ImproStory

Social Improvisation and Storytelling in Arts and Skills Subjects in Teacher Education

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary pre-service teachers (N=323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N=8). All data were collected at the University of Helsinki (Finland) during the academic year 2014–2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers’ collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.
Original languageEnglish
JournalInternational Journal of Education and the Arts
Volume19
Issue number9
Pages (from-to)1-24
Number of pages24
ISSN1529-8094
DOIs
Publication statusPublished - 22 Apr 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • storytelling
  • teacher education
  • crafts education
  • arts education
  • social improvisation

Cite this

@article{5445a09d25c14363ac93469fe6d95b1c,
title = "ImproStory: Social Improvisation and Storytelling in Arts and Skills Subjects in Teacher Education",
abstract = "Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary pre-service teachers (N=323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N=8). All data were collected at the University of Helsinki (Finland) during the academic year 2014–2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers’ collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.",
keywords = "516 Educational sciences, storytelling, social improvisation, arts education, crafts education, teacher education , storytelling, teacher education, crafts education, arts education, social improvisation",
author = "Seija Karppinen and Ari Poutiainen and Seija Kairavuori and Sinikka Rusanen and Kauko Komulainen",
year = "2018",
month = "4",
day = "22",
doi = "10.18113/P8ijea1909",
language = "English",
volume = "19",
pages = "1--24",
journal = "International Journal of Education and the Arts",
issn = "1529-8094",
number = "9",

}

TY - JOUR

T1 - ImproStory

T2 - Social Improvisation and Storytelling in Arts and Skills Subjects in Teacher Education

AU - Karppinen, Seija

AU - Poutiainen, Ari

AU - Kairavuori, Seija

AU - Rusanen, Sinikka

AU - Komulainen, Kauko

PY - 2018/4/22

Y1 - 2018/4/22

N2 - Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary pre-service teachers (N=323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N=8). All data were collected at the University of Helsinki (Finland) during the academic year 2014–2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers’ collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.

AB - Our pedagogic developing project, ImproStory, addresses improvisation and storytelling. We study how these two concepts could be applied in arts and crafts education for both primary and Kindergarten (daycare) teachers. The majority of our data consists of digital questionnaires in basic arts and crafts studies of primary pre-service teachers (N=323). Additional data (portfolios) contain a group of Kindergarten and primary pre-service teachers with a focus in visual arts (N=8). All data were collected at the University of Helsinki (Finland) during the academic year 2014–2015. According to our study, pre-service teachers consider improvisation and storytelling to be beneficial skills. They see developing them as necessary and useful. Experimenting and learning the approach appear to strengthen pre-service teachers’ collaboration and allow them to build independence, trust, and self-confidence within arts and crafts education. In addition, improvisation and storytelling helps them to recognize their individual creative potential.

KW - 516 Educational sciences

KW - storytelling

KW - social improvisation

KW - arts education

KW - crafts education

KW - teacher education

KW - storytelling

KW - teacher education

KW - crafts education

KW - arts education

KW - social improvisation

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DO - 10.18113/P8ijea1909

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VL - 19

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EP - 24

JO - International Journal of Education and the Arts

JF - International Journal of Education and the Arts

SN - 1529-8094

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ER -