Embracing Uncertainty: Using a Collaborative Arts Inquiry-Based Approach in Three Public Schools in Chicago

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Arts, Inquiry, and Augmented Realities (Table 6)

Abstract

This research reveals how teaching artists created inquiry questions with partner teachers as a part of the Chicago Arts Partnerships in Education project (CAPE). Their collaboration among artists, teachers, and students during classroom arts-based inquiry projects illuminated a system of dynamic practices. CAPE’s framework for collaboration between teaching artists and Chicago public school teachers disrupts systems that narrowly define curriculum and disregard the identity of students and teachers. Co-creating inquiry projects with contemporary artists pushes against this erroneous view to render teachers and students as creative and capable with the right to be visible and heard. During the professional development with teaching artists and partner teachers, they developed inquiry questions that were interesting to the students and the teaching partners.

Authors

• Geralyn Schroeder Yu, University of New Mexico

• Juana Maria Reyes, Lewis University