Creative Classroom Issue 4: Revisiting Experiential Learning
Welcome to the 4th issue of the Creative Classroom, where we delve into the transformative realm of experiential learning. This issue, titled “Revisiting Experiential Learning,” is a testament to the power of innovative educational practices with real-world applications. From Middle Eastern food history to student-centered theatre education and improvisational mathematics, our contributors share their unique strategies for revolutionizing learning environments. These narratives not only highlight the depth and richness of experiential learning but also underscore the powerful connections it fosters among students, educators, and the community, inspiring us all to reimagine the possibilities of education.
In “Culinary Connection: Experiential Learning on Middle Eastern Food History within NYU Shanghai Community,” Shuang Wen leverages her deep ties to the MENA region to enrich students’ understanding through cooking workshops, historical insights, and cultural exchanges. This educational initiative equips students with culinary experiences and academic immersion, deepening their grasp of the region’s socio-political complexities through the “Hummus Wars.” Shuang reflects on the dynamic challenges and triumphs of executing such a vibrant educational experience amid a sensitive geopolitical backdrop.
“Experiential Storytelling: A Student-Centered Learning Approach in Theatre Education” by Yuyang Zhang challenges traditional theatre teaching methods by centering on students’ personal narratives and emotional truths. Through a three-month applied theatre learning experience, students craft and perform stories drawn from their own experiences, breaking the conventional confines of theatre education and enhancing their authentic expression and connection on and off the stage through self-reflection and peer learning.
Margaret Minsky’s “Improvisational Thinking in the Classroom: A Dance with Mathematics” details an impromptu lesson in a Dance and Movement class that guided students through a lively experiential exploration of combinatorial mathematics. This instance underscores the importance of adaptability and spontaneity in teaching, advocating that these elements can enrich learning across all disciplines and transform teaching into a responsive and creative act.
Each of these articles presents a compelling case for experiential learning, illustrating its capacity to engage and empower students deeply and meaningfully in their own education. Through various experiential learning experiences, students are not just passive recipients, but active participants in their learning journeys, making connections that resonate both personally and academically. This issue of Creative Classroom celebrates these innovative approaches and the educators who dare to reimagine the possibilities of education, instilling a sense of hope for a brighter future of learning.
Yanyue Yuan, Editor of The Creative Classroom
Zoe Yuan, Co-Editor of the 4th Issue of the Creative Classroom
Yanyue Yuan is an Assistant Arts Professor at NYU Shanghai. She is passionate about teaching, and she is a firm believer in experiential learning and project-based learning. Yanyue conducts research on the teaching of design thinking, creative learning in informal settings, and intergenerational learning. Yanyue was born and raised in Shanghai. She loves making and drinking tea and enjoys writing free-style poems to document her reflections on life.
Zoe Yuan is a Teaching Fellow in the Interactive Media and Business Program at NYU Shanghai. She is passionate about creating transformative learning experiences that spark students’ intrinsic motivation and creativity and guide students to forge deeper connections with their minds, bodies, emotions, intuitions, and, ultimately, who they truly are. Beyond academia, Zoe is also a dedicated spiritual explorer who embraces courageous conversations and authentic relationships.
