Going with the Flow or Back to Normal? The Impact of Creative Practitioners in Schools and Classrooms

Autor/in	Galton, Maurice
Titel	Going with the Flow or Back to Normal? The Impact of Creative Practitioners in Schools and Classrooms
Quelle	In: Research Papers in Education, 25 (2010) 4, S.355-375 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Creative Teaching; Teaching Methods; Student Motivation; Student Participation; Questioning Techniques; Classroom Techniques; Teacher Collaboration; Foreign Countries; Partnerships in Education; Artists; Creativity; Student Attitudes; Films; Risk; United Kingdom + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Befragungstechnik; Fragetechnik; Klassenführung; Lehrerkooperation; Ausland; Hochschulpartnerschaft; Artiste; Artist; Künstler; Künstlerin; Kreativität; Schülerverhalten; Film; Risiko; Großbritannien
Abstract	This article describes the work of artists taking part in Creative Partnerships programmes and seeks to identify the ways in which they were able to motivate students, some of whom had anti-learning dispositions. These creative practitioners approached their task in a number of different ways from the teachers whose classes they shared. They tended from the outset to treat students as co-learners, employed different questioning strategies, and managed risk-taking without reducing the degree of challenge embodied in the tasks they set. Crucially, while not condoning misbehaviour they were often able to convey to students that they understood the reasons for it by drawing on their own personal experiences of similar situations. Despite their acknowledged success, creative practitioners rarely talked with teachers about their classroom practices or about the principles and values which under-pinned them. The article concludes with suggestions for improving the pedagogic discourse between artists and teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10