Titlebook: Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators; Amanda Nicole Gulla,Molly Hamilton Sherman Book 2020

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亞當(dāng)心理陰影

Analyzing and Synthesizing Our Stories: Exploring Identity Through Art and Poetry, studies of the self-portraits of Frida Kahlo, the poems of George Ella Lyon, and other creative works, we guide both high school students through a year-long inquiry into the question of what it means to be a “hyphenated American.” This work is then further developed with undergraduate students in

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Art as Exploration: Jacob Lawrence and the Great Migration,kphrastic responses to Jacob Lawrence’s . and Romare Beardon’s . to respond to the artists and speak back to dehumanizing stereotypes gaining prevalence in the media and society. This work culminated in a published book which is used as a mentor text for new students at the school.

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Making Claims and Making Change: Creative Responses to the 1619 Project,students have a mix of traditionally academic and creative experiences. The teacher candidates are expected to explore their own creativity in response to texts and design lessons in which they will require their own students to do the same. We studied artists who explored historical themes in Afric

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Point of View: Stepping Inside the Story,’s novel ., Elie Wiesel’s memoir ., and Richard Wright’s . Students respond artistically from the perspective of a character, or analyze and portray a relationship between characters, and we show how teacher candidates reflect upon their own process and backward engineer it to create assignments for

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Teaching as Transaction: Building Community Through Shared Inquiry,ies through the arts is that participants make personal connections with that material we study. The notion that artists and writers explore the same essential questions that have meaning in their own lives is central to our process. As teacher educators, we must inquire into how that is done both i

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This Is Not for Me: In Which We Discuss Some Challenges and Obstacles That May Impede the Developmeons at museums and how these helped to shape our individual and collaborative teaching practices. We also consider how to support teachers who may lack a strong background in the arts or who are hesitant to take risks as creative learners. As one student said, “I know you wanted me to write a poem o

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2947-8324 s taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers..978-3-030-57139-9978-3-030-57137-5Series ISSN 2947-8324 Series E-ISSN 2947-8332