• Career information and personal interests

  • I have served as President of the American Association for Teaching and Curriculum (AATC), and as Chair of the Elliot Eisner Special Interest Group of the American Association for Educational Research. I was honored with the University of Denver Distinguished Teaching Award.  I’ve served as the department chair of Educational Research, Policy, and Practice and as Coordinator of Curriculum and Instruction. I’ve been a co-editor of the Curriculum and Teaching Dialogue and book review editor for the International Journal of Leadership in Education. I currently serve as the faculty advisor for the Creativity Institute for Teachers.  My research interests include the development of arts-based research, an understanding of race and qualitative research, and the development of environmental curriculum with an infusion of the arts. I am also one of the main writers about CRISPA. Don’t know what that is? Check out: http://www.crispateaching.org/

    I am a St. Louis Cardinals fan.

    My musical interests span bluegrass, country, rock, jazz and western swing. Current favorites include The Mavericks and Asleep at the Wheel. Favorite oldies include Louis Armstrong, Ella Fitzgerald, Patsy Cline, Bob Dylan, Johnny Cash, the Beatles, and Chick Corea with Return to Forever.

    Hobbies include fly fishing, drumming, photography and birding, none of which I’m particularly good at, by the way. But I enjoy each.

  • Teaching Philosophy

    My teaching is greatly influenced by the progressive tradition of educators, including but not limited to John Dewey, Elliot Eisner, Eleanor Duckworth, Donald Oliver, and Nel Noddings. I have also spent years developing and now disseminating a style of teaching called CRISPA, an acronym that reminds educators to teach experientially through the following themes: connections, risk taking, imagination, sensory experiences, perceptivity, and active engagement. I do a lot of community building in my classes. I also expect everyone to show up having done the appropriate work and to be ready to engage intellectually with colleagues. 

  • Books
      P. B. Uhrmacher, C. Moroye, D. Flinders (2017). Using Educational Criticism and Connoisseurship as Qualitative Research. New York: Routledge.
      P. B. Uhrmacher, K. Bunn (co-editors). 2011. Beyond the One Room School. Denmark: Sense Publications.
      P. B. Uhrmacher, J. Matthews (co-editors). 2005. Intricate Palette: Working the Ideas of Elliot Eisner. Columbus, Ohio: Merrill Prentice Hall.
  • Selected Publications

  • Research

  • My interests are in qualitative styles of research as well as curriculum and instruction. Below are some of my peer reviewed article citations:

    L. Meng & P. B. Uhrmacher. (2017). An Aesthetic Analysis of Confucian Teaching and Learning: The Case of Qifashi Teaching in China. Journal of Aesthetic Education.

    P. B. Uhrmacher, B. Conrad, and C. Moroye. (2016). Aesthetic, Spiritual, and Flow Experiences: Contrasts and Educational Implications. Education and Culture, 32(1).

    B. Conrad, C. Moroye & P. B. Uhrmacher (2015). Curriculum Disruption: A Vision for New Practices in Teaching and Learning. Current Issues in Education, 18(3).

    L. Meng & Uhrmacher, P. B. (2014). Chan teaching and learning: An aesthetic analysis of its educational import. Asia Pacific Education Review, 1-11.

    P. B. Uhrmacher, B. Conrad, and C. Moroye (2013). Reinvigorating Curriculum: Perceptual Lesson planning. Teachers College Record. 39(5), pp. 613 – 636.

    C. Moroye, P. B. Uhrmacher (2012). Standards, Not Standardization: Orchestrating

    C. Richards and P. B. Uhrmacher (2012). Elliot Eisner as Cultural Theorist, Journal of Curriculum and Pedagogy 9(1): 26-28.

    P. B. Uhrmacher (December 2009). Toward a Theory of Aesthetic Learning Experiences. Curriculum Inquiry. 39(5): 613-636.

    C. Moroye, P. B. Uhrmacher (2009) Aesthetic themes of education. Curriculum and Teaching Dialogue. 11(1-2): 85-101.

    P. B. Uhrmacher and C. Trousas. (2008). Working the Image: Unearthing Aspects of Teachers’ Lives Through Arts-Engagement. LEARNing Landscapes. www.learnquebec.ca

    P. B. Uhrmacher and B. Tinkler. 2008. Engaging Learners and the Community through the Study of Monuments, International Journal of Leadership in Education. 11(3): 225-238.

    P. B. Uhrmacher and C. Moroye (2007). Instituting the Arts, The Clearing House (81)2: 53-58.

  • Gallery

  • A short clip on the Aesthetic Education Institute of Colorado (AEIC)!

  • CRISPA

    http://www.crispateaching.org/

  • Media Presentations
    Media Presentations
  • Creativity Institute for Teachers

    Check this out:

This portfolio last updated: 20-Aug-2018 11:03 AM