Term of Award
Fall 2015
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
John Weaver
Committee Member 1
Dan Chapman
Committee Member 2
Marla Morris
Committee Member 3
Peter Appelbaum
Committee Member 3 Email
appelbap@arcadia.edu
Abstract
This work is an attempt to analyze some of the conditions and activities that surround improvisation. I will argue that the process of improvisation and even the attempt at improvisation can offer the curriculum scholar an important pedagogical model. Importantly, this model will offer no direct solutions which might improve one’s pedagogical stance. Instead, these models are best interpreted as a provocation, or an invitation to think of a better relationship, for example, of teacher and student. I interrogate jazz improvisation, theatrical improvisation, and popular culture. I also examine a version of performativity that could provide a degree of agency to those who wish to challenge the status quo or the taken for granted.
Recommended Citation
Krakovsky, Barry E., "A Retracing in Praise of the Unretraceable: Jazz Improvisation, Theatre Games and Curriculum" (2015). Electronic Theses and Dissertations. 1354.
https://digitalcommons.georgiasouthern.edu/etd/1354
