有限空间中创造性和非正式学习的教学

Terry G. Sefton
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引用次数: 1

摘要

本文讨论了两个项目,它们将实践作为研究来探索在有限空间中发生的学习——在大学里,而不是在正式的课堂上,同时连接话语领域。在每个项目中,音乐、舞蹈和教育领域的大学教师和学生参与者聚集在一起,合作创作和表演新作品。参与者在一个项目中使用传统的作曲技术,在另一个项目中使用讲故事和即兴创作。这两个项目都涉及到学生和教师在自愿的基础上一起工作。本文记录了非正式学习和创造性思维如何受益于发生在一个有限的区域——在大学及其扩展的社区内,但不受固定的话语实践(如课程期望、评估或学分要求)的限制,并允许学生和教师相互学习并承担创造性风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching for Creativity and Informal Learning in Liminal Spaces
This paper discusses two projects that use practice as research to explore learning that takes place in liminal spaces—within the university but not formally in the classroom, while bridging discursive fields. In each project, university faculty participants and student participants in the fields of music, dance, and education, came together to collaborate on creating and performing new works. Participants worked with traditional techniques of composition in one project and storytelling and improvisation in the other. Both projects involved students and faculty working together on a voluntary basis. This paper documents how informal learning and creative thinking benefit from taking place in a liminal zone—within the university and its extended community, but not constrained by fixed discursive practices such as course expectations, assessment, or credit requirements—and allow for both students and faculty to learn from each other and to take creative risks.
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