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Knowledge, Creativity and FailureIntroduction

Knowledge, Creativity and Failure: Introduction [This chapter sets the scene for the wider arguments of the book by introducing the figure of the frustrated drama teacher. Feeling marginalised within her institution, this teacher constantly sees herself as an outsider, and is resigned to never being understood by the system. However, this is a vicious cycle: unless these teachers are able to communicate clearly and effectively with administrators and regulators, their practice will forever be located outside traditional models of pedagogy. This chapter closes by suggesting that a new pedagogical framework is required for the creative arts.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Knowledge, Creativity and FailureIntroduction

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Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2016
ISBN
978-3-319-41065-4
Pages
1 –15
DOI
10.1007/978-3-319-41066-1_1
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter sets the scene for the wider arguments of the book by introducing the figure of the frustrated drama teacher. Feeling marginalised within her institution, this teacher constantly sees herself as an outsider, and is resigned to never being understood by the system. However, this is a vicious cycle: unless these teachers are able to communicate clearly and effectively with administrators and regulators, their practice will forever be located outside traditional models of pedagogy. This chapter closes by suggesting that a new pedagogical framework is required for the creative arts.]

Published: Sep 18, 2016

Keywords: Specialisation Code; Dominant Paradigm; Drama Pedagogy; High Education Provider; Streamlined Model

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