For many years innovative educators have used the arts to enrich their students' classroom lives. Teachers who have integrated drama, music, dance, poetry, fiction, and the visual arts within their classrooms have witnessed the numerous ways in which the arts motivate children to learn. But while the powerful influence that the arts have had on children has been well researched and documented, the effect that the arts have had on teachers has been overlooked. The essays within this volume are a collective celebration of the ways in which educators within numerous fields, and at all grade levels, have used the arts and creativity to sustain their passion for teaching. The editors of Passion and Pedagogy have selected essays that bring readers into classrooms where pioneering practices enable teachers to grow, to create personal identities, and to feel empowered through the construction of dynamic partnerships with their students. Dialogues that precede each chapter were designed to bring authors' voices to a diverse set of writings that investigate new forms of creativity within the postmodern teacher's repertoire, the development of reflective and artistic classroom curricula, and the inclusion of gender, identity and multiple ways of knowing within educational theory and practice. For many years innovative educators have used the arts to enrich their students' classroom lives. Teachers who have integrated drama, music, dance, poetry, fiction, and the visual arts within their classrooms have witnessed the numerous ways in which the arts motivate children to learn. But while the powerful influence that the arts have had on children has been well researched and documented, the effect that the arts have had on teachers has been overlooked. The essays within this volume are a collective celebration of the ways in which educators within numerous fields, and at all grade levels, have used the arts and creativity to sustain their passion for teaching. The editors of Passion and Pedagogy have selected essays that bring readers into classrooms where pioneering practices enable teachers to grow, to create personal identities, and to feel empowered through the construction of dynamic partnerships with their students. Dialogues that precede each chapter were designed to bring authors' voices to a diverse set of writings that investigate new forms of creativity within the postmodern teacher's repertoire, the development of reflective and artistic classroom curricula, and the inclusion of gender, identity and multiple ways of knowing within educational theory and practice. The Lesley University Series in Arts and Education ix Martha McKenna Acknowledgments xi Co-creators and Contributors xiii Come to Dinner: An Invitation to a Party 1(6) Debora C. Sherman The Possibilities of Passion 7(30) Elijah Mirochnik Creating the Teacher and Changing the World 37(16) William Ayers The Telling of Racism--Narratives for Healing and Change 53(22) Cecelia Baldwin Who Cares? A Play about Passion in Teaching and in the Researching of Teaching 75(20) Tom Barone Experimenting with Postmodernism: The New ``Gothic'' in Arts-Based Pedagogy, Inquiry, and Teacher Development 95(20) C. T. Patrick Diamond Carol Mullen I Teach, Therefore I Am 115(12) Mary Aswell Doll Beyond Methods? Teaching as an Aesthetic and Spirit-ful Quest 127(26) William E. Doll, Jr. Constructing the Sacred: Empathic Engagement, Aesthetic Regard, and Discernment in Clinical Teaching 153(24) Susan H. Gere Lisa Tsoi Hoshmand Rick Reinkraut Collaborative Learning and Improvisation: Our Storied Experience 177(20) Lynne Hamer Sandra Spickard Prettyman Lynette Brown Olga Rybalkina Shirley Mthethwa-Sommers Mary Ann Bell The Challenge of Constructivist Teaching 197(18) George E. Hein Uncovering an Artistic Identity While Learning to Teach Through the Arts 215(18) Victoria R. Jacobs Merryl R. Goldberg Tom R. Bennett Images, Movements, and Sounds: Working Toward Meaning 233(10) Patricia James Transforming Experience: Readers' Theater as Pedagogy (A Readers' Theater Script in Three Parts) 243(26) Jean L. Konzal Susan Finley Kelli Jo Kerry Moran ``Taking Care'' as a Pedagogue/Actor/Son in a Theater/Drama Process 269(16) Warren Linds The Breath of Interpreting Moments 285(16) Rebecca Luce-Kapler The Intertwining of Voice and Structure: Reflections on Teaching and Learning 301(16) Susan Martin Imaging the New: Constructing a Space for Creativity in Science 317(16) Margery D. Osborne David J. Brady Becoming My Own Juliet: Teacher Transformation through Acting Shakespeare 333(16) Carol Philips Why I Send the Poet to Teach My Courses 349(16) Mary Clare Powell A Pedagogy that Presupposes Passion 365(14) Rosalie M. Romano The Dance Critic, the Classroom, and the Re-Education of Perception 379(10) Janice Ross Reading and Art in the Lives of Teachers 389(12) Mary Kay Rummel Elizabeth P. Quintero Multi-Genre Case Studies 401(18) Karen Covington Soul The Favorite Song 419(12) Kim Stafford Entertaining Doubts: Enjoyment and Ambiguity in White, Antiracist Classrooms 431(22) Audrey Thompson Finding Center and Balancing There: Spirals of Change in Art and Teaching 453 Gwendolyn Yoppolo