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| An Introduction to Teaching With, About, In, and Through The Arts | |
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| Introduction | |
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| The Sense and Soul of the Curriculum | |
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| The Arts: Remarkable Meaning Makers | |
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| Teaching With, About, In, and Through the Arts | |
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| Why Integrate the Arts? | |
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| Reasons to Integrate the Arts | |
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| What Do Teachers Need to Know and Do to Teach With, About, In, and Through the Arts? | |
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| Brain Research: Changing Views of Development | |
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| Multiple Intelligences (MI) Theory | |
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| Erikson's Stage Theory | |
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| Piaget's Stages of Cognitive Development | |
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| Maslow's Hierarchy of Needs | |
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| Vygotsky's Social Development | |
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| Creativity and Creative Problem Solving | |
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| How Can a Teacher Coordinate Research and Theory for Arts Integration? | |
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| Conditions for Learning: Basic Beliefs | |
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| Integrating the Arts Thoughout the Curriculum | |
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| Introduction | |
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| Why Integrate the Arts Throughout the School Day? | |
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| Five Minutes a Day? | |
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| An Arts Integration Army? | |
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| What Should Teachers Know About Integration? | |
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| How Can Teachers Meaningfully Integrate the Arts? | |
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| Teaching With, About, In, and Through the Arts | |
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| More Than Entertainment | |
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| Integration Principles and Strategies | |
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| Special Needs Students: Ten Ways to Adapt | |
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| Interventions for Diverse Populations | |
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| Integrating Literature Throughout the Curriculum | |
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| Introduction | |
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| Why Should Teachers Integrate Literature? | |
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| Reasons to Integrate Literature Throughout the Curriculum | |
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| What Should Teachers Know and Teach about Literature to Integrate It Throughout the Curriculum? | |
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| Definitions: Children's Literature--A Hopeful Idea? | |
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| Goals for Literature Integration | |
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| National Standards Related to Literature | |
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| Literary Elements | |
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| Genre: A Category of Literature with Similar Traits | |
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| How Can Teachers Integrate Literature Throughout the Curriculum? | |
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| Guidelines and Principles for Integrating Literature | |
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| Literature Seed Strategies | |
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| Introduction | |
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| Energizers and Warm-Ups | |
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| Teaching about Literature: Elements and Genre Characteristics | |
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| Connecting Literature to Other Curricular Areas | |
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| Science Focus | |
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| Social Studies Focus | |
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| Informational Books for Social Studies | |
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| Reading and Language Arts Focus | |
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| Math Focus | |
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| Special Focus: Poetry Sharing and Writing | |
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| General Principles for Poetry Integration | |
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| Set Up Ongoing Poetry Routines | |
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| Pointers for Poetry Sharing | |
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| Pointers for Memorizing Poetry | |
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| Composing Poetry: Written and Oral | |
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| Integrating Visual Art Throughout the Curriculum | |
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| Introduction | |
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| Stop to See Details | |
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| Visual Art Literacy | |
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| Why Should Teachers Integrate Art? | |
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| Visual Art: Effects on Learning and Motivation | |
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| National Standards for Art and Other Curriculum Frameworks | |
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| What Do Teachers Need to Know and Teach to Integrate Art? | |
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| Art and Child Development: Cognitive, Affective, and Psychomotor | |
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| Teaching Students to Do and View Art | |
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| Art Materials and Techniques | |
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| Subject Matter: What Art Is About | |
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| The People of Art: Artists and Their Styles | |
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| Special Arts Integration Projects | |
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| National Standards for Art | |
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| How Can Classroom Teachers Use Art to Enhance Curricular Areas? | |
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| General Integration Principles | |
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| Art Connections to Math, Science, Social Studies, and Language Arts | |
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| Art Seed Strategies | |
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| Introduction | |
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| Energizers and Warm-Ups | |
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| Teaching Art Concepts and Elements | |
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| Using Different Media | |
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| Cleanup and Organization Tips | |
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| Mixing Colors: Color Triangles | |
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| Drawing and Rubbing | |
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| Painting and Painting Tools | |
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| Printmaking | |
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| Collage | |
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| Techniques: Enlarge, Simplify, Crop | |
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| Displays and Bulletin Boards | |
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| Murals | |
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| Mixed Media | |
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| Photography | |
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| Three-Dimensional Art | |
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| Bookmaking | |
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| Connecting Art to Other Curricular Areas | |
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| Science Focus | |
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| Social Studies Focus | |
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| Reading and Language Arts Focus | |
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| Math Focus | |
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| Integrating Drama Throughout the Curriculum | |
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| Introduction | |
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| Why Should Teachers Integrate Drama? | |
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| What Do Teachers Need to Know to Use Drama as a Teaching Tool? | |
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| Creative Drama Defined | |
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| Drama Components | |
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| The National Standards for Theater: American Goals | |
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| How Can Teachers Use Drama as a Teaching Tool? | |
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| General Integration Principles | |
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| Teacher Characteristics | |
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| Planning for Discipline and Management | |
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| Drama Seed Strategies | |
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| Introduction | |
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| Energizers and Warm-Ups | |
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| Pantomime Strategies | |
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| Verbal Strategies | |
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| Connecting Drama to Other Curricular Areas | |
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| Science Focus | |
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| Social Studies Focus | |
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| Reading and Language Arts Focus | |
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| Math Focus | |
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| Storytelling's Special Relationship with Drama | |
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| Why Storytelling? | |
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| Storytelling Sources and Resources | |
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| Integrating Dance and Movement Throughout the Curriculum | |
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| Introduction | |
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| Relax! You Need Not Be a Dancer Yourself | |
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| Why Should Teachers Integrate Movement and Dance? | |
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| Eleven Reasons to Integrate Dance | |
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| What Do Teachers Need to Know to Use Dance as a Teaching Tool? | |
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| What's Included in the Study of Dance? | |
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| Definitions: Creative Dance versus Movement | |
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| Creative Movement and Dance | |
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| Pantomime versus Creative Dance | |
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| Imagery and Dance | |
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| Teachers Need Words: Dance Elements Vocabulary | |
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| Seven National Standards for Dance | |
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| How Can Teachers Use Dance and Movement as Teaching Tools? | |
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| General Integration Principles | |
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| Reassurance for Classroom Teachers: Common Problems | |
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| Dance Seed Strategies | |
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| Introduction | |
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| Energizers and Warm-Ups | |
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| Dance Concepts and BEST Elements | |
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| Connecting Dance to Other Curricular Areas | |
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| Science Focus | |
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| Social Studies Focus | |
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| Reading and Language Arts Focus | |
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| Math Focus | |
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| Integrating Music Throughout the Curriculum | |
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| Introduction | |
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| Musical Development: Preferences and Tastes | |
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| Music Is Not My Job? | |
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| Why Should Teachers Integrate Music? | |
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| Reasons to Integrate Music | |
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| What Do Teachers Need to Know to Use Music as a Teaching Tool? | |
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| Defining Music: When Does Sound Become Music? | |
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| Music Elements That Help Define Music | |
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| Musical Instruments | |
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| Composers, Genre, and Styles of Music for Classroom Use | |
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| American Culture: Songs to Know | |
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| The Nine National Standards for Music K-8 | |
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| How Can Teachers Use Music as a Teaching Tool? | |
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| Music Integration Checklist | |
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| Music Approaches That Influence Integration | |
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| Ten Principles for Integration | |
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| Music Seed Strategies | |
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| Introduction | |
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| Energizers and Warm-Ups | |
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| Basic Musical Concepts and Elements | |
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| Connecting Music to Curricular Areas | |
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| Webbing | |
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| Science Focus | |
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| Social Studies Focus | |
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| Reading and Language Arts Focus | |
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| Math Focus | |
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| Integrating the Arts with the Arts: Strategy Seed Ideas | |
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| Introduction | |
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| Overall Focus of the Arts | |
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| Literature and Art (LA) | |
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| Art and Drama (ADr) | |
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| Drama and Dance (DrD) | |
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| Dance and Music (DM) | |
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| Music and Literature (ML) | |
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| Literature and Drama (LDr) | |
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| Drama and Music (DrM) | |
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| Music and Art (MA) | |
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| Art and Dance (AD) | |
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| Dance and Literature (DL) | |
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| Assessment and Other Frequently Asked Questions | |
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| Introduction | |
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| FAQs and Assessment | |
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| Arts-Based Children's Literature | |
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| Award-Winning Children's Literature | |
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| Arts Organizations, Addresses, and Internet Sites | |
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| Assessment Tools | |
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| Discipline Prevention and Intervention Strategies | |
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| Bibliography of Recommended Reading and Viewing | |
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| Seed Strategies Index | |
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| Subject Index | |
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| About the Author | |