Redesigning pedagogy for transformation: creative body-based learning

Cambridge University Press eBooks · 2024 · 1 citations

• Sociology
• Pedagogy
• Mathematics education

Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education provides a foundational discussion of a range of teaching and learning strategies aiming to engage all learners by embracing their lived experiences, histories, contexts and identities. Section one outlines concepts that frame and underpin approaches to pedagogy that are inclusive of and engage all learners. These concepts include exploring Indigenous ways of knowing, being and doing; traversing identities in the school, self and system; and understanding culturally and religiously responsive pedagogies. Section two builds on these concepts and presents contemporary approaches to engage all learners, with a focus on visual art and body-based learning, nature-based approaches and learning outside of the classroom. Section three emphasises empowering strategies for skill development and futures thinking for all students, focusing on citizenship education, transdisciplinary inquiry and flipping constructivist pedagogies to better enable depth and breadth of student learning.

A Green Moment to Share: A Theatrical Laboratory to Explore Climate Crisis Possibilities within Single Moments

Arts · 2024-07-16 · 1 citations

Many youth experience distress around the climate crisis. However, mainstream environmental messages ignore youth concerns, blame individuals, and suggest techno-fixes rather than addressing root causes. Young people need a way to productively process and collectively engage with their complex feelings about the climate crisis. During the spring of 2023, a group of university students facilitated a Research-based Theatre project to explore their relationship to climate and environmental justice as part of a biannual performance festival of student new work. Specifically, we used Theatre of the Oppressed techniques to slow down and embody participants’ struggles with environmental action. We argue that this process allowed participants to explore how and why they made sense of mainstream environmental messaging about the climate crisis. This paper offers a case study exploring how the interwoven themes of power, positionality, and agency emerged through embodied investigations during the early development of our Research-based Theatre performance. The paper concludes by discussing how Research-based Theatre can embrace a post-activist lens that supports the complexity of sense-making and troubles the over-emphasis on solution as the only response to environmental/climate crisis. Further, we argue for the kin-making possibilities that crisis can teach us when engaged through embodied exploration.

Playbuilding as Arts-Based Research Health, Wellness, Social Justice and Higher Education (2nd ed., 2024) by Joe Norris, Kevin Hobbs, & Mirror Theatre

Alberta Journal of Educational Research · 2024-07-30

Kevin Hobbs, whose research examines the pedagogical possibilities of improvisation and role-play in the fields of health and medicine.Hobbs and Norris also name the Mirror Theatre company, as a third and final authorship

Embodying culture and community through creative and body-based learning

Routledge eBooks · 2023

• Sociology
• Sociology
• Psychology

Critical pedagogies position learning through a socially and culturally mediated framework that supports student diversity and students’ funds of knowledge. Culturally responsive pedagogy (CRP) is a critical approach to teaching that supports students’ personal and cultural strengths, intellectual capacities and accomplishments. It builds on students’ strengths and cultures through interactive and dialogic strategies that address issues of power and justice. These CRP principles have been advocated by scholars from multiple perspectives; however, in taking on the goal of praxis, there is a need to go beyond theorising towards a practice that directly informs the translation of CRP. This chapter draws on strategies of creative and body-based learning as well as projects of professional development and action research to address how culturally responsive themes might be enacted via new pedagogical and embodied approaches.

Nailing Jell-O to the Wall: Digital Displacement and a Pivot Toward Healing-Centered Engagement

2023-01-01

Building Authentic Partnerships for Responding to Gender-Based Violence in Universities

Oxford University Press eBooks · 2020 · 2 citations

• Political Science
• Sociology
• Psychology

Abstract This chapter critically discusses the importance of coalition-building in challenging gender-based violence (GBV) in universities and for laying the groundwork to facilitate and support cultural transformation in the complex and risk-averse environment of higher education. Drawing on the example of a cross-institutional, multipartner coalition initiated by student organizations in collaboration with security, service, and academic staff in two Scottish universities, local service providers, and police, this chapter critically discusses the tensions encountered and challenges posed in creating a “whole-university” approach to preventing and responding to GBV. In so doing, it highlights the centrality of student leadership for developing an informed response and driving forward meaningful change and the importance of internal/external partnerships for prevention work, root and branch reform of university policies and practices, the provision of training and awareness-raising, and the delivery of a thorough institutionalized response to tackling GBV.

Performative Embodiment as Learning Catalyst: Exploring the Use of Drama/Theatre Practices in an Arts Integration Course for Non-Majors

Creativity theory and action in education · 2018-01-01 · 5 citations

Reflection on action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers

Youth Theatre Journal · 2018-01-02

Drama-based pedagogy is a collection of active and dramatic teaching strategies for generalist classroom teachers that can be applied to all areas of teaching and learning. This qualitative study examines the use of an action plan tool by K–12 teachers during a two-week Summer Institute in drama-based pedagogy, hosted by a university in central Texas. The authors conducted and analyzed interviews with teachers about their action plan 4–5 months after the end of the Summer Institute. Using a qualitative, cross-case analysis approach, researchers identified common themes (supports, barriers, and motivations) that shaped individuals’ conceptualization of their action plan over time. Findings suggests that effectiveness of the action plan assignment was based on the alignment between the teacher’s characteristics and working environment; the teacher’s ability to set appropriate, achievable tasks; and the teacher’s and program’s conceptualization of “success” in relationship to the chosen tasks. Key learning from this study includes the authors’ revision of the action plan assignment to better support a range of participant contexts within the Summer Institute professional learning model.

Drama-based Pedagogy: Activating Learning Across the Curriculum

2018-03-14 · 21 citations

Drama-based instruction in the visual arts: A teacher’s action research journey

Journal for Learning through the Arts A Research Journal on Arts Integration in Schools and Communities · 2018-09-21

This article tells the story of Jenny Harrison, a visual arts middle school teacher who became an Action Research Teacher (ART) fellow in Drama for Schools , a professional development program in drama-based instruction. Through an action research model of teacher training and her own line of inquiry, Jenny investigated how drama-based instruction impacted her teaching and her students’ articulation of visual arts concepts. Artifacts from this project include interview transcripts, teacher reflections, student work-products, and lesson plans. The integration of drama-based instruction into Jenny’s visual arts curriculum paved the way for in-depth, intentional learning for students, for herself, and for the Drama for Schools program.