References
- Acuff, J. B., Hirak, B., & Nangah, M. (2012). Dismantling a master narrative: Using culturally responsive pedagogy to teach the history of art education. Art Education, 65(5), 6-11.
- Castro, J. C. (2007, February). Constraints that enable: Creating spaces for artistic inquiry. Proceedings from the Complexity Science and Educational Research Conference (pp. 75-86). Retrieved from http://www.cser.ualberta.ca/conferences/2007/Documents/CSER07_Castro.pdf
- Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: Basic Books.
- Darts, D. (2012). Justseeds: An artists' cooperative. In T. Quinn, J. Ploof, & L. Hochtritt (Eds.), Art and social justice education: Culture as commons (pp. 6-7). New York, NY: Routledge.
- Davis, B. (2005). Teacher as “consciousness of the collective.” Complicity: An International Journal of Complexity and Education, 2(1), 85-88.
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.
- Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners through artmaking: Choice-based education in the classroom. New York, NY: Teachers College Press.
- Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. New York, NY: AltaMira.
- Finkelpearl, T. (2013). What we made: Conversations on art and social cooperation. Durham, NC: Duke University.
- Gude, O. (2009). Art education for democratic life. Art Education, 6(6), 6-11.
- Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking: The real benefits of visual arts education. Reston, VA: National Art Education Association.
- Hsieh, K. (2015). Creativity and problem solving: A student-driven art party. In F. Bastos & E. Zimmerman (Eds.), Connecting creativity research and practice in art education: Foundations, pedagogies and contemporary issues (pp. 151-158). Reston, VA: National Art Education Association.
- Jaquith, D. B., & Hathaway, N. E. (2011). The learner-directed classroom: Developing creative thinking skills through art. New York, NY: Teachers College Press.
- Kester, G. (2011). The one and the many: Contemporary collaborative art in a global context. Durham, NC: Duke University Press.
- Kraehe, A. M., Acuff, J. B., Slivka, K., & Pfleiler-Wunder, A. (2015). Conversations extended: Art education in context. Art Education, 68(6), 6-8.
- Manifold, M. (2015). The evolution of creativity in voluntary artmaking communities. In F. Bastos & E. Zimmerman (Eds.), Connecting creativity research and practice in art education: Foundations, pedagogies and contemporary (pp. 183-191). Reston, VA: National Art Education Association.
- Miller, P. (2010). The smart swarm: How understanding flocks, schools, and colonies can make us better at communicating, decision making, and getting things done. New York, NY: Penguin Group.
- Pinar, W. (1975). Curriculum theorizing. The reconceptualists. Berkeley, CA: McCutchan.
- Rolling, J. H., Jr. (2013). Swarm intelligence: What nature teaches us about shaping creative leadership. New York, NY: Palgrave Macmillan.
- Thomas, K. (2015). Misrecognized collaboration by students and teachers in the creative making of art. In F. Bastos & E. Zimmerman (Eds.), Connecting creativity research and practice in art education: Foundations, pedagogies and contemporary (pp. 116-122). Reston, VA: National Art Education Association.
- Wallin, J. (2010). A Deleuzian approach to curriculum: Essays on a pedagogical life. New York, NY: Palgrave Macmillan.