Reimagining Arts-Integrated Structures and Spaces Through Pandemic Learning

Erin A. Preston (University of Illinois at Chicago, USA), Mark Diaz (Chicago Arts Partnerships in Education, USA), Scott Sikkema (Chicago Arts Partnerships in Education, USA), Timothy David Rey (Chicago Arts Partnerships in Education, USA), Gina Lee Robbins (Chicago Arts Partnerships in Education, USA), and Sharonda Clay (University of Illinois at Chicago, USA)
Copyright: © 2022 |Pages: 179
EISBN13: 9781668461952|DOI: 10.4018/978-1-7998-9168-0.ch009
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On March 16th, 2020, Chicago Public Schools (CPS) school buildings closed and stayed closed at some school sites for over a year. This created massive disruptions for teachers, students, and their families. Disruptions resulted in substantive adjustments to the who, what, how, and why of teaching and learning, introducing unprecedented material and pedagogical challenges. For approximately 90 teachers across the district, adjustments were complicated and complemented by participation in Chicago Arts Partnerships in Education (CAPE) programs wherein CPS teachers and CAPE teaching artists collaborate on inquiry-based, arts-integrated curriculum in schools. The CPS teachers and CAPE teaching artists were suddenly in a position to urgently reimagine what their teaching would look like remotely. The authors explore how teaching artists made sense of their structural adjustments related to tools and participation and, in turn, what implications their adjustments had on space and agency.
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