Titlebook: Creative Collaboration in Teaching; Marcelo Giglio Book 2015 The Editor(s) (if applicable) and The Author(s) 2015 Creativity.collaboration

AWL

信徒

Busse Sebastian,Hanelt Andre,Kolbe Lutz M.al sequences and the production settings in order to implement and observe them again during new lessons. For the researcher, this provided opportunities to identify the unfounded convictions that teachers might have that must be overcome to implement this type of activity. For the student, this pro

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顛簸地移動(dòng)

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AER

Towards a “Socio-Creative” Approach to Educationof these steps (the creative collaboration task, the mini-recital, the follow-up discussion, and its playback) multiply the teacher’s opportunities to engage in a specialized and progressive pedagogy that encourages socio-cultural and creative learning, in other words, the “socio-creative educationa

confide

https://doi.org/10.1057/9781137545978Creativity; collaboration; social interactions; music; culture; creative collaboration; teaching; creative

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Haitham Yaish,Madhu Goyal,George Feuerlichtch experience with more than 280 students, seven teachers, six different places, and three languages in four different countries (Argentina, Brazil, Canada, and Switzerland). This experiment is an adaptation of my doctoral thesis in which I designed and observed creative student-teacher interaction

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Benefit Appraisal of the Wetlandgogues Emile Jacque-Dalcroze (1865–1950) and Edgar Willems (1890–1978) in Switzerland, Maurice Martenot (1898–1980) in France, Carl Orff (1895–1982) in Germany, Zoltán Kodaly (1882–1967) in Hungary, and Schinichi Suzuki (1898–1998) in Japan, amongst others. Each of these approaches has its own pedag