Literaturnachweis - Detailanzeige
| Autor/in | Goldberg, Merryl |
|---|---|
| Titel | The Mirrored Selves (Thanks Duke): Practicing Professional Development. |
| Quelle | (2000), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Artists; Discourse Communities; Elementary Education; Instructional Innovation; Professional Development; Teacher Role; California |
| Abstract | This paper is about practice--practicing that takes place on a weekly basis among a group of artists who work on a day-to-day basis with elementary school teachers. The paper concerns itself with the complexity of "vague and misty overtones" witnessed as reflections in a mirror, according to one jazz musician, and with the nature of risk in understanding what is possible, according to another. It discusses the California based program, SUAVE (Socios Unidos para Artes via Educacion, or United Community for Arts in Education), its impact on teachers learning to integrate the arts throughout the curriculum, and a key aspect of the program -- the weekly 2-hour meeting called the "coaches meeting." The paper argues that in the SUAVE artist community, the artists/coaches are like a jazz ensemble practicing and experimenting with their art form: professional development in the realm of the arts. It considers that the meetings provide practice in the form of a jam session with improvisation in the same areas as a jazz ensemble: creative and critical thinking and reflection, concentration, listening, responding, reaching, and risk taking are key to the process. The paper finds that the weekly coaches meetings create a culture that builds trust, confidence, security, support, ownership, and offer an opportunity to practice flexibility. (Contains 15 references.) (BT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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