Bricolage and Student Learning
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University of Montana Western
United States
Abstract
This practice report discusses the term “bricolage” and its relationship to student learning. The positive and negative perceptions of teachers and students as “bricoleurs” (those who practice bricolage) are discussed. An exploratory study that examines the application of bricolage in the classroom is discussed. In two different settings, the effects of bricolage instruction are shown to increase creativity and learning as student negotiate with various materials and ideas to construct new meanings.
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Author Biography
Bethany Blankenship teaches British and World literature at the University of Montana Western. Her writing about pedagogy can be found in Approaches to Teaching Chaucer’s Canterbury Tales, Linked Courses for General Education and Integrative Learning, and The Montana English Journal.
