Rich in history and tradition, canzone Napoletana have been celebrated and venerated around the world. These songs of love, laughter, sorrow, and pain are a genuine and sincere portal into the heart, mind, and soul of millions of Italian immigrants within the Italian diaspora. Henceforth, the purpose of this article is threefold. First, it will address how canzone Napoletana have acutely impacted the Italian diaspora, becoming the metaphorical voice for the majority of Italian immigrants the world over. Second, it will outline how canzone Napoletana have significantly influenced non-Italian perceptions about Italy and Italian culture. Lastly, this article will provide a uniquely Canadian perspective by specifically illustrating the plight of Italian immigrants living in post World War II Toronto and how these immigrants used canzone Napoletana as a coping mechanism for the daily hardships and struggles of immigrant life.

This paper considers the complex and somewhat nebulous term “creativity”, exploring the ways in which the pedagogical phenomenon we call “CIRT” (an acronym) can enrich classroom approaches so as to enhance Creativity, boost Innovation, and encourage Risk-Taking. In addition, we review elements that impact the creative process and explore concepts of freedom, as well as the constraints and parameters of creativity. In our role as teacher educators, we explore the connection between teaching and creativity by outlining three key examples of approaches that utilize the CIRT framework including: synesthesia, imagination, and audiation activities.