Reconceptualizing Teachers' Roles for Canada's Creative Economy
Pauline Sameshima's Silent Belles
Problem: In designing a creative and critical experience for their students, many teachers have difficulty seeing interconnections, thinking across literacy domains, and assessing complex skills holistically (Digital Economy Research Team, 2011-2014). This lack of leads to an undervaluing of the creative outcomes that are possible in schools, and is why we
propose to reconceptualize teachers' roles through a/r/tography, a form of arts-based research that braids artmaking, researching, and teaching (a/r/t).
In a comparative case study across six Canadian sites, data will be gathered on teachers' lived experiences of becoming a/r/tographers as they develop creative practices.
We seek to understand:
(1) how creative pedagogies develop through the multiple interconnections among (a) artmaking, (b) research and (c) design thinking; and,
(2) how developing an ethos to position teachers within society as a/r/tographers can establish more measurable and immediate pathways for teacher and student contributions to the Creative Economy.
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