Date of Award


Document Type


Degree Name

Master of Science in Education (MSEd)

First Advisor

Nina Jensen


This study explores the classroom teacher's role in a collaboration between a New York City classroom teacher and Lincoln Center Institute. Aesthetic education, imaginative learning, and collaboration between classroom teachers and teaching artists, the core practices of Lincoln Center Institute's inquiry units, are defined through a review of other established approaches to these concepts. The perspective of a third-grade teacher who participated in an inquiry unit focused on MytholoJazz, a storytelling performance illustrates the purpose, planning, and action that characterize Lincoln Center Institute's programs. Qualitative analysis of the teacher's work, in addition to her own reflection on the process, reveal the methods that enabled her to optimize the collaboration for the benefit of her students' learning experiences and her own teaching practice.


Museum education : childhood (Program of study)

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