From Project-Based Learning to Artistic Thinking by Werberger Raleigh;

Author:Werberger, Raleigh;
Language: eng
Format: epub
Tags: undefined
Publisher: Rowman & Littlefield Publishers
Published: 2012-08-15T00:00:00+00:00

The arts are a framework on which to hang that content and those skills we insist they practice so that they become more efficient improvisers and more adaptive thinkers. That is, they can learn, through practice, to become more open to innovation.

The arts are a way the students can take risks in their learning, so long as their performance is assessed on the risks they take and not solely on the rightness of their answers.

Yet what it looks like to try this in one’s own classroom is a bit foggy. It’s hard to imagine how a teacher can prepare to lead an improvisational classroom. For instance, if fluency with improvisation arises once all the tools have been repeated to the point they can be used without conscious effort, does this mean a student should simply memorize all the data in a history textbook to be improvise historically? It’s a grim picture.

Moreover, even if a teacher could create a classroom that was inherently improvisational, that afforded the students the maximum of intellectual freedom, it would thus be even harder to come with a list of guidelines and practices for another teacher. One cannot truly manage chaos. The question is again—how to teach something that seems innate? It is perhaps best to offer an example of how embracing improvisational thinking solved one particular problem with the research-based stage of the Unhappy Meal project.

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