Imagining the World as If It Could Be Otherwise: Preparing Students for Solving Problems and Seeing Possibilities (Writi
This chapter focuses on a graduate seminar in poetry for teacher candidates. We examine in depth the strategy of writing found poetry in response to a study of Romare Bearden’s Black Odyssey, incorporating visual art, poems, and primary source documents.
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Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators
Amanda Nicole Gulla Molly Hamilton Sherman
Creativity, Education and the Arts
Series Editor Anne Harris School of Education Royal Melbourne Institute of Technology Melbourne, VIC, Australia
This series emerges out of recent rapid advances in creativity- and artsinformed research in education that seeks to reposition creativity studies within (and in conversation with) education as a multi- and interdisciplinary field. This series takes as its starting point the interrelationship between arts-based research and a growing neuroscientific, cultural and economic discourse of creativity and creative industries, and the need for education to play a larger role in these expanding discourses. It also takes as a priori an invitation to creativity scholars to move more robustly into theorizing the work of arts- and creativity-based research work, bridging a historical gap between ‘science’ and ‘art’, between ‘theoretical’ and ‘applied’ approaches to research, and between qualitative and quantitative research paradigms. The following are the primary aims of the series: • To publish creativity research and theory in relation to education (including schools, curriculum, policy, higher education, pedagogy, learning and teaching, etc.). • To put education at the heart of debates on creativity, re-establish the significance of creativity for learning and teaching and development analyses, and forge links between creativity and education. • To publish research that draws on a range of disciplinary and theoretical lenses, strengthening the links between creative and arts education and geographies, anthropology, creative industries, aesthetics and philosophy, history, and cultural studies. • To publish creativity research and theory with an international scope that explores and reflects the current expansion of thought and practice about global flows, cultural heritage, and creativity and the arts in education.
More information about this series at http://www.palgrave.com/gp/series/14926
Amanda Nicole Gulla · Molly Hamilton Sherman
Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators
Amanda Nicole Gulla English Education Lehman College City University of New York Bronx, NY, USA
Molly Hamilton Sherman Harvest Collegiate High School New York, NY, USA
Creativity, Education and the Arts ISBN 978-3-030-57136-8 ISBN 978-3-030-57137-5 (eBook) https://doi.org/10.1007/978-3-030-57137-5 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
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