Time Unbound: Framing Encounters for Embodied Connection and Ecological Imagination

Autor/inn/en	Coats, Cala; Singha, Shagun; Zuiker, Steven; Riske, Amanda K.
Titel	Time Unbound: Framing Encounters for Embodied Connection and Ecological Imagination
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 63 (2022) 4, S.330-345 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coats, Cala) ORCID (Zuiker, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2022.2116681
Schlagwörter	Imagination; Art Education; Gardening; STEM Education; Grade 3; Elementary School Students; Ecology; Environmental Education; Learning Motivation; Teaching Methods; Classroom Techniques; Ambiguity (Context); Learning Processes; Case Studies; Interdisciplinary Approach; Olfactory Perception; Acoustics; Sensory Experience; Play + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Gartenarbeit; STEM; School year 03; 3. Schuljahr; Schuljahr 03; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Akustik; Sinnerfahrung; Spiel
Abstract	In this article, we explore the implementation of a time-based intervention in a garden-based science, technology, engineering, art, and mathematics curriculum with a 3rd-grade science class that flipped the overdetermined functions of time and overdependence on predetermined learning outcomes to cultivate a disposition of sensitivity to the environment. We concentrate on a single class session in which we bracketed brief moments of focus on the perception of sounds and smells to foster ecological attunement, prioritizing students' embodied and local knowledge. By analyzing the resulting observations and discussions, we describe how the timed exercises activated intervals of possibility for ecological connection, registered through expressions of curiosity and wonder, where a spectrum of imaginative potential emerged. In the findings, we also discuss unexpected tensions that emerged between the educators' desire to manage classroom behavior and generate identifiable data while also intending to embrace ambiguity in a playful and imaginative atmosphere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01