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Pedagogy in a New Tonality

Teacher Inquiries on Creative Tactics, Strategies, Graphics Organizers, and Visual Journals in the K-12 Classroom

Edited by Peter Gouzouasis

This is a book for teachers, by teachers, from elementary school to university level classrooms. It is about the use of creative instructional strategies in K-12 class­room settings, and the transformations the teachers made in their journeys from being traditional practitioners to “becoming pedagogical” in their approaches to teaching and learning across the curriculum.
Over twenty teachers conducted research in their classrooms on the implementation of creative strategies, tactics, graphics organizers, and visual journals in teaching and learning. They have written their inquiries in a narrative style, informed by various forms of arts based educational research. Their research is approachable and usable by other teachers who are interested in becoming reflective-reflexive practitioners. Many of the strategies, tactics, and graphics organizers are described by Barrie Bennett in his widely used textbook, Beyond Monet: The Artful Science of Instructional Intelligence. However, through their journeys of becoming teacher-learner-researchers, many discovered numerous, creative variations of Bennett’s work as it was implemented in their classrooms.
While there are many professional books that provide ideas on collaborative learning and creative teaching approaches, there is very little published research on the efficacy of these concepts in the K-12 classroom. These inquiries provide practical insights into how inspired teachers can conduct research on improving their own practice as well as on greatly improving their students’ learning.

Peter Gouzouasis

Peter Gouzouasis

Edited by Stephanie Springgay, Rita L. Irwin, Carl Leggo and Peter Gouzouasis

Being with A/r/tography is a collection of essays that explain and exemplify the arts-based research methodology called a/r/tography. Edited by four scholars who are artists, researchers, and teachers (a/r/tographers), this book is a methodology book for practitioners in arts-based educational research. In addition to an introductory essay which contextualizes and theorizes the methodological framework of a/r/tography, the book is divided into three main thematic sections that are integral to a/r/tographical research: (1) self-study and autobiography; (2) communities of a/r/tographic practice; (3) ethics and activism. The book concludes with a consideration of issues related to assessment, validity, and interpretation.
Being with A/r/tography will be an excellent core text in graduate courses that focus on arts-based educational research, as well as a valuable text in pre-service teacher education programs. The book will also be significant for qualitative research courses in all the social sciences and the health sciences, including communication studies, nursing, counseling psychology, and arts therapy. The book provides a clear and comprehensive introduction to a/r/tography. Even though a/r/tography as a research methodology is relatively new in the scholarly field, Being with A/r/tography spells out how scholarly practitioners who are artists and researchers and teachers have been pursuing this kind of research for a long time.

Stephanie Springgay, Rita L. Irwin, Carl Leggo and Peter Gouzouasis

Stephanie Springgay, Rita L. Irwin, Carl Leggo and Peter Gouzouasis

Stephanie Springgay, Rita L. Irwin, Carl Leggo and Peter Gouzouasis

Stephanie Springgay, Rita L. Irwin, Carl Leggo and Peter Gouzouasis