Science Improvisations: Becoming Primary Agents of Transformation in Curriculum

• In Event: A Broad Array of Criticalities and Lived Experiences in STEM Education: Llano Grande, Aztlán, México Profundo

Abstract

Objectives
This study explores improvisation as an arts-based pedagogical tool for Latina preservice teachers to make meaning to transition from student to teacher and what this means in terms of identity. This case-study fills a gap in the literature and explores and improves teacher education practice, particularly focusing on the development of my own practice as a teacher educator.

Theoretical Framework
This action research integrates arts-based pedagogies in teacher education, specifically in reference Latina preservice teacher identity. The study took place at an HSI during a methods course as authentic arts-based learning derived from the blending of authentic learning theories and arts-informed pedagogy. Role playing, improvisation, creation of scenarios, and audience interaction led to discussions and performances (Anderson, 2004; Norris, 2020). Arts-based research lends itself to a deeper knowledge of subject matter through artistic stimulation of the participant, researcher, and audience (Leavy, 2018). Arts-based frameworks were leveraged specifically into Latina preservice teacher identity development toward conscientization and sense of confidence and efficacy.

Methods
This action research (Hendricks, 2016) explores ways of implementing activities deliberately for Latinas to play within their own identity development. There is a collection and interpretation of comprehensive narrative and visuals that gain insights to a particular phenomenon of interest. Three arts-based activities were incorporated: Letter-to-Self, Pulling Pulls Through Zoom, and Fourth Wall allowing reflection upon, ‘“What if I was in that situation?” (Saldaña, 2010).

Data Sources
Primary sources included field notes conducted at the beginning, middle, and end of a semester. Transcripts from three interviews in three rounds from five participants, three performance Zoom recordings; Letter-to-Self, Pulls and Pulling Through Zoom, Fourth Wall, and researcher journal for jotted notes were gathered. Following the case study method, Latina preservice teachers' experiences and engagement were analyzed with classroom and community context, arts-based framework, and the researcher’s biographical research reflections.

Findings
Findings include: (1) Reflection to Practice, (2) Improvisation, from Timid to Confidence, and (3) Improvisation, from Novice to Maestra [Teacher]. Latina preservice teachers experienced change in their identities helping build relationships between self, peers, and their future students when engaging and constructing identities. Improvisations helped build confidence and commitment to teacher identity development in science and construction to future-selves. Activities led participants to transition from science students to science teachers helping unravel and shape their science teacher identity.

Significance
We need an education that supports the development of students who are different individuals and who will enrich our world by posing and solving problems in ways we have never tried. This stands to contribute to a body of literature that looks at arts-based approaches, specifically improvisation as a useful pedagogical tool in preservice education.

References
Andersen, C. (2004). Learning in “as-if” worlds: Cognition in drama in education. Theory Into Practice
43(4), 281-286.

Hendricks, C. (2016). Improving schools through action research. Pearson.

Leavy, P. (2018). Handbook of Arts-Based Research. Guilford Press.

Norris, J. (2020). Improvisational drama to inquiry. Making Meaning by Making Art, 20(1), 63-74.

Author

• Zulema Williams, University of Texas - Rio Grande Valley