Through our experiences with the Lincoln Center Institute and the work of Brian Cambourne, this presentation will explore the significance of teacher demonstration and the underlying implications of invitations, immersion and inquiry with pre-service teachers. Our education students are invited to show their learning in creative ways through two projects: an art/mixed-media literacy profile; and a soundscape using acoustic, electronic, and/or recorded sounds. The process of creating and sharing these projects ultimately builds communities of vulnerable practice, and leads to a greater understanding of self and the lived sense of who we all are as creative beings. Through the sharing of student interviews, project archives, and conversation, we are exploring understandings about imaginative inquiry and practice in teaching and learning.

REFERENCES
Cambourne, B. (1988) The Whole Story. Toronto: Scholastic Publishers
Dewey, J. (1958). Art as Experience. New York: Free Press. (Original work published 1938).
Fullan, M. (2001). The New Meaning of Educational Change. New York: Teachers College Press.
Greene, M. (2007, July). Lecture presented at the annual Summer Session professional development of Lincoln Centre Institute, New York.
Holzer, Madelaine & Noppe-Brandon, Scott, eds. (2005). Community in the Making. New York: Teachers College Press.
Schafer, R. Murray. (1993). Voices of Tyranny, Temples of Silence. Indian River: Arcana.
Sch"on, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books
Wenger, E. (1998). Communities of Practice. Cambridge: Cambridge University Press.