Re/Defining Curriculum: Poetry as a Pedagogical Tool by J. Scott Baker, Savanna Alfonso, Brittany R. Brinkman, Daniel Gebur, Mallory Morris, Tyler J. Rummel, and Lidiah K. Zipp.

B Introduction b Over the last seven years, working in two Midwest teacher education programs, I have become concerned with how many preservice teachers (PTs) see "curriculum" as tangible items, not a process. Finally, PTs are given their assignment: choose to either 1) write a 2-page response to your curriculum statement; 2) write a creative, poetic response to your curriculum statement; or 3) create a visual representation of your curriculum statement. As a teacher educator, I embrace my PTs' prior mis/understanding of curriculum and provide each of them space to move beyond their own K-12 notions of knowledge and help them understand curriculum as an art - a journey, not just a destination. This change in perspective confounds PTs, as many teacher education programs continue to reinforce the belief that "curriculum is a tangible object - the lesson plans we implement, or the course guides we follow - rather than the process of running the racecourse" (Slattery 66). [Extracted from the article]