Search results for: Arts
Page 1/2 12 items
Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community
This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education. Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln. Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop. Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop. Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.
Updated: Jan. 15, 2022
Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. The authors have created and tested a model of collaboration. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Updated: Apr. 07, 2021
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
The author has used a performative drawing form to meet the new National Curriculum of Kindergarten Teacher Education, but mostly in order to disclose the importance of a creative process while drawing. The results show how students expanded their understanding of what a drawings session can be, and that this encourage them to new creative praxis in their kindergarten.
Updated: Jun. 01, 2017
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Updated: Jun. 20, 2012
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Updated: Jun. 13, 2010
The major aim of this study is to expose attitudes, ideas, beliefs, feelings, and insights that veteran theatre teachers may have experienced in referring to their work, to their life career, and to their own selves. Analyzing the musings of experienced theatre teachers is a way to discover that there are identifiable parameters involved in the formulation of an experienced teacher's identity. Studying the identity of veteran theatre teachers is assigned, in this respect, to the role they play in the 'game' of teaching.
Updated: Dec. 07, 2009
The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers
For over two decades, the boundaries between the social sciences and the humanities have become blurred. This paper focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity.This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific.
Updated: Mar. 18, 2009
'A New Way of Looking?' Reflections Upon One Teacher's Experience of Supporting Learners Using Handheld Computers
This article explores the experiences of students who used interactive learning material on handheld computers in a gallery to support their understanding and appreciation of artwork. The article considers the wider implications of using technology to change relationships between teacher, learners and subject matter, and attempts to offer positive and pragmatic recommendations about the implementation of new technology into established educational contexts.
Updated: Dec. 14, 2008