Can We Use Creativity to Improve Generic Skills in our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative Movement

Rodriquez, Rosa Maria; Castilla, Guillermo

doi:10.21977/d9912639

Cited by 5 publications

(3 citation statements)

References 11 publications

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“…(Cate, Interview 3, November 2016) Here, Cate describes a shift in subjectivity and thinking about teaching toward engaging with the body and creativity as common pedagogical practice. In responding to culturally diverse learners, CBL centers learning in the body and utilizes the body's power to feel, sense, respond, and imagine to engage more holistically with mathematics curriculum (Rodriquez & Castilla, 2013).…”

Section: Developing Dialogic Pedagogymentioning

confidence: 99%

Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling

Rigney

Garrett

Curry

et al. 2020

Education and Urban Society

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Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.

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Section: Developing Dialogic Pedagogymentioning

confidence: 99%

Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling

Rigney

Garrett

Curry

et al. 2020

Education and Urban Society

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“…Embodiment theories assume a perceptual modality that supports learning via the sensory motor system (Koch, 2006). They also consider the biological and physical presence of bodies as an essential pre-condition for subjectivity, emotion, language, and social interaction (Rodriquez & Castilla, 2013). Minds are more practiced at knowing than bodies, so an argument for embodied ways of knowing and, by association, body-based pedagogies, indicates an epistemological and pedagogical shift toward acknowledging bodies as important agents in knowledge production (Wilcox, (2009).…”

Section: Embodied Pedagogiesmentioning

confidence: 99%

Creative and Body-based Learning: Redesigning Pedagogies in Mathematics

Garrett¹,

Dawson²,

Meiners³

et al. 2019

Journal for Learning through the Arts

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Contemporary schooling produces unequal educational outcomes in Australia and across the globe. While mandated high-stakes tests supposedly place all students on a common scale, they can limit pedagogic practices and often fail to recognize the "abilities" or embodied knowledge of many children. In addressing these challenges, particularly as they relate to the teaching of mathematics, this article reports on a qualitative study that investigated an arts integrated professional learning model, Creative Body-based Learning (CBL), at two Australian primary schools. CBL uses active and creative strategies from a range of art forms to increase student engagement and expand pedagogic possibilities across the curriculum. In this pilot study, five teachers formed action research teams with four artists to integrate CBL into mathematics. Findings drawn from interviews with teachers include higher engagement and improvement of student dispositions in mathematics and, more significantly, a broadening of teachers' pedagogical practices to engage students and provide them with multiple opportunities to present their learning.

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“…However, if teaching for social justice and global humanism are goals of a liberal arts institution, it is essential to build understanding of those concepts on a foundation of developing intraand interpersonal skills and empathy in a formalized way so these skills link meaningfully to academic content. Using embodiment, enactive learning, and somatics as occurred in Rodriguez ' and Castilla's (2013) study allowed students to break down the wall that overly verbal, cognitive, and abstract learning creates, blocking them from better understanding themselves and others as fully human. As Rodriguez and Castilla (2013) summarized, "Self-knowledge and social skills are particularly benefitted through this creative approach" (p.…”

Section: Infusing the Arts: Some Practical Musingsmentioning

confidence: 99%

Educating for "Lives of Meaning and Purpose": Emerging Opportunities for Catholic (and Secular) Higher Education

McQuillan¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Can We Use Creativity to Improve Generic Skills in our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative Movement

Cited by 5 publications

References 11 publications

Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling

Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling

Creative and Body-based Learning: Redesigning Pedagogies in Mathematics

Educating for "Lives of Meaning and Purpose": Emerging Opportunities for Catholic (and Secular) Higher Education

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