PURPOSE
Imaginative teaching and learning approaches open opportunities for students to connect emotionally with their work and provides a scaffold for deep cognitive learning and stimulation for imaginative questioning. This ongoing research in progress investigates how the experience of wonder in the curriculum can provide a powerful engaging force for all students, particularly for students in low SES communities. This discussion explores theories of learning and creativity and examines an arts-inspired integrated approach to help shape successful learners. It has been widely theorised that 'being creative' is growing increasingly essential in our world. This discussion advocates pedagogical approaches that allow students to 'play' with ideas, experiment and build connections across disciplines.
METHOD
This ongoing research into the pedagogy of imagination is informed by practioner action research in order to observe and evaluate performing /creative arts integration pedagogy in practice within primary school environments in Western Sydney. Case studies are used to compare and contrast findings from Action Research. Data collection for this study involves qualitative approaches in the form of research questionnaires, student self-assessment / reflection, visual data and student /staff reflective journals.
RESULTS
The discussion will examine learning through the experience of wonder and the deep cognitive, emotional and engaging potential of the aesthetic.
CONCLUSION
To reimagine classrooms as places that provide experiences of wonder and to see value in a pedagogy of imagination in contrast to uniformly structured and delivered lessons.