000 03216cam a2200349 i 4500
001 a558018
008 110308s2011 xxka 001 0 eng d
009 558018
020 _a978-0-521-76251-9
035 _a794212136
040 _aFRAS
_bfre
_cFRAS
_dFRAS
_eAFNOR
044 _axxk
_axxu
_aat
072 _aSHS
082 0 4 _a371.102
_223E
084 _a371.1
095 _axxk
245 0 0 _aStructure and improvisation in creative teaching
_h[Texte imprimé] /
_cedited byR. Keith Sawyer
260 _aCambridge ;
_aNew York ;
_aMelbourne [etc.] :
_bCambridge University Press,
_c2011
300 _a1 vol. (XVI-301 p.) :
_bill. ;
_c24 cm
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"--
_cProvided by publisher
504 _aNotes bibliogr.
505 8 _aMachine generated contents note: 1. What makes good teachers great? The artful balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher Paradox: 2. Professional improvisation and teacher education: opening the conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the improvisatory space of teaching Pamela Burnard; 4. Improvising within the system: creating new teacher performances in inner city schools Carrie Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A. Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking advantage of structure to improvise in instruction: examples from elementary school classrooms Frederick Erickson; 7. Breaking through the communicative cocoon: improvisation in secondary school foreign language classrooms Jürgen Kurtz; 8. Improvising with adult English language learners Anthony Perone; 9. Productive improvisation and collective creativity: lessons from the dance studio Janice E. Fournier; Part III. The Curriculum Paradox: 10. How 'scripted' materials might support improvisational teaching: insights from the implementation of a reading comprehension curriculum Annette Sassi; 11. Disciplined improvisation to extend young children's scientific thinking A. Susan Jurow and Laura Creighton; 12. Improvisational understanding in the mathematics classroom Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of improvisational teaching Lisa Barker and Hilda Borko
653 _aStudent-centered learning
653 _aActive learning
653 _aCreative teaching
653 _aMotivation in education
653 _aPSYCHOLOGY / General
700 1 _aSawyer, Robert Keith
_eEd.
_4340
_9382843
930 _a558018
931 _aa558018
990 _aamiri
999 _c832425
_d832425