direktora, \u0161ai zi\u0146\u0101 iez\u012bm\u0113jot at\u0161\u0137ir\u012bbu no lielo festiv\u0101lu un m\u0101kslas instit\u016bciju ieraduma aicin\u0101t \u00abmeistarus\u00bb vad\u012bt meistarklases studen\u00adtiem un jaunajiem m\u0101ksliniekiem. \u0160eit neviens neatrodas centr\u0101, nevienam nepiem\u012bt \u012bpa\u0161as zi\u00adn\u0101\u0161anas, ko v\u0113rts nodot citiem, nevienu nav pa\u00adredz\u0113ts piepild\u012bt ar saturu, kas j\u0101p\u0101rzina pietie\u00adkami lab\u0101 l\u012bmen\u012b. M\u0101c\u012b\u0161an\u0101s ir savstarp\u0113ja un vienlaic\u012bgi cirkul\u0113 da\u017e\u0101dos virzienos, radot infor\u00adm\u0101cijas straumes, ko nevar ietilpin\u0101t vien\u0101 vie\u00adnot\u0101 kart\u0113. \u0160\u012b aprite var notikt ar\u012b bez skolas, to\u00adm\u0113r uz\u0146em\u0161ana skol\u0101 ir k\u0101 iel\u016bgums perspekt\u012b\u00advas mai\u0146ai, tas \u013cauj apzin\u0101ties, ka m\u0101kslinieku un skat\u012bt\u0101ju vid\u016b rodas kop\u012bga pieredze, kuru vi\u0146i cit\u0101di, iesp\u0113jams, neapzin\u0101tos. \u0160eit sl\u0113pjas skolas performat\u012bv\u0101 daba: nosaucot kaut ko v\u0101rd\u0101, tas k\u013c\u016bst re\u0101ls ar\u012b tiem, kuri jau ir t\u0101 da\u013ca, bet, iesp\u0113\u00adjams, nezina, k\u0101 to interpret\u0113t vai v\u0113rt\u0113t.<\/p>\n
Veiksm\u012bg\u0101kie festiv\u0101lu skolu piem\u0113ri ir tie, kuri saglab\u0101 lojalit\u0101ti skolas etimolo\u0123ijai \u2013 no grie\u0137u valodas v\u0101rda skol\u00e8, ar ko apz\u012bm\u0113 laiku, kas velt\u012bts br\u012bvajam laikam, nevis darbam. To pied\u0101v\u0101tais m\u0101c\u012bbu process ietver baudu un pie\u00adpild\u012bjumu, ko sniedz \u012bslaic\u012bga atk\u0101p\u0161an\u0101s no ik\u00addienas dz\u012bves, un br\u012bv\u012bbu no pien\u0101kuma pak\u013caut pieredzi rad\u012b\u0161anas lo\u0123ikai \u2013 vai t\u0101 b\u016btu m\u0101kslas, zin\u0101\u0161anu vai sevis rad\u012b\u0161anas lo\u0123ika.<\/p>\n
Festiv\u0101la skola per se ir \u012bslaic\u012bga un provizo\u00adriska, tikpat konkr\u0113ta, cik izdom\u0101ta: tas ir pie\u0146\u0113\u00admumu un kolekt\u012bv\u0101s izt\u0113les akts, kas pied\u0101v\u0101 no jauna izt\u0113loties to, kas ir izr\u0101de, skat\u012bt\u0101ja piere\u00addze un kuratora darbs un k\u0101ds ir to potenci\u0101ls. Radot telpu m\u0101c\u012b\u0161an\u0101s procesam, festiv\u0101li m\u0101c\u0101s pa\u0161i. Skolas izveide tiem ir k\u0101 pa\u0161noteik\u0161an\u0101s akts, veids, k\u0101 papla\u0161in\u0101t izpratni un darb\u012bbu, triks, k\u0101 rad\u012bt laiku, kad laika nav. \u0160im aspektam var\u0113tu b\u016bt v\u0113l sp\u0113c\u012bg\u0101ka konot\u0101cija pand\u0113mijas kontekst\u0101, kur\u0101 pa\u0161reiz dz\u012bvojam un kur\u0161 piepra\u00adsa pretoties narat\u012bvam \u2013 \u00abatpaka\u013c pie norm\u0101l\u0101\u00bb, k\u0101 ar\u012b pie\u0146emt \u0101rk\u0101rtas st\u0101vokli un distanc\u0113\u0161a\u00adnos k\u0101 \u00abjauno normu\u00bb. Apzinoties \u0161o bezprece\u00addenta kr\u012bzi, kuru maza, ne-cilv\u0113ciska b\u016btne sp\u0113\u00adjusi aktiviz\u0113t un izv\u0113rst glob\u0101l\u0101 l\u012bmen\u012b, ir svar\u012bgi atrast delik\u0101tas kop\u0101 b\u016b\u0161anas formas, lai atjau\u00adnotu saikni un atbild\u012bbu, kas m\u016bs saista, koptu izt\u0113li un kolekt\u012bvo sp\u0113ju ieraudz\u012bt to, kas v\u0113l ne\u00adpast\u0101v.<\/p>\n
Sist\u0113m\u0101, kas \u0161obr\u012bd mums ir tik stingri uz\u00adspiesta, m\u0101kslas instit\u016bcijas var k\u013c\u016bt par viet\u0101m, kur m\u0101c\u012bties, un \u2013 kas ir daudz svar\u012bg\u0101k \u2013 t\u0101m ir j\u0101m\u0101c\u0101s pa\u0161\u0101m, lai att\u012bst\u012btos vai radik\u0101li main\u012b\u00adtos, iesp\u0113jams, pat p\u0101rtraucot savu eksistenci vai transform\u0113joties citos organismos, subjektos, p\u0101rce\u013cojot uz cit\u0101m viet\u0101m. B\u016btisks \u0161\u012bs politisk\u0101s dimensijas aspekts ir laika lieto\u0161ana t\u0101, k\u0101 to dara festiv\u0101li un k\u0101 to var dar\u012bt ar\u012b skolas. Festiv\u0101l\u0101 skola tik tie\u0161\u0101m tver mirkli: t\u0101 parazit\u0113 uz eso\u0161\u0101 konteksta, apmai\u0146u intensit\u0101tes un pa\u0161a festiv\u0101\u00adla r\u0113\u0137ina, lieto to daudzveid\u012bg\u0101 veid\u0101 un pavisam citiem m\u0113r\u0137iem nek\u0101 m\u0101kslas rad\u012b\u0161ana un bau\u00add\u012b\u0161ana. Tas izgaismo kaut ko, kas lab\u0101kajos festi\u00adv\u0101los jau past\u0101v, \u2013 iesp\u0113ju rad\u012bt trauslas un p\u0101r\u00adejo\u0161as, tom\u0113r sp\u0113c\u012bgas un emancip\u0113tas telpas daudzveid\u012bbai, saskarsmei, savstarp\u0113j\u012bbai, zin\u0101\u00ad\u0161anu apmai\u0146ai un j\u016bt\u012bguma apritei.<\/p>\n
Bolo\u0146a, 2020<\/p>\n
Sada\u013cu \u201cLas\u012btava\u201d finansi\u0101li atbalsta Sabiedr\u012bbas integr\u0101cijas fonds no Latvijas valsts bud\u017eeta l\u012bdzek\u013ciem.<\/p>\n
![\"\"](\"http:\/\/theatre.lv\/wp-content\/uploads\/2025\/11\/liels-noklusejuma-logotips_1_0.png\")
<\/p>\n
<\/p>","protected":false},"excerpt":{"rendered":"
Silvijas Botirolli, dramatur\u0123es, pasniedz\u0113jas, “Kunstenfestivaldesarts” direktores, raksts par festiv\u0101liem un skol\u0101m, kas public\u0113ts “Homo Novus gr\u0101mat\u0101” (sast\u0101d\u012bt\u0101ja Gundega Laivi\u0146a, izdota sadarb\u012bb\u0101 ar izdevniec\u012bbu “Neputns”, 2025). No ang\u013cu valodas tulkojusi Just\u012bne Vernera.<\/p>\n","protected":false},"author":1,"featured_media":5042,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[86,91,92],"tags":[],"class_list":["post-5041","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-homo-novus","category-lasitava","category-sif-projekts"],"acf":[],"_links":{"self":[{"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/posts\/5041","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/comments?post=5041"}],"version-history":[{"count":0,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/posts\/5041\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/media\/5042"}],"wp:attachment":[{"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/media?parent=5041"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/categories?post=5041"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/theatre.kondrats.dev\/lv\/wp-json\/wp\/v2\/tags?post=5041"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}