Concepts of Creative Risk-Taking: Issues-Based Instructional Strategies for Preservice Educators

Autor/in	Halsey-Dutton, Bonnie
Titel	Concepts of Creative Risk-Taking: Issues-Based Instructional Strategies for Preservice Educators
Quelle	In: Art Education, 69 (2016) 1, S.38-44 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2016.1106863
Schlagwörter	Risk; Teaching Methods; Art Education; Preservice Teachers; Elementary School Teachers; Units of Study; Outcomes of Education; Creativity; Decision Making; Self Concept; Self Efficacy; Art Products; Multiple Intelligences; Multimedia Instruction; Preservice Teacher Education; Student Projects; Student Attitudes; Positive Attitudes + Suchen Sie Ihr Suchwort? Risiko; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lerneinheit; Lernleistung; Schulerfolg; Kreativität; Decision-making; Entscheidungsfindung; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Künstlerische Produktion; Intelligenz (Psy); Multimediales Lernen; Lehramtsstudiengang; Lehrerausbildung; Schulprojekt; Schülerverhalten
Abstract	This article shares outcomes from a curricular unit that implements creative risk-taking along with issues-based instruction with preservice elementary educators. The author introduces the concept of creative risk-taking in the classroom to confront artistic trepidation. The project emphasized art educational strategies that combined choice, multimodality, contemporary art, and issues-based instruction. The process of stepping outside of a personal comfort zone enabled preservice elementary educators to approach artmaking with renewed confidence. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01