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Ubiquitous Creativity, Imagination in Dialogue, and Innovative Practice-in-Action


by Lori A. Custodero — 2015

Background: Over the past century, the role of creativity in teaching and learning has been interpreted in many ways, leading to often conflicting discipline-specific definitions, measurements and pedagogical applications.

Purpose/Objective: This issue takes on the perspective of creativity as ubiquitous, and follows that line of inquiry in its psycho-social manifestations, its application in innovative educational settings, and the persistence through which ideas and imagery become active forces for transformation and social change.

Research Design: As an introduction to the issue, this article summarizes and articulates the relatedness between scholars within a variety of educational fields.

Conclusions/Recommendations: When viewed as ubiquitous, creativity can be a lens through which to interpret learning as a transformational experience, where the learner resources the social and physical environment to move from not knowing to knowing. Motivating such transformation are (a) the ability to identify what is not known, (b) the juxtaposition of difference to reveal alternate ways of knowing, and (c) the openness to possibility and willingness to explore.



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Cite This Article as: Teachers College Record Volume 117 Number 10, 2015, p. 1-10
http://www.tcrecord.org ID Number: 18081, Date Accessed: 10/18/2017 11:53:08 PM

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About the Author
  • Lori Custodero
    Teachers College, Columbia University
    E-mail Author
    LORI A. CUSTODERO is Associate Professor of Music and Music Education at Teachers College, Columbia University. Her research focuses on relationships between musical experience and human development in classrooms, public spaces, and family settings; she has written extensively on children’s engagement with music from perspectives including creativity, agency, socialization, and flow experience. In addition to various international projects, pedagogical applications of her scholarship are ongoing locally in the Teacher’s College Community School, the WeBop! program at Jazz at Lincoln Center, Columbia Head Start, and The New York Philharmonic ‘s Very Young People’s Concerts. Lori holds a BM degree in piano and music theory from University of Redlands, an MA in music theory from California State University, Northridge, and a doctorate in music education from the University of Southern California.
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