Read e-book online Creativity in the Classroom: Case Studies in Using the Arts PDF

By Paul McIntosh, Digby Warren

This quantity contests the present better academic paradigm of utilizing pursuits and results as how you can degree studying. in its place, the members suggest techniques to studying that draw upon the artistic arts and arts, together with cinema, literature, dance, drama, and visible paintings. Such techniques, they argue, can foster deeper studying, even in matters no longer regularly linked to those kinds of creativity. Drawing on their lonesome useful adventure in constructing new academic equipment, the participants embrace a clean substitute standpoint on educating, studying, and assessment.

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Read Online or Download Creativity in the Classroom: Case Studies in Using the Arts in Teaching and Learning in Higher Education PDF

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It breaks the bondage of student rote learning of facts and skills with a focus on passing exams, instead nurturing their curiosity, offering space for collaboration and the sharing of experiences and perceptions. The arts can offer a space to engage with a culture other than the dominant positivist medical education approach, thus allowing students to view their studies and journey to doctorhood from other angles. A number of different students opting for my artsbased inquiry SSC have used the phrase ‘a breath of fresh air’ to describe their experience of learning.

The particular forms in the case studies, such as photographs, video, den-making, found objects and paper sculpture, were used as vehicles for such active engagements, to provide a specific area of focus and activity and to delineate a phenomenon under investigation. Collaboration on such projects enhances the opportunity to engage with others in a combined endeavour, recognizing, valuing and affirming the worth of both individual and collective responses. 19 Creativity in the Classroom Our understanding of others’ perspectives is enabled by our active participation in webs of interpersonal interactivity, not from mental feats of ‘mind-reading’.

Bus. Str. 33% Scores from 1 to 7, where 7 highest (except for male) Students appreciated the quality of the films they had seen, as well as the quality of the academic material, possibly indicating that they thought the academic material strongly related to the film, as I had hoped. Students’ rating of the relevance of the material to their lives was between ‘good’ and ‘very good’, again as I had hoped. Students were just about satisfied with the amount of time spent on each session, but this aspect ranked lowest of all: I imagine that they wanted more time, either because they enjoyed the session and wanted more of the same, or because they felt they did not have enough time to properly evaluate the sessions.

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