Writing as a Tool for Transformation

Article Sidebar

PDF
Published: May 27, 2016
DOI: https://doi.org/10.26443/crae.v42i2.3

Main Article Content

Jesse Stong
Concordia University National Theatre School of Canada Ryerson University

Abstract

The author (Social Worker, Art Educator, Theatre Artist) discusses the creation and evolution of the Identity Writing workshop; a life writing exercise that helps students, artists, and teachers integrate their personal/political experiences of change into meaningful and authentic artistic expressions. Reflections stemming from the junctions between the author’s personal and professional lives provide compelling insights into moments of transformation through art-making. A simple writing activity is included for new, emerging, or established artists and creative teachers.

Downloads

Download data is not yet available.

Article Details

Issue
Vol. 42 No. 2 (2015)
Section
Articles

The copyright notice is CC BY SA. 

This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. All new works based on yours will carry the same license. Thus any derivatives will also allow commercial use. For example, if someone translates your article into French, the French version of the article will also have to be shared under a CC BY SA license.

Author Biography

Jesse Stong, Concordia University National Theatre School of Canada Ryerson University

Jesse Stong is an associate artist at Playwrights’ Workshop Montreal, where he facilitates youth and community projects. He is a graduate of Playwriting (National Theatre School of Canada, 2013) and is currently completing his Masters in Art Education at Concordia University. He recently received the 2016 Young Arts Entrepreneur Award from the Michaëlle Jean Foundation for his innovative writing, puppetry, and performance workshops. 

References

Acuff, J. B. (2013). Discursive underground: Re-transcribing the history of art education

using critical multicultural education. Visual Inquiry: Learning & Teaching Art, 2(3), 219-231.

Connelly, F., & Clandinin, J. (1988). The idea of curriculum. In Teachers as curriculum planners: Narratives of experience (pp. 3-10). New York: Teachers College Press.

Fassett, D. & Morella, D. (2008). Remaking (the) discipline: Marking the performative

accomplishment (dis)ability. Text & Performance Quarterly, 28, 139-156.

Glesne, C. (1997). That rare feeling: Re-presenting research through poetic transcription.

Qualitative Inquiry, 3(2), 202-221.

Greene, M. (1995). Art and imagination. In Releasing the imagination: Essays on education, the

arts and social change (pp. 122-133). San Francisco: Jossey-Bass.

Hasebe-Ludt, E., Chambers, C., Chambers, C. M., & Leggo, C. D. (2009). Life writing and

literary métissage as an ethos for our times. New York: Peter Lang Publishing, Inc.

Irwin, R. L. (2003). Toward an aesthetic unfolding: In/sights through curriculum. Journal of the

Canadian Association for Curriculum Studies, 1(2), 63-78.

Korzenick, D. (1984). Doing historical research. Studies in Art Education, 26(2), 125-128.

Mason, J. (2002). What is research? In Researching your own practice: The discipline of noticing (pp. 1-30). New York: Routledge.

O’Donoghue, D. (2011). Classrooms as installations: A conceptual framework for analysing

classroom photographs from the past. History of Education, 39(3), 401-415.

Pinar, W. (2012). From autobiography to allegory. In What is curriculum theory? (pp. 43-66). New York: Routledge.

Sinner, A. (2013). Archival research as living inquiry: An alternate approach for research in the

histories of teacher education. International Journal of Research & Method in Education, 36(4), 241-251.

Snowber, C. (2005). The mentor as artist: A poetic exploration of listening, creating and

mentoring. Mentoring and Tutoring, 12(3), 345-353.

Soucy, D. (2013/1985). Present views on the past: Bases for the understanding of art education

historiography. Canadian Review of Art Education, 40, 20-27.