Danielle Georges is a poet, essayist, author, and translator, and a recent recipient of a Massachusetts Cultural Council Artist Fellowship in Poetry.
Professional Title: Professor
Areas of Academic Focus and Expertise: Contemporary American poetry, African-American poetry, Caribbean literature and studies, literary translation, the arts in education.
Area of Work and Concentration at Lesley: Arts, art integration
Representative List of Recent Courses Taught: The Language of Poetry; Arts and Education: History and Philosophy; Independent studies in poetry and literary translation
Education: BS, Communication Studies, Emerson College; MFA, English, creative writing, New York University
Representative List of Recent Publications / Exhibitions:
Book of poetry:Maroon (2001) Poetry published in:Agni, The Boston Globe, Transition, World Literature Today, SpoKe, sx salon, The Caribbean Writer, Callaloo, Ibbetson Street, Salamander, Poeisis, Black Renaissance Noire, Macomère, The American Poetry Review and othersPoetry references in: The Bill Moyers Journal program, The Voice of American program, National Public Radio and othersEssays and reviews published in: The Women’s Review of Books, Sojourner, Encarta Africana, Mass Poetry website, Consequence, The Boston Haitian Reporter, and others Recent Literary and Academic Awards include:
On Arts and EducationWhy are the arts important in education? The majority of the students I work with here at Lesley are practicing teachers seeking?a broader understanding of how to enhance instructional practices in their areas of concentration. We explore how the various art forms, especially poetry and writing helps create critical thinkers, educators, and human beings. My students are doing the great work of teaching not only our future readers and writers, but future our nurses, engineers, social and cultural workers, scientists, and beyond. The arts create powerful pathways through which educators can reach all kinds of learners.Teaching Philosophy NotesI believe that all students can learn and that most subjects are teachable provided the appropriate connections are made. I believe that to be an effective educator, one must also be a learner. What students bring to the classroom, I feel, should be part of what teachers consider in working with curriculum. Learning should be connected to the real lives of students. I feel that educators should bring to learning a number of “vocabularies” that allow for the recognition of student strengths, experiences, and challenges—and with which to explore content. I see the practice of interdisciplinarity as a real strength in the classroom. Education, for me, does not happen only in schools—and educators should take advantage of what is available beyond classroom walls, in the virtual and “real” worlds. I feel students should be encouraged to play active roles in their learning, and that teachers should help students do this. It’s important to me that students be involved in their own assessment whenever possible. I feel that while theory can precede practice; practice often precedes theory—and that effective teaching works moving in both directions.Finally, and often first, I draw on the theoretical frameworks and approaches of the arts traditions: arts and education, the fine arts, and arts integration. I feel that the arts allow us to experience different perspectives in powerful ways, and allow students to appreciate and reconsider boundaries of identity, culture, and perceived or understood ability. I feel art is a powerful tool for inquiry, reflection, and knowing; and that art practice allows for critical engagement and the development of valuable critical skills—in essence they operate as epistemology. I feel that art allows for complexity in the complex world that students inhabit; that we all inhabit.
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