Watercolors Awash in Crayoned Responses: Teaching Narrative in Arts-based Praxis

Cynthia M Morawski

doi:10.20360/g2x590

Abstract

I work in literacy education, encouraging teacher candidates to experiment with the arts to make a novel come alive for adolescent readers. Part of my research agenda, which is intertwined with my teaching, seeks to make sense of the question: What are the effects of arts-based learning on the teacher candidates’ theoretical and classroom practices? To firstconsider the above research question from my own pedagogical perspective, I draw on my earlier recollections (Adler, 1958) of arts and classroom living using the methodology of narrative inquiry—the study of the ways humans experience the world via the construction and reconstruction of their own stories (Connelly & Clandinin, 1990). Informed by my teaching narrative, crafted in the backdrop of remembered times, I venture forth to address the effects of arts-based learning on the teacher candidates’ theoretical and classroom practices. A more informed construction of our recurring narratives, rekindled by the illumination of early recollections, will play an integral role.

Highlights

I work in literacy education, preparing teacher candidates to teach language arts to students in grades 7-10
Part of my research agenda, which is intertwined with my teaching, seeks to make sense of the question: What are the effects of arts-based learning on the teacher candidates’ theoretical and classroom practices? In anticipation of working with teacher candidates to answer this question, I acknowledge pertinent research literature (Jersild, 1955; Laird, 1988; Leggo, 1995) that emphasizes the critical role that teachers’ storied pasts play in the reconstruction of their pedagogical presents
Moving along my research continuum on the Adlerian concept of early recollections in literacy education, (Gilbert & Morawski, 2005; Morawski, 1995; Morawski & Palulis, in press), I first draw on my earlier experiences (Adler, 1958) of arts and classroom living using the methodology of narrative inquiry—the study of the ways humans experience the world via the construction and reconstruction of their own stories

Summary

Introduction

I work in literacy education, preparing teacher candidates to teach language arts to students in grades 7-10. Recollecting narrative of arts-based teaching Short, Kaufman, and Kahn (2000) tell how “readers understand the new by searching past experiences with...life to find connections that will bring meaning to the current text”

Results

Conclusion