BC Ministry of Education. (2013). Creative Thinking. COMPETENCY PROFILES. Victoria, British Columbia, Canada: BC Government. Retrieved from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CreativeThinkingCompetencyProfiles.pdf
Bohannon, J. (Director). (2001). Dance Vs PowerPoint a Modest Proposal [Motion Picture]. Retrieved from http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal
This was one of my major sources of inspiration and helped me to realize the value of dance as a communicative tool and not just a form of self expression. It inspired me to look at the value of dance in the academic classroom as a tool to support students communication. The idea behind the presentation is that we can turn complex ideas into motion and communicate them more effectively than we could with words or images. This presentation explores the idea behind “ Dance Your PHD” an initiative that has PHD candidates in the sciences turn their dissertations and research into dance to communicate it in a way that makes sense to others. I have used some of the ideas in the TED talk in the section on Dance and Math as it looks at how dance can influence the perceptions of subjects and how we communicate about them.
Brown, S. (2007). An Arts-Integrated Approach for Elementary Level Students. Childhood Education.
Burgess, D. (2012). Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator. Lightning Source Inc.
Burgess, D., & Burgess, S. (2014). P is for Pirate: Inspirational ABC's for Educators. San Diego, CA, U.S.A.: Dave Burgess Consulting Inc.
This book was incredibly helpful in structuring my project it served as the inspiration for my digital story. I found how concisely the information was presented to be very helpful and the thoughts were truly inspiring. The book looks at several topics in education in an engaging and creative manner with short inspiring passages and colorful illustrations. The book presented several ideas that I have utilized in my own work and increased my depth of understanding. The format of this book as an ABC book presents only one idea per letter which makes it easy to understand what the author is trying to focus on, on each page this clear focus makes it easier for the reader to contemplate the content of each page. As well the poems and writings on each page are both inspirational and concise leaving the reader feeling inspired. By framing each letter in a fun yet concise way the authors have made the information something that educators can either read as a whole book or explore a letter at a time in a way that inspires and informs their practice as educators.
Canadian Association of Geographers. (2014). Top Ten Reasons to Study Geography. Retrieved from Canadian Geographic Education: http://www.cgeducation.ca/resources/why_geography/top10.asp
The Canadian Association of Geographers is the national organization for post secondary and professional geographers involving undergraduate and graduate students as well as professors, instructors and professionals from across Canada and parts of the northern United States. Their 10 reasons to study geography were first introduced in 2014 at the regional meetings for members to review and give feedback on. These reasons along with many other resources are available through their online journal and magazine “Canadian Geographic”. These 10 reasons were chose to be part of the section on geography as they resonate with me and take the concept of building a sense of place as their core belief which links directly to place based learning. As a member of the Western Division of The Canadian Association of Geographers in my first-degree program, I have been able to see how these guides and reasons work in practice. As what is suggest has been practice in many post secondary programs, as the reasons for studying geography were very familiar to the undergraduate students when they were presented at the March 2014 WDCAG conference and meeting. Not only do these reasons support place based learning they also inform the way in which I teach geography and help me to connect the 4 spheres and 5 themes in contexts that make sense for my students.
Coloroso, B. (n.d.). Parenting and Teaching with Wit and Wisdom. Retrieved from Kids Are Worth It: www.kidsareworthit.com/handouts.html
The work of Coloroso was key in the Flourish section, drawing from her 6 critical messages every student needs to hear. Her discussions of what helps make a child or student feel valued and cared for , created a good foundation for the practical application of the flourish section. She focuses on hoe to be a strong positive influence in the students’ lives by helping to empower them to solve their own problems and work through things with your support. The goal of her six critical life messages is not to punish the student but rather to equip them for life and build positive self esteem. Her work has also influenced my view of several of the areas of this project especially when it comes to creating environments that help students feel comfortable enough to create. In addition to the hand out cited I have also watched several of Coloroso’s videos on YouTube which gave me a deeper understanding of the content but did not expand the points discussed in my work. Coloroso’s work is some of the most influential in shaping how I view and work with children.
Eisner, E. (1991). What the Arts Taught Me About Education. Art Education, 10-19.
Fattal, L. F. (2014). Assessing Multidisciplinary Learning Through the Arts. Focus on Teacher Education.
First Nations Education Steering Committee. (n.d.). First Peoples Principals of Learning. Retrieved from FNSC.ca
Google. (2015). Flourish Definition. Retrieved from google.ca
Hill, A. E. (2014). Using Interdisciplinary, Project-Based, Multimodal Activities to Facilitate Literacy Across the Content Areas. Journal of Adolescent & Adult Literacy.
Imaginative Education Research Group. (2014). A Brief Guide to Imaginative Education. Retrieved from Imaginative Education Research Group: http://ierg.ca/about-us/a-brief-guide-to-imaginative-education/
Jensen, E. (2005). Movement and Learning Chapter 4. In Teaching with the Brain in Mind (Vol. 2). ASCH.
Lawanto, O., & Stewardson, G. (2013). Students' interest and expectancy for success while engaged in analysis- and creative design activities. International Journal of Technology & Design Education., 213-227.
Lennon, J. (1971, October 11). Imagine. Imagine. New York, New York, USA: Apple Records.
Liard, R. (2013). IDEA 3100 Creativity and Personal Development. Retrieved from DeepSkill.ca: http://deepskill.ca/courses/idea-3100-creativity-and-personal-development/
Liard, R. (2014). Courses. Retrieved from Ross Liard: http://www.rosslaird.com/courses/
Malley, S. M., & Silverstein, L. B. (2014). Examining the Intersection of Arts Education and Special Education. Arts Education Policy Review, 39-43.
Noddings, N. (2005). Caring in Education. Retrieved from infed: http:..infed.org/mobi/caring-in-education/
The work of Nell Noddings is also cited several times throughout the Flourish Section. Her work focused on caring and the importance of care in the school setting for children’s development, this is a major point of the flourish section as care and caring for our students is what sets up environments that allow them to flourish. Noddings has been looking at care in education for over 50 years and has written many books and articles on the impact that care has in education. Based on her works for many students one of the most important things for a student in school is a teacher or adult who truly cares and is able to put their own desires and wants aside to act in the best interest of the student. According to Noddings, caring or care is not a passive process but an active one on the part of the adult, when a student feels this care it allows them to feel secure in the classroom, in their relationship with their teachers, there for allowing them to feel comfortable to learn, think, and create.
Pavlou, V., & Athanasiou, G. (2014). An Interdisciplinary Approach for Understanding Artworks: The Role of Music in Visual Arts Education. International Journal of Education & the Arts, 1-24.
Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press.
Pound, L., & Lee, T. (2011). Teaching Mathematics Creatively. London: Routledge.
Rainer, J., & Lewis, M. (2012). Drama at the Heart of the Secondary School: Projects to Promote Authentic Learning. Routledge, Taylor & Francis Group.
RUFO, D. (2012). Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom. Art Education, 40-47.
Schwartz, M. (2014). Best Practices in Experiential Learning. The Teaching and Learning Office Ryerson University.
Smith, M. (2004). Nell Noddings, the ethics of care and education. Retrieved from INFED: http://infed.org/mobi/nel-noddings-the-ethics-of-care-and-education
University of Waterloo. (2013). Experiential Education. Retrieved from Center for Teaching Excellence: https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/experiential-learning
Wright, G., & Hernandez, B. L. (2014). Collaborating Dance with Artists, Technical Directors, Health Educators, Physical Educators, and Other Professionals. JOPERD: The Journal of Physical Education, Recreation & Dance, 9-1
Bohannon, J. (Director). (2001). Dance Vs PowerPoint a Modest Proposal [Motion Picture]. Retrieved from http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal
This was one of my major sources of inspiration and helped me to realize the value of dance as a communicative tool and not just a form of self expression. It inspired me to look at the value of dance in the academic classroom as a tool to support students communication. The idea behind the presentation is that we can turn complex ideas into motion and communicate them more effectively than we could with words or images. This presentation explores the idea behind “ Dance Your PHD” an initiative that has PHD candidates in the sciences turn their dissertations and research into dance to communicate it in a way that makes sense to others. I have used some of the ideas in the TED talk in the section on Dance and Math as it looks at how dance can influence the perceptions of subjects and how we communicate about them.
Brown, S. (2007). An Arts-Integrated Approach for Elementary Level Students. Childhood Education.
Burgess, D. (2012). Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator. Lightning Source Inc.
Burgess, D., & Burgess, S. (2014). P is for Pirate: Inspirational ABC's for Educators. San Diego, CA, U.S.A.: Dave Burgess Consulting Inc.
This book was incredibly helpful in structuring my project it served as the inspiration for my digital story. I found how concisely the information was presented to be very helpful and the thoughts were truly inspiring. The book looks at several topics in education in an engaging and creative manner with short inspiring passages and colorful illustrations. The book presented several ideas that I have utilized in my own work and increased my depth of understanding. The format of this book as an ABC book presents only one idea per letter which makes it easy to understand what the author is trying to focus on, on each page this clear focus makes it easier for the reader to contemplate the content of each page. As well the poems and writings on each page are both inspirational and concise leaving the reader feeling inspired. By framing each letter in a fun yet concise way the authors have made the information something that educators can either read as a whole book or explore a letter at a time in a way that inspires and informs their practice as educators.
Canadian Association of Geographers. (2014). Top Ten Reasons to Study Geography. Retrieved from Canadian Geographic Education: http://www.cgeducation.ca/resources/why_geography/top10.asp
The Canadian Association of Geographers is the national organization for post secondary and professional geographers involving undergraduate and graduate students as well as professors, instructors and professionals from across Canada and parts of the northern United States. Their 10 reasons to study geography were first introduced in 2014 at the regional meetings for members to review and give feedback on. These reasons along with many other resources are available through their online journal and magazine “Canadian Geographic”. These 10 reasons were chose to be part of the section on geography as they resonate with me and take the concept of building a sense of place as their core belief which links directly to place based learning. As a member of the Western Division of The Canadian Association of Geographers in my first-degree program, I have been able to see how these guides and reasons work in practice. As what is suggest has been practice in many post secondary programs, as the reasons for studying geography were very familiar to the undergraduate students when they were presented at the March 2014 WDCAG conference and meeting. Not only do these reasons support place based learning they also inform the way in which I teach geography and help me to connect the 4 spheres and 5 themes in contexts that make sense for my students.
Coloroso, B. (n.d.). Parenting and Teaching with Wit and Wisdom. Retrieved from Kids Are Worth It: www.kidsareworthit.com/handouts.html
The work of Coloroso was key in the Flourish section, drawing from her 6 critical messages every student needs to hear. Her discussions of what helps make a child or student feel valued and cared for , created a good foundation for the practical application of the flourish section. She focuses on hoe to be a strong positive influence in the students’ lives by helping to empower them to solve their own problems and work through things with your support. The goal of her six critical life messages is not to punish the student but rather to equip them for life and build positive self esteem. Her work has also influenced my view of several of the areas of this project especially when it comes to creating environments that help students feel comfortable enough to create. In addition to the hand out cited I have also watched several of Coloroso’s videos on YouTube which gave me a deeper understanding of the content but did not expand the points discussed in my work. Coloroso’s work is some of the most influential in shaping how I view and work with children.
Eisner, E. (1991). What the Arts Taught Me About Education. Art Education, 10-19.
Fattal, L. F. (2014). Assessing Multidisciplinary Learning Through the Arts. Focus on Teacher Education.
First Nations Education Steering Committee. (n.d.). First Peoples Principals of Learning. Retrieved from FNSC.ca
Google. (2015). Flourish Definition. Retrieved from google.ca
Hill, A. E. (2014). Using Interdisciplinary, Project-Based, Multimodal Activities to Facilitate Literacy Across the Content Areas. Journal of Adolescent & Adult Literacy.
Imaginative Education Research Group. (2014). A Brief Guide to Imaginative Education. Retrieved from Imaginative Education Research Group: http://ierg.ca/about-us/a-brief-guide-to-imaginative-education/
Jensen, E. (2005). Movement and Learning Chapter 4. In Teaching with the Brain in Mind (Vol. 2). ASCH.
Lawanto, O., & Stewardson, G. (2013). Students' interest and expectancy for success while engaged in analysis- and creative design activities. International Journal of Technology & Design Education., 213-227.
Lennon, J. (1971, October 11). Imagine. Imagine. New York, New York, USA: Apple Records.
Liard, R. (2013). IDEA 3100 Creativity and Personal Development. Retrieved from DeepSkill.ca: http://deepskill.ca/courses/idea-3100-creativity-and-personal-development/
Liard, R. (2014). Courses. Retrieved from Ross Liard: http://www.rosslaird.com/courses/
Malley, S. M., & Silverstein, L. B. (2014). Examining the Intersection of Arts Education and Special Education. Arts Education Policy Review, 39-43.
Noddings, N. (2005). Caring in Education. Retrieved from infed: http:..infed.org/mobi/caring-in-education/
The work of Nell Noddings is also cited several times throughout the Flourish Section. Her work focused on caring and the importance of care in the school setting for children’s development, this is a major point of the flourish section as care and caring for our students is what sets up environments that allow them to flourish. Noddings has been looking at care in education for over 50 years and has written many books and articles on the impact that care has in education. Based on her works for many students one of the most important things for a student in school is a teacher or adult who truly cares and is able to put their own desires and wants aside to act in the best interest of the student. According to Noddings, caring or care is not a passive process but an active one on the part of the adult, when a student feels this care it allows them to feel secure in the classroom, in their relationship with their teachers, there for allowing them to feel comfortable to learn, think, and create.
Pavlou, V., & Athanasiou, G. (2014). An Interdisciplinary Approach for Understanding Artworks: The Role of Music in Visual Arts Education. International Journal of Education & the Arts, 1-24.
Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press.
Pound, L., & Lee, T. (2011). Teaching Mathematics Creatively. London: Routledge.
Rainer, J., & Lewis, M. (2012). Drama at the Heart of the Secondary School: Projects to Promote Authentic Learning. Routledge, Taylor & Francis Group.
RUFO, D. (2012). Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom. Art Education, 40-47.
Schwartz, M. (2014). Best Practices in Experiential Learning. The Teaching and Learning Office Ryerson University.
Smith, M. (2004). Nell Noddings, the ethics of care and education. Retrieved from INFED: http://infed.org/mobi/nel-noddings-the-ethics-of-care-and-education
University of Waterloo. (2013). Experiential Education. Retrieved from Center for Teaching Excellence: https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/experiential-learning
Wright, G., & Hernandez, B. L. (2014). Collaborating Dance with Artists, Technical Directors, Health Educators, Physical Educators, and Other Professionals. JOPERD: The Journal of Physical Education, Recreation & Dance, 9-1