| |
| |
| |
| Arts Integration | |
| |
| |
| |
| An Introduction to Arts Integration | |
| |
| |
| Stop the Beatings | |
| |
| |
| Remarkable Meaning Makers | |
| |
| |
| The Arts and Integration | |
| |
| |
| History and Nature of the Arts | |
| |
| |
| What Is Art? | |
| |
| |
| Arts-Added Education | |
| |
| |
| What Is Integration? | |
| |
| |
| What Is Meaningful Arts Integration? | |
| |
| |
| In the News | |
| |
| |
| Arts for Learning Sake | |
| |
| |
| Definition and Principles | |
| |
| |
| Meaningful Arts Integration | |
| |
| |
| Levels and Models of Arts Integration | |
| |
| |
| Five Minutes a Day? | |
| |
| |
| With, About, In, and Through the Arts | |
| |
| |
| Arts-Based Reform: National and Regional Models | |
| |
| |
| Why Integrate the Arts? | |
| |
| |
| Arts and Academics | |
| |
| |
| Unique Contributions of the Arts: Process and Content | |
| |
| |
| National Initiatives and Legislation | |
| |
| |
| The Arts and the 21st-century Workforce | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Philosophy, Research, and Theories That Support Arts Integration | |
| |
| |
| Arts Integration Philosophy | |
| |
| |
| Philosophical Overview | |
| |
| |
| People | |
| |
| |
| Principles of Learning | |
| |
| |
| Places | |
| |
| |
| Programs | |
| |
| |
| Pedagogy | |
| |
| |
| Mission Statement | |
| |
| |
| Research on Arts Integration | |
| |
| |
| Academic Achievement (as Measured by Test Scores) | |
| |
| |
| Cognitive Effects | |
| |
| |
| Literacy and Math | |
| |
| |
| Motivational/Affective Effects | |
| |
| |
| Social Effects | |
| |
| |
| Learning Environment | |
| |
| |
| Diverse Learners | |
| |
| |
| Brain Research | |
| |
| |
| Misconceptions | |
| |
| |
| Brain Facts and Educational Implications | |
| |
| |
| New Brain Research | |
| |
| |
| Arts Integration and Learning Theories | |
| |
| |
| Multiple Intelligences (MI) Theory | |
| |
| |
| Erikson's Stage Theory | |
| |
| |
| Piaget's Stages of Cognitive Development | |
| |
| |
| Maslow's Hierarchy of Needs | |
| |
| |
| Vygotsky's Social Development | |
| |
| |
| Child Development and the Arts | |
| |
| |
| Creativity and Creative Problem Solving (CPS) | |
| |
| |
| Predispositions | |
| |
| |
| Problem Based | |
| |
| |
| What Is Creativity? | |
| |
| |
| Creativity in Action | |
| |
| |
| The Creative Problem Solving (CPS) Process | |
| |
| |
| Creative Planning and Teaching | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Arts Integration Blueprint | |
| |
| |
| How to Plan and Implement Arts Integration | |
| |
| |
| Teaching With, About, In, and Through the Arts | |
| |
| |
| More than Entertainment | |
| |
| |
| |
| Philosophy of Arts Integration | |
| |
| |
| |
| Arts Literacy | |
| |
| |
| Teacher Standards | |
| |
| |
| Purposes of the Arts | |
| |
| |
| Processes/Skills | |
| |
| |
| People | |
| |
| |
| Products | |
| |
| |
| Arts Elements and Concepts | |
| |
| |
| |
| Collaborative Integrated Arts Planning | |
| |
| |
| Planning Overview | |
| |
| |
| |
| Aesthetic Learning Environment | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| What You Teach Is Who You Are | |
| |
| |
| Inside-Out Motivation | |
| |
| |
| Engagement and Active Learning | |
| |
| |
| Creative Problem Solving (CPS) | |
| |
| |
| Explicit Teaching | |
| |
| |
| Apply, Practice, Rehearse | |
| |
| |
| Aesthetic Orienting | |
| |
| |
| Process and Product | |
| |
| |
| Management: Behavior, Time, and Materials | |
| |
| |
| Independence and Self-Discipline | |
| |
| |
| |
| Instruction Design | |
| |
| |
| Instructional Design | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| Student Needs: 10 Ways to Diversify Instruction | |
| |
| |
| Interventions for Special Needs Populations | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| Definition and Purposes | |
| |
| |
| Evidence Driven | |
| |
| |
| Issues | |
| |
| |
| For/Of | |
| |
| |
| Assessing Assessment | |
| |
| |
| Assessment Tools | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Direct Service | |
| |
| |
| Arts Specialists | |
| |
| |
| Arts Agencies/Organizations | |
| |
| |
| Arts Directory | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Integrating Literature and the Arts Throughout the Curriculum | |
| |
| |
| |
| Integrating the Literary Arts | |
| |
| |
| Literature at the Core | |
| |
| |
| What Are the Literary Arts? | |
| |
| |
| |
| Philosophy of Arts Integration | |
| |
| |
| Why Integrate Literature? | |
| |
| |
| |
| Arts Literacy: Literary Content and Skills | |
| |
| |
| What Teachers Need to Know | |
| |
| |
| |
| Collaborative Planning | |
| |
| |
| National Standards: Literary Arts | |
| |
| |
| Integrated Units | |
| |
| |
| Unit Structures | |
| |
| |
| Field Trip or Literary Event | |
| |
| |
| Special Connections | |
| |
| |
| Two-Pronged Lesson Plan | |
| |
| |
| |
| Aesthetic Literary Environment | |
| |
| |
| Literature Collections | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| Creativity | |
| |
| |
| Unity and Balance | |
| |
| |
| Taste | |
| |
| |
| Selection Sources | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| What You Teach Is Who You Are | |
| |
| |
| Explicit Teaching | |
| |
| |
| Aesthetic Orienting | |
| |
| |
| Stretching Time | |
| |
| |
| Independence and Self-Discipline | |
| |
| |
| |
| Instructional Design: Routines and Structures | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| Developmental Stages | |
| |
| |
| Matching Books and Students | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Author/Artist Visits | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Seed Strategies for Literature and Poetry | |
| |
| |
| Chapter Organization | |
| |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| |
| Teaching About Literature: Elements and Genre Traits | |
| |
| |
| |
| Connecting Literature to Curricular Areas | |
| |
| |
| Science Focus | |
| |
| |
| Social Studies Focus | |
| |
| |
| Literacy: Reading and Language Arts Focus | |
| |
| |
| Math Focus | |
| |
| |
| Special Focus: Poetry Sharing and Writing | |
| |
| |
| General Principles for Poetry Integration | |
| |
| |
| Ongoing Poetry Routines | |
| |
| |
| Poetry Sharing and Performance | |
| |
| |
| Memorizing Poetry | |
| |
| |
| Composing Poetry: Written and Oral | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| |
| Integrating Visual Art Throughout the Curriculum | |
| |
| |
| Visual Imagery and Literacy | |
| |
| |
| |
| Arts Integration Philosophy | |
| |
| |
| Why Should Teachers Integrate Art? | |
| |
| |
| |
| Arts Literacy: Content and Skills | |
| |
| |
| What Do Teachers Need to Know to Integrate Art? | |
| |
| |
| |
| Collaborative Integrated Art Planning | |
| |
| |
| Unit Planning | |
| |
| |
| |
| Aesthetic Learning Environment | |
| |
| |
| Immersion | |
| |
| |
| Art Sources | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| Visual Art-Based Literature | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| Teacher Roles: Guide and Director | |
| |
| |
| Creative Problem Solving and Authentic Art | |
| |
| |
| Explicit Teaching | |
| |
| |
| Aesthetic Orienting | |
| |
| |
| Process and Product | |
| |
| |
| |
| Instructional Design: Routines and Structures | |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| Daily Routines and Rituals | |
| |
| |
| Art Discussions | |
| |
| |
| Stations and Centers | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| Visual Art and Child Development | |
| |
| |
| Differentiating Instruction | |
| |
| |
| Websites | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Visual Art Seed Strategies | |
| |
| |
| Chapter Organization | |
| |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| |
| Teaching Art Concepts and Elements | |
| |
| |
| |
| Using Different Media | |
| |
| |
| General Tips | |
| |
| |
| Mixing Colors: Color Triangles | |
| |
| |
| Drawing and Rubbing | |
| |
| |
| Painting and Painting Tools | |
| |
| |
| Printmaking | |
| |
| |
| Collage | |
| |
| |
| Artistic Techniques: Enlarge, Simplify, Crop | |
| |
| |
| Displays and Bulletin Boards | |
| |
| |
| Murals | |
| |
| |
| Mixed Media | |
| |
| |
| Photography | |
| |
| |
| Three-Dimensional Art | |
| |
| |
| Bookmaking | |
| |
| |
| |
| Connecting Visual Art to Curricular Areas | |
| |
| |
| Science Focus | |
| |
| |
| Social Studies Focus | |
| |
| |
| Literacy: Reading and Language Arts Focus | |
| |
| |
| Math Focus | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Integrating Drama Throughout the Curriculum | |
| |
| |
| Drama in Education | |
| |
| |
| |
| Philosophy of Arts Integration | |
| |
| |
| Why Should Teachers Integrate Drama? | |
| |
| |
| |
| Arts Literacy: Content and Skills | |
| |
| |
| What Do Teachers Need to Know to Integrate Drama? | |
| |
| |
| |
| Collaborative Planning | |
| |
| |
| Meaningful Connections | |
| |
| |
| The National Standards for the Arts: American Goals | |
| |
| |
| Unit Planning | |
| |
| |
| |
| Aesthetic Learning Environment | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| What You Teach Is Who You Are | |
| |
| |
| Creative Problem Solving | |
| |
| |
| Explicit Teaching | |
| |
| |
| Management:Time, Space, Students | |
| |
| |
| Discipline for Independence | |
| |
| |
| |
| Instructional Design: Routines and Structures | |
| |
| |
| Structuring Lessons | |
| |
| |
| Clubs | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| Coaching: Formative Feedback | |
| |
| |
| Observation Records | |
| |
| |
| Rubrics and Checklists | |
| |
| |
| Peer Feedback | |
| |
| |
| Program Evaluation | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Arts Agency Collaborations | |
| |
| |
| Arts Education Partnership (http://aep-arts.org) | |
| |
| |
| Teaching Artists and Artist Residencies | |
| |
| |
| When There Is No Drama Specialist | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Drama and Storytelling Seed Strategies | |
| |
| |
| Chapter Organization | |
| |
| |
| Drama Reminders | |
| |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| |
| Pantomime Strategies | |
| |
| |
| |
| Verbal Improvisation Strategies | |
| |
| |
| |
| Connecting Drama to Curricular Areas | |
| |
| |
| Science Focus | |
| |
| |
| Social Studies Focus | |
| |
| |
| Literacy: Reading and Language Arts Focus | |
| |
| |
| Math Focus | |
| |
| |
| Special Section: Storytelling, an Integrated Art Form | |
| |
| |
| Why Storytelling? | |
| |
| |
| Storytelling Strategies and Resources | |
| |
| |
| Storytelling Sources and Resources | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Integrating Dance and Movement | |
| |
| |
| Two Ways | |
| |
| |
| Teaching With, About, In, and Through | |
| |
| |
| Relax! You Need Not Be a Dancer Yourself | |
| |
| |
| |
| Philosophy of Arts Integration | |
| |
| |
| Why Should Teachers Integrate Dance and Movement? | |
| |
| |
| |
| Arts Literacy: Content and Skills | |
| |
| |
| What Do Teachers Need to Know to Integrate Dance? | |
| |
| |
| Sources for Materials | |
| |
| |
| Teaching Approach | |
| |
| |
| |
| Collaborative Planning | |
| |
| |
| National Standards for Dance | |
| |
| |
| Arts with Arts Integration | |
| |
| |
| |
| Aesthetic Learning Environment | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| What You Teach Is Who You Are | |
| |
| |
| Engagement and Active Learning | |
| |
| |
| Creative Problem Solving | |
| |
| |
| Explicit Teaching | |
| |
| |
| Aesthetic Orienting | |
| |
| |
| Apply-Practice-Rehearse | |
| |
| |
| Process or Product | |
| |
| |
| Management: Behavior, Time, and Materials | |
| |
| |
| |
| Instructional Design: Routines and Structures | |
| |
| |
| IDC Lesson Framework | |
| |
| |
| Routines and Rituals | |
| |
| |
| Lessons That Flop | |
| |
| |
| Four Corners Stations | |
| |
| |
| Clubs | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| Adaptations for Special Needs | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| General Criteria: Observing Dance and Dance Making | |
| |
| |
| Feedback | |
| |
| |
| Anecdotal Records | |
| |
| |
| Group Debriefing | |
| |
| |
| Self-Assessment | |
| |
| |
| Portfolio Entries | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Initiating Collaboration | |
| |
| |
| Residencies | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Dance Seed Strategies | |
| |
| |
| Chapter Organization | |
| |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| |
| Dance BEST Elements and Concepts | |
| |
| |
| |
| Connecting Dance to Curricular Areas | |
| |
| |
| Science Focus | |
| |
| |
| Social Studies Focus | |
| |
| |
| Literacy: Reading and Language Arts Focus | |
| |
| |
| Math Focus | |
| |
| |
| |
| Multiarts Focus: Dance Integrated with Other Arts | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Integrating Music Throughout the Curriculum | |
| |
| |
| In the News | |
| |
| |
| Music Research: It's Only Naturals | |
| |
| |
| |
| Philosophy of Arts Integration | |
| |
| |
| Why Integrate Music? | |
| |
| |
| |
| Arts Literacy: Content and Skills | |
| |
| |
| What Do Teachers Need to Know to Integrate Music? | |
| |
| |
| |
| Collaborative Planning | |
| |
| |
| Nine National Standards for Music K-8 | |
| |
| |
| Respected, Not Trivialized | |
| |
| |
| Complementary Connections | |
| |
| |
| Unit Centers | |
| |
| |
| Two-Pronged Integrated Plans | |
| |
| |
| |
| Aesthetic Learning Environment | |
| |
| |
| Background Music: Research | |
| |
| |
| Besides Background Music | |
| |
| |
| |
| Literature as a Core Art Form | |
| |
| |
| |
| Best Teaching Practices | |
| |
| |
| What You Teach Is Who You Are | |
| |
| |
| Engagement and Active Learning | |
| |
| |
| Creative Problem Solving | |
| |
| |
| Explicit Teaching | |
| |
| |
| Aesthetic Orienting | |
| |
| |
| Management | |
| |
| |
| Practice and Indepence | |
| |
| |
| |
| Instructional Design: Routines and Structures | |
| |
| |
| Lesson Introductions | |
| |
| |
| Daily and Weekly Routines | |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| Centers, Stations, Displays | |
| |
| |
| Schoolwide Structures | |
| |
| |
| |
| Adaptations for Diverse Needs | |
| |
| |
| Nature and Nurture | |
| |
| |
| Musical Development | |
| |
| |
| |
| Assessment for Learning | |
| |
| |
| Two-Pronged Planning | |
| |
| |
| Feedback | |
| |
| |
| Interest Inventories | |
| |
| |
| Program Evaluation | |
| |
| |
| |
| Arts Partnerships | |
| |
| |
| Music Teachers | |
| |
| |
| Technology | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| |
| Music Seed Strategies | |
| |
| |
| Chapter Organization | |
| |
| |
| |
| Energizers and Warm-Ups | |
| |
| |
| |
| Music Elements and Concept and Elements | |
| |
| |
| |
| Connecting Music to Curricular Areas | |
| |
| |
| Science Focus | |
| |
| |
| Social Studies Focus | |
| |
| |
| Literacy: Reading and Language Arts Focus | |
| |
| |
| Math Focus | |
| |
| |
| Conclusion | |
| |
| |
| Resources | |
| |
| |
| Children's Literature References | |
| |
| |
| Epilogue | |
| |
| |
| Bibliography | |
| |
| |
| |
| Developmental Stages and the Arts | |
| |
| |
| |
| Adapting Arts-Based Lessons for Students with Diverse Needs | |
| |
| |
| |
| Assessment Tools and Resources | |
| |
| |
| |
| Discipline Prevention and Intervention | |
| |
| |
| |
| Book Report Alternatives | |
| |
| |
| |
| Artistic Birthday Buddies Project | |
| |
| |
| |
| Arts-Based Field Trips | |
| |
| |
| |
| Websites | |
| |
| |
| |
| School Registry of Arts-Based Schools | |
| |
| |
| |
| Arts-Based Children's Literature | |
| |
| |
| Seed Strategies Index | |
| |
| |
| Subject Index | |