References

Begley, S. (2007). Train Your Mind, Change Your Brain: How a New Science Reveals our Extraordinary Potential to Transform Ourselves. New York: Ballantine.

Clarkson, A. (2003) A curriculum for the creative imagination In Creativity and Music Education, T. Sullivan and L. Willingham (Eds.) Toronto: Canadian Music Educators’ Association

Clarkson, A. (2005a) Structures of fantasy and fantasies of structures: Engaging the aesthetic self Current Musicology 79-80: 7-34

Clarkson A. (2005b) Educating the creative imagination: A course design and its consequences Jung: the e-Journal of the Jungian Society for Scholarly Studies 1(2)  HYPERLINK "http://www.thejungiansociety.org" www.thejungiansociety.org 

Clarkson, A. (in press). The dialectical mind: On educating the creative imagination in elementary school. In, Education and Imagination: Post-Jungian Perspectives, R. Jones, A. Clarkson, S. Congram, N. Stratton (Eds.). London: Routledge.

Clarkson, A. and Worts. D. (2005) The animated muse: An interpretive program for creative viewing Curator: The Museum Journal 48, 257-280 

Doidge, N. (2007). The Brain that Changes Itself. New York: Viking.

Efland, A. D. (2002) Art and Cognition: Integrating the Visual Arts in the Curriculum New York: Teachers College Press

Egan, K. (1988) Primary Understanding: Education in Early Childhood New York: Routledge

Egan, K. (1993) Imagination in Teaching and Learning: The Middle School Years Chicago: Chicago University Press

Eisner, E. W. (2000). The Arts and the Creation of Mind. New Haven: Yale University Press

Frye, N. (1963). The Educated Imagination. Toronto: CBC Publications

Fullan, M., Hill, P., and Crévola, C. (2006). Breakthrough. Thousandoaks, CA: Corwin Press.

Gee, J. (2006). Arts Education for the Whole Child: An Assessment. Toronto: The Milkweed Collective. 

Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.

Hollis, James (2000). The Archetypal Imagination. College Station: Texas A&M University.

Kearney, R. (1988). The Wake of Imagination: Toward a Postmodern Culture. Minneapolis: University of Minnesota Press.

Kearney, R. (1995). Poetics of Modernity: Toward a Hermeneutic Imagination. New Jersey: Humanities Press.

Kessler, R. (2000). The Soul of Education: Helping Students find Connections, Compassion, and Character at School. Alexandria VA: Association for Supervision and Curriculum Development .

Mayes, C. (2005). Jung and Education: Elements of an Archetypal Pedagogy. Rowman and Littlefield.

McIntosh, D. et al. (1993). The State of the Art: Arts Literacy in Canada. 

McIntosh, E. and Peck, M. (2005). Multisensory Strategies: Lessons and Classroom Management Techniques to Reach and Teach All Learners. New York: Scholastic.

Miller, J. P. (1994). The Contemplative Practitioner: Meditation in Education and the Professions. Toronto: OISE Press.

Miller, J. P.  (1996). The Holistic Curriculum, revised and expanded edition. Toronto: OISE Press.

Modell, A. H. (2003). Imagination and the Mindful Brain. Cambridge: MIT Press.

Neville, B. (2005). Educating Psyche: Emotion, imagination and the unconscious in learning (2^nd Edition). Greensborough, Australia, Flat Chat Press.

Resources 

 

Imaginative Education Research Group, Faculty of Education, Simon Fraser University.http:// www.ierg.net 

Journal of the Imagination in Language Learning. A publication for language teachers at all levels, K-12 through College. Clyde Coreil, Ph.D. Editor, Program in English as a Second Language. The Journal is concerned with theoretical and practical relationships between the imagination and the acquisition of first and subsequent languages. This publication is of interest to teachers at all levels as well as to administrators of educational programs, linguists and those involved in any aspect of language use and planning. The Journal, which bears the U.S. Library of Congress Number ISSN 1071-6157, is abstracted and indexed by Sociological Abstracts and Linguistics & Language Behavior Abstracts. 

Among the main concerns of the Journal is the following proposition: Attempts to acquire a language are significantly enhanced by the presence of an activated imagination. Both theoretical and practical articles or proposals for articles that are related to this broad area are welcome. Those interested in publishing an article should get in touch with Dr. Clyde Coreil, Editor, or mail proposals for articles addressed to the editors at: 

The Center for the Imagination in Language Learning 

New Jersey City University 

111 Hepburn Hall 

2039 Kennedy Boulevard 

Jersey City, NJ 07305-1597 USA 

Learning Through the Arts. Royal Conservatory of Music, Toronto .www.ltta.ca 

Learning Through the Arts™ (LTTA) is a school transformation initiative created by The Royal Conservatory of Music, designed to change the way core curriculum is taught and learned in public schools across the country. Currently operating in 12 cities across Canada, LTTA engages student learning through carefully designed and tested math, science, history, geography and language units that incorporate performing and visual arts into the learning process. 

LTTA is a rigorous, structured program that impacts the classroom on a daily basis. The program's comprehensive format incorporates ongoing professional development of teachers, professional development of artists, writing of lesson plans, curriculum development, in-class delivery and continuous assessment. 

LTTA establishes long-term partnerships between teachers and specially trained artist-educators who serve as change agents within the school, promoting collaboration, risk taking, and continuous learning by teachers and students alike. 

Upitis, Rena and Smithrin, Katharine. “Learning Through the Arts, National Assessment 1999-2002.” Toronto, 2003. 

 

Ontario Healthy Schools Coalition http://www.opha.on.ca/ohsc/index.html 

Concern is being expressed for the one-sided nature of the curriculum in some sectors, such as Ontario Healthy Schools Coalition, a group of individuals from school boards across Ontario and representatives from organizations concerned mainly with health and physical education. The Coalition was formed in 2000 to explore the basis of broad-based school health promotion. As of September 2003, the Coalition has an email distribution network of over 200 members, of whom 65 are active members. These people represent 32 of Ontario's 37 public health units, 8 school boards, and numerous organizations and agencies concerned about the health and learning of the children and youth of Ontario. The Coalition’s terms of reference describe the healthy school as one that promotes “the physical, mental, social, and spiritual health of the whole school community.” 

Storyline. http://www.storyline-scotland.freeserve.co.uk 

The main feature that differentiates this approach from others is that it recognises the value of the existing knowledge of the learner. Thus, through key questioning the pupils are encouraged to construct their own models of what is being studied, their hypothesis, before testing this with real evidence and research. The key questions are used in a sequence that creates a context or setting within the framework of a story. Together, learner and teacher create a scenario through visualisation – the making of collages, friezes and pictures employing a variety of art/craft techniques. These provide a visual stimulus for the skill practice planned by the teacher. It seems a kind of paradox. The teacher has planned a sequence of activities through the designing of key questions. The teacher has the story but does not know the detail of the content. 

The Storytellers School of Toronto http://www.storytellingtoronto.org/index.html 

43 Queen's Park Cres. East, Toronto, ON, M5S 2C3 

A registered, non-profit charitable organization that supports creative work in the art of storytelling. The School publishes Appleseed Quarterly - The Canadian Journal of Storytelling and Pippin (our newsletter); offers courses; promotes and subsidizes the work of storytellers in education; and produces the Toronto Festival of Storytelling, now in its 26th season. 

Mission and Vision: To inspire, encourage and support the art of storytelling for listeners, tellers and for those who have not yet heard. 

The Touchstone Center http://www.touchstonecenter.net/about.html 

Founded in New York City in 1969. in the belief that all persons have natural creative, imaginative and artistic capacities, which when encouraged and allowed to develop, find unique expression in each individual.Through its Arts and Education Projects, the Center creates interdisciplinary arts programs in classrooms which explore the role of the imagination and poetic thought as pivotal to all learning. In addition the Center conducts Workshops and Seminars for adults on the role of the imagination within the learning process and how, at all levels of education, the use of elemental themes and images based on natural phenomena can strengthen and awaken our human relationship to the natural world.

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