Weaving the Tapestry of Learning: Co-Creation and Emergence in a Project's Curriculum Development

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Exploring Curriculum Through Art Education: Cinema, Drama, and Tapestry (Table 12)

Abstract

This study examines the dynamic process of emergent curriculum development within Project's professional learning workshops, based on social constructivist educational philosophy and project-based learning. Utilizing a qualitative ethnographic case study, our research captures the multifaceted narrative of curriculum evolution shaped through collaborative efforts in a professional learning project in and through art among the project's instructors and art and generalist teachers. Findings highlight how the emergent professional learning curriculum is co-created and continually refined through "Curriculum as Conversation," a pedagogical approach that prioritizes dialogue and participatory engagement. This research underscores the importance of reflexivity and metacognitive awareness in fostering a progressive adaptive community of learning that responds to the nuanced needs of educators and learners.

Authors

• Zohreh Tamimdari, University of Nebraska - Lincoln

• Guy Trainin, University of Nebraska - Lincoln

• Kimberley D'Adamo, University of Nebraska - Lincoln

• HyeonJin Yoon, University of Nebraska - Lincoln