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Equipped with cultural tools like cell phones, computers and video
cameras, youth are called upon to improvise and construct
themselves symbolically in a continuously connected world; yet new
teachers and students are still expected to learn and deliver
standardized, placeless forms of scripted curriculum. This volume
argues for improvisation as an approach to curriculum that
recognizes the fundamentally creative aspects of learning that are
often marginalized in communities of disadvantage. It provides
interesting possibilities for schools that are working hard to keep
up with technological, economic and cultural change, and argues for
an improvised middle ground between structure and creativity. This
volume outlines a two-year research project performed in a Canadian
middle school, where school staff used student filmmaking as a way
to expand teachers' conceptions of literacy. It analyzes the
response of students and parents as well as the student teachers
that brought the program to the school. The improvisational
techniques used while making the films paved the way for larger
benefits of curricular improvisation to be explored.
Equipped with cultural tools like cell phones, computers and video
cameras, youth are called upon to improvise and construct
themselves symbolically in a continuously connected world; yet new
teachers and students are still expected to learn and deliver
standardized, placeless forms of scripted curriculum. This volume
argues for improvisation as an approach to curriculum that
recognizes the fundamentally creative aspects of learning that are
often marginalized in communities of disadvantage. It provides
interesting possibilities for schools that are working hard to keep
up with technological, economic and cultural change, and argues for
an improvised middle ground between structure and creativity. This
volume outlines a two-year research project performed in a Canadian
middle school, where school staff used student filmmaking as a way
to expand teachers' conceptions of literacy. It analyzes the
response of students and parents as well as the student teachers
that brought the program to the school. The improvisational
techniques used while making the films paved the way for larger
benefits of curricular improvisation to be explored.
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