For many years innovative educators have used the arts to enrich their students’ classroom lives. Teachers who have integrated drama, music, dance, poetry, fiction, and the visual arts within their classrooms have witnessed the numerous ways in which the arts motivate children to learn. But while the powerful influence that the arts have had on children has been well researched and documented, the effect that the arts have had on teachers has been overlooked.
The essays within this volume are a collective celebration of the ways in which educators within numerous fields, and at all grade levels, have used the arts and creativity to sustain their passion for teaching. The editors of
Passion and Pedagogy have selected essays that bring readers into classrooms where pioneering practices enable teachers to grow, to create personal identities, and to feel empowered through the construction of dynamic partnerships with their students. Dialogues that precede each chapter were designed to bring authors’ voices to a diverse set of writings that investigate new forms of creativity within the postmodern teacher’s repertoire, the development of reflective and artistic classroom curricula, and the inclusion of gender, identity and multiple ways of knowing within educational theory and practice.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2002. 466 pp., ill.
Contents: Martha McKenna: The Lesley University Series in Arts and Education – Debora C. Sherman: Come to Dinner: An Invitation
to a Party – Elijah Mirochnik: The Possibilities of Passion – William Ayers: Creating the Teacher and Changing the World –
Cecelia Baldwin: The Telling of Racism - Narratives for Healing and Change – Tom Barone: Who Cares? A Play about Passion in
Teaching and in the Researching of Teaching – C. T. Patrick Diamond and Carol Mullen: Experimenting with Postmodernism: The
New ‘Gothic’ in Arts-Based Pedagogy, Inquiry, and Teacher Development – Mary Aswell Doll: I Teach, Therefore I Am – William
E. Doll, Jr.: Beyond Methods? Teaching as an Aesthetic and Spiritful Quest – Susan H. Gere, Lisa Tsoi Hoshmand, and Rick Reinkraut:
Constructing the Sacred: Empathic Engagement, Aesthetic Regard, and Discernment in Clinical Teaching – Lynne Hamer, Sandra
Spickard Prettyman, Lynette Brown, Olga Rybalkina, Shirley Mthethwa-Sommers, and Mary Ann Bell: Collaborative Learning and
Improvisation: Our Storied Experience – George E. Hein: The Challenge of Constructivist Teaching – Victoria R. Jacobs, Merryl
R. Goldberg, and Tom R. Bennett: Uncovering an Artistic Identity While Learning to Teach Through the Arts – Patricia James:
Images, Movements, and Sounds: Working Toward Meaning – Jean L. Konzal, Susan Finley, and Kelli Jo Kerry Moran: Transforming
Experience: Readers’ Theater as Pedagogy (A Readers‘ Theater Script in Three Parts) – Warren Linds: ‘Taking Care’ as a Pedagogue/Actor/Son
in a Theater/Drama Process – Rebecca Luce-Kapler: The Breath of Interpreting Moments – Susan Martin: The Intertwining of Voice
and Structure: Reflections on Teaching and Learning – Margery D. Osborne and David J. Brady: Imagining the New: Constructing
a Space for Creativity in Science – Carol Philips: Becoming My Own Juliet: Teacher Transformation through Acting Shakespeare
– Mary Clare Powell: Why I Send the Poet to Teach My Courses – Rosalie M. Romano: A Pedagogy that Presupposes Passion – Janice
Ross: The Dance Critic, the Classroom, and the Re-Education of Perception – Mary Kay Rummel and Elizabeth P. Quintero: Reading
and Art in the Lives of Teachers – Karen Covington Soul: Multi-Genre Case Studies – Kim Stafford: The Favorite Song – Audrey
Thompson: Entertaining Doubts: Enjoyment and Ambiguity in White, Antiracist Classrooms – Gwendolyn Yoppolo: Finding Center
and Balancing There: Spirals of Change in Art and Teaching.