The Fallacy of Time: Opening Possibilities Through Arts and SEL in Professional Learning

• In Event: Artful Reflections: Reimagining the Teacher as Learner Through Creative Practice

Abstract

In this paper, we analyze a year-long professional learning community and apply constructivist grounded theory to address the following research questions: (1) How did the praxis of embodied pedagogy and arts-based reflection impact teacher’s experiences with Arts and SEL in this professional learning community? (2) What salient themes arose for participants through their reflections, dialogue, visualizations and artifacts? We identify and elaborate on one learning theme which we term the fallacy of time and discuss this theme’s implications for teaching and learning. Finally, we conclude that a cycle of embodied pedagogy and SEL/arts-based reflection opportunities provides exciting pathways for professional learning and educator growth.

Authors

• Emily Nott, University of Wisconsin - Madison

• Yorel Lashley, University of Wisconsin - Madison

• Erica Rosenfeld Halverson, University of Wisconsin - Madison