Sensational Knowing: Making Sense of Material Culture to Foster Civic Imaginations

• In Event: Poster Session 13
  In Poster Session: First Annual Arts and Learning Poster Session

Abstract

This study examines the experiences of educators teaching in and through the arts as they participate in arts-centered forms of professional development that creates situations where they act as artists, teachers, and researchers. In particular, the study examines how arts-centered practices and sensational learning promote growth in urban educators’ confidence and competence teaching in and through the arts, professional identities, and sociopolitical consciousness. Drawing on the work of Ellsworth (2005) and Heath (2014), the paper uses an A/r/tographic lens (Irwin, R. & de Cosson A., 2004; Irwin, 2013) along with Mediated Discourse Analysis (Norris & Jones, 2005) to analyze the continually evolving identities, inquiries, learning experiences, and curriculum design practices of educators teaching in and through the arts.

Authors

• Candance Doerr-Stevens, University of Wisconsin - Milwaukee

• Christine Woywod, University of Wisconsin - Milwaukee