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AutorSefton, Terry
TitelTeaching for Creativity and Informal Learning in Liminal Spaces
QuelleIn: Action, Criticism, and Theory for Music Education, 17 (2018) 3, S.79-100 (22 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1545-4517
SchlagwörterCreativity; Informal Education; College Students; Music Education; Dance Education; Creative Activities; Musical Composition; Story Telling; Creative Thinking; Student Centered Learning; Personal Autonomy
AbstractThis paper discusses two projects that use practice as research to explore learning that takes place in liminal spaces--within the university but not formally in the classroom, while bridging discursive fields. In each project, university faculty participants and student participants in the fields of music, dance, and education, came together to collaborate on creating and performing new works. Participants worked with traditional techniques of composition in one project and storytelling and improvisation in the other. Both projects involved students and faculty working together on a voluntary basis. This paper documents how informal learning and creative thinking benefit from taking place in a liminal zone--within the university and its extended community, but not constrained by fixed discursive practices such as course expectations, assessment, or credit requirements--and allow for both students and faculty to learn from each other and to take creative risks. (As Provided).
AnmerkungenMayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/4/11
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