Date post: | 25-Jan-2017 |
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Education |
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Digital AuthorshipRenee Hobbs
EDC 534University of Rhode Island
Instructional Practices
Provocation
An object, images, sound, person, event or action that is deliberately ambiguous,
unexpected. The lack of predetermined interpretation is a trigger for meaning-making.
Instructional Practices of Teaching Artists
Instructional Practices
The Texts of Our Lives
An acceptance of porous boundaries between school and home combines with a readiness to
translate and re-imagine events, stories, characters in familiar settings.
Instructional Practices of Teaching Artists
Instructional Practices
Permission to Play
Silliness, eccentricity and larger-than-lifeness disrupt “school ways” of thinking and doing.
Appreciation of the carnivalesque.
Instructional Practices of Teaching Artists
Instructional Practices
Open Ended Challenges
Learning outcomes are not pre-determined. What is learned is a trajectory or journey but not chosen by the teacher in advance. Focus
on intrinsic motivation and student-developed skills of discrimination and judgment.
Instructional Practices of Teaching Artists
Instructional Practices
Self as a Teaching Resource
Open talk about personal life based on the expectation that students are interested in the identity of the teaching artist. Use of body to make meaning. Narrative and performance-
oriented activity.
Instructional Practices of Teaching Artists
Instructional Practices
Professional Norms & Routines
Teamwork and ensemble sensibility is designed as distinct from student identity. Direct instruction and traditions of fine art used as a formal model for student work.
Rhythm and flow of class time is highlighted rather than speed or smoothness of
transitions.
Instructional Practices of Teaching Artists