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ERIC Number: ED596955
Record Type: Non-Journal
Publication Date: 2019-Aug-9
Pages: 128
Abstractor: As Provided
ISBN: 978-0-8077-6304-9
ISSN: N/A
EISSN: N/A
The Creative Classroom: Innovative Teaching for 21st-Century Learners
Sawyer, Keith
Teachers College Press
"The Creative Classroom" presents an original, compelling vision of schools where teaching and learning are centered on creativity. Drawing on the latest research as well as his studies of jazz and improvised theater, Sawyer describes curricula and classroom practices that will help educators get started with a new style of teaching, "guided improvisation," where students are given freedom to explore within structures provided by the teacher. Readers will learn how to improve learning outcomes in all subjects--from science and math to history and language arts--by helping students master content-area standards at the same time as they increase their creative potential. This book shows how teachers and school leaders can work together to overcome all-too-common barriers to creative teaching--leadership, structure, and culture--and collaborate to transform schools into creative organizations. Book Features: (1) Presents a research-based approach to teaching and learning for creativity; (2) Identifies which learning outcomes support creativity and offers practical advice for how to teach for these outcomes; (3) Shows how students learn content-area knowledge while also learning to be creative with that knowledge; (4) Describes principles and techniques that teachers can use in all subjects; and (5) Demonstrates that a combination of school structures, cultures, incentives, and leadership are needed to support creative teaching and learning. [Foreword written by Tony Wagner.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A