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ERIC Number: EJ1384962
Record Type: Journal
Publication Date: 2023
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-2913
EISSN: EISSN-1940-4395
Teaching Artists in Flow: Policy Implications of a Responsive and Communal Pedagogy
Custodero, Lori A.; Calì, Claudia; Kresek, Katie
Arts Education Policy Review, v124 n2 p102-112 2023
Teaching artists typically work as solo agents, without the comradery of a like-minded community. After a year of focus groups, teaching observations, and conversations with school and arts administrators, we identified a need for experienced teaching artists to have a chance to reflect upon, renew, and reconsider their teaching practices with others. We designed a 10-month professional development program delivered on-line (framed by in-person introductory and concluding sessions). For curriculum design, we drew upon several perspectives and practices including flow experience, responsive pedagogy, community, and self-study. Honoring the importance of seeing ourselves in others and the power of being seen, we describe specific experiences that contributed to the outcomes of the program. Questions around how, what, who, and where we teach are addressed vis-à-vis examples of student artistry. Implications for policy include attending to the symbiosis of theory and practice, the consideration of local needs, and the use of meaningful assessments.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A