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Teaching for the Ambiguous, Creative, and Practical: Daring to be A/R/Tography
2017
Art/Research International
This purpose of this inquiry is to explore how an a/r/tographic model of shared inquiry led to deeper insights about learner-centered pedagogy. Invited to teach and redesign a very large 'Art & Society: Visual Arts' course at a large university with a 21st century issues-based focus, together with my commitment as a constructivist, learner-centered teacher, the current phenomenological study was born. The phenomena studied was whether a large, lecture-style class taught from a more
doi:10.18432/r27h09
fatcat:6zyvevrslvaxdhteqajxpz5ehy