Navigating the Tension between Openness and Quality Artistic Encounters in Intermedial Experience: A Teaching Artist's Account

Autor/in	Clark-Fookes, Tricia
Titel	Navigating the Tension between Openness and Quality Artistic Encounters in Intermedial Experience: A Teaching Artist's Account
Quelle	In: Research in Drama Education, 28 (2023) 4, S.563-577 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark-Fookes, Tricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2023.2176215
Schlagwörter	Art Teachers; Creativity; Learner Engagement; Barriers; Children; Student Experience; Art Activities; Imagination; Open Education; Foreign Countries; Student Participation; Artists; Workshops; Australia + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Kreativität; Child; Kind; Kinder; Studienerfahrung; Künstlerische Tätigkeit; Offene Erziehung; Offener Unterricht; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Artiste; Artist; Künstler; Künstlerin; Lernwerkstatt; Schulung; Australien
Abstract	In this article, a teaching artist shares their understandings about designing a large-scale interactive intermedial arts experience for children aged five to eight years, and articulates findings about the conditions that promote quality experiences of this kind. When designing interactive arts experiences, a tension exists between providing openness and structure that derives from motivations to inspire creativity, but this does not need to be the case. Fears of constricting and stifling participants' creativity are voiced frequently. Enabling constraints are presented here as a method of promoting openness, creativity, and acts of imagination in interactive arts experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01