Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms

Autor/inn/en	Fleming, Josephine; Gibson, Robyn; Anderson, Michael; Martin, Andrew J.; Sudmalis, David
Titel	Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms
Quelle	In: Cambridge Journal of Education, 46 (2016) 4, S.435-453 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2015.1064097
Schlagwörter	Theater Arts; Imagination; Case Studies; Teacher Student Relationship; Foreign Countries; Creativity; Thinking Skills; Art Education; Teaching Methods; Creative Thinking; Longitudinal Studies; Qualitative Research; Observation; Interviews; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kreativität; Denkfähigkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kreatives Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Australien
Abstract	This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here is on how teachers supported their students to conceive, shape and present imaginative work. Although different approaches were apparent in the dance, drama, film, music and visual arts classrooms, patterns were detected in the processes used to transform imaginative ideas into a creative work. The research indicated that important skills were being developed as the students encountered the ambiguity of the creative process. Furthermore, insights were gained into how work drawing on the imagination can be initiated and sustained through the highs and lows of development to become both a work of art and a learning experience that will augment future creative work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01