東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Improv ed: Changing thoughts about l...

Ross, David Scott.

Linked to FindBook

Google Book

Amazon

博客來

Improv ed: Changing thoughts about learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Improv ed: Changing thoughts about learning./
Author:	Ross, David Scott.
Description:	261 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR68495
ISBN:	9780494684955

Improv ed: Changing thoughts about learning.
Ross, David Scott.

Improv ed: Changing thoughts about learning. - 261 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .

Thesis (Ph.D.)--McGill University (Canada), 2010.

Improvisation has long been regarded an integral element of artistic work, but has received less attention for ways it may inform education and learning. This dissertation explores understandings central to improvisation, interrogates how they are embodied in music (Western classical music, jazz and African drumming) and theatrical practices, and uses them to problematize values in curricular design and modes of classroom instruction. Improvisation is presented as a means of confronting indeterminacy and negotiating change, concepts that are discussed first in philosophical and anthropological contexts. These theoretical frameworks serve to foreground notions of performance and agency, particularly as they are actualized in creativity and play. Jazz (as well as its adoption in Knowledge Management) and Process Drama are offered as practices that utilize open-ended, interactive structures to highlight creative collaboration. These artistic forms of engagement are shown to integrate features central to cognitive and social development, and should therefore be regarded as fundamental elements of educational praxis. It is argued that improvisation-based curricula display the following features: they foster learner creativity and aesthetic sensitivity, promote democratic interaction, and validate student subjectivities. These dynamics, which foreground dialogic encounter, are considered to be of particular importance in language arts. The applied use of improvisation in the classroom is shown to complement leading theories and pedagogical approaches in education, resonating strongly with situated cognition, constructivism and the works of Vygotsky, Dewey, and Lave and Wenger. Improvisation is proposed as a generative and transformative alternative to the reproductive and impersonal nature of standardized curricula.

ISBN: 9780494684955Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Improv ed: Changing thoughts about learning.
LDR:02633nam 2200265 4500 001 1393800
005 20110406093101.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9780494684955
035 $a (UMI)AAINR68495
035 $a AAINR68495
040 $a UMI $c UMI
100 1 $a Ross, David Scott. $3 1672375
245 1 0 $a Improv ed: Changing thoughts about learning.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
502 $a Thesis (Ph.D.)--McGill University (Canada), 2010.
520 $a Improvisation has long been regarded an integral element of artistic work, but has received less attention for ways it may inform education and learning. This dissertation explores understandings central to improvisation, interrogates how they are embodied in music (Western classical music, jazz and African drumming) and theatrical practices, and uses them to problematize values in curricular design and modes of classroom instruction. Improvisation is presented as a means of confronting indeterminacy and negotiating change, concepts that are discussed first in philosophical and anthropological contexts. These theoretical frameworks serve to foreground notions of performance and agency, particularly as they are actualized in creativity and play. Jazz (as well as its adoption in Knowledge Management) and Process Drama are offered as practices that utilize open-ended, interactive structures to highlight creative collaboration. These artistic forms of engagement are shown to integrate features central to cognitive and social development, and should therefore be regarded as fundamental elements of educational praxis. It is argued that improvisation-based curricula display the following features: they foster learner creativity and aesthetic sensitivity, promote democratic interaction, and validate student subjectivities. These dynamics, which foreground dialogic encounter, are considered to be of particular importance in language arts. The applied use of improvisation in the classroom is shown to complement leading theories and pedagogical approaches in education, resonating strongly with situated cognition, constructivism and the works of Vygotsky, Dewey, and Lave and Wenger. Improvisation is proposed as a generative and transformative alternative to the reproductive and impersonal nature of standardized curricula.
590 $a School code: 0781.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0525
690 $a 0727
690 $a 0998
710 2 $a McGill University (Canada). $3 1018122
773 0 $t Dissertation Abstracts International $g 72-02A.
790 $a 0781
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR68495