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Structure and improvisation in creative teaching /
"With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective crea...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge ; New York :
Cambridge University Press,
2011.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Structure and improvisation in creative teaching / |c [edited by] R. Keith Sawyer. |
| 260 | |a Cambridge ; |a New York : |b Cambridge University Press, |c 2011. | ||
| 300 | |a 1 online resource (xvi, 301 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 520 | |a "With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation, and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals"-- |c Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; STRUCTURE AND IMPROVISATION IN CREATIVE TEACHING; Title; Copy Right; CONTENTS; TABLE AND FIGURES; NOTES ON CONTRIBUTORS; FOREWORD; 1 What Makes Good Teachers Great? The Artful Balance of Structure and Improvisation; THREE RESEARCH TRADITIONS; Teaching as Performance; Teacher Expertise; Creative Teaching and Learning; Extending Previous Research; IMPROVISATION AND CREATIVE TEACHING; Differences between Teaching and Staged Improvisation; THE CHAPTERS; The Teacher Paradox; The Learning Paradox; The Curriculum Paradox; CONCLUSION; REFERENCES; PART 1 THE TEACHER PARADOX. | |
| 505 | 8 | |a 2 Professional Improvisation and Teacher Education: Opening the ConversationIMPROVISATIONAL TEACHING AND THEKNOWLEDGE SOCIETY; TEACHING IMPROVISATION AS PROFESSIONALIMPROVISATION; IMPROVISATIONAL TEACHING IN TEACHER EDUCATION:AN ASSESSMENT OF THE MESSAGE; BRINGING IMPROVISATION INTO CONVERSATIONSWITHIN TEACHER EDUCATION; CONCLUSION; REFERENCES; 3 Creativity, Pedagogic Partnerships, and the Improvisatory Space of Teaching; IMPROVISATION AND THE SPACE OF TEACHING; PEDAGOGIC PARTNERSHIPS AND TEACHING FOR CREATIVITY; PROFESSIONAL RELATIONSHIPS AND THE SPACES THATENABLE TEACHING FOR CREATIVITY. | |
| 505 | 8 | |a IMPROVISATORY DIMENSIONS OF TEACHING FOR CREATIVITYWHEN MIGHT "IMPROVISATION" IN TEACHING HAPPEN?; ILLUSTRATIONS OF STUDIES BRIDGING THE (PEDAGOGICAND ARTISTIC) PRACTICES DIVIDE; BEING IMPROVISATORY WITH THE OTHERIN EDUCATIONAL PARTNERSHIPS; REFERENCES; 4 Improvising within the System: Creating New Teacher Performances in Inner-City Schools; A PERFORMATORY VYGOTSKIAN METHODOLOGY; Performance; Improvisation; PROGRAM DESCRIPTION; Teaching Fellows; Saturday Workshops; Improv Activities; Philosophical Conversations; Supervision; Monthly Mentoring; CREATING NEW TEACHER PERFORMANCESIN THE CLASSROOM. | |
| 505 | 8 | |a Is Teaching a Performance?Seeing Students as Performers; Classroom Creator versus Classroom Manager; Improvising with the Traditional Curriculum; CONCLUSION; REFERENCES; 5 Teaching for Creativity with Disciplined Improvisation; CURRICULUM-AS-PLANNED VERSUS CURRICULUM-AS-LIVED; DISCIPLINED IMPROVISATION; CREATIVITY AND DISCIPLINED IMPROVISATION; LESSON PLANNING WITH DISCIPLINED IMPROVISATION; FROM PLANNED TO UNPLANNED; TOWARD TEACHING WITH DISCIPLINED IMPROVISATION; CONCLUSION; REFERENCES; PART 2 THE LEARNING PARADOX. | |
| 505 | 8 | |a 6 Taking Advantage of Structure to Improvise in Instruction: Examples from Elementary School ClassroomsUSING STRUCTURE TO GUIDE AN IMPROVISATION; GUIDING IMPROVISATION FOR TEACHABLE MOMENTS; STUDENT IMPROVISATION USING STRUCTURES; STRUCTURES AS SCAFFOLDS FOR STUDENT IMPROVISATION; CONCLUSION; REFERENCES; 7 Breaking through the Communicative Cocoon:Improvisation in Secondary School ForeignLanguage Classrooms; TRADITIONAL LANGUAGE INSTRUCTION IN EFL CLASSROOMS: TEACHER-DRIVEN DISCOURSE; The Problem with Traditional Instruction; Moving Beyond IRF: Improvisation in Foreign Language Classrooms. | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Student-centered learning. | |
| 650 | 0 | |a Active learning. | |
| 650 | 0 | |a Creative teaching. | |
| 650 | 0 | |a Motivation in education. | |
| 650 | 6 | |a Enseignement axé sur l'apprenant. | |
| 650 | 6 | |a Apprentissage par l'action. | |
| 650 | 6 | |a Enseignement créatif. | |
| 650 | 6 | |a Motivation en éducation. | |
| 650 | 7 | |a PSYCHOLOGY |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x General. |2 bisacsh | |
| 650 | 7 | |a Active learning |2 fast | |
| 650 | 7 | |a Creative teaching |2 fast | |
| 650 | 7 | |a Motivation in education |2 fast | |
| 650 | 7 | |a Student-centered learning |2 fast | |
| 700 | 1 | |a Sawyer, R. Keith |q (Robert Keith) | |
| 776 | 0 | 8 | |i Print version: |t Structure and improvisation in creative teaching. |d Cambridge ; New York : Cambridge University Press, 2011 |z 9780521762519 |w (DLC) 2011010351 |w (OCoLC)708243772 |
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