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| Preface | |
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| Creativity | |
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| Creativity: What is it? | |
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| Relationships between the Individual, Domain, and Field | |
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| Resources for Developing Creativity | |
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| Personality | |
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| Intelligence and Knowledge | |
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| Thinking Styles | |
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| Motivation and Commitment | |
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| Environmental Support | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Approaches to Arts Education | |
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| Basic Approaches | |
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| The Productive Approach | |
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| The Reproductive Approach | |
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| Origins of Philosophical Beliefs in Arts Education | |
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| The Guided Learning Approach | |
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| Conditions for Guiding Learning in the Arts | |
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| Assisting Artistic Processes and Products | |
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| Forming Partnerships with Children | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Artistic Learning and Knowing | |
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| Learning How to Learn in Artistic Ways | |
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| Thought, Emotion, and Action | |
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| Thinking through Imagery and with the Body | |
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| Turning Action into Representation | |
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| "Reading" and "Writing" Using Artistic Symbols | |
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| Communicating via a Unique "Language" | |
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| Learning Through Discovery | |
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| Discovery Learning through Play | |
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| Engaging Artistic Processes | |
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| Honoring Individual Learning Style | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Socially Constructed Learning in Early Childhood Arts Education | |
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| Underpinning Principles of Social Constructivism | |
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| Modeling or Demonstrating | |
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| Providing Descriptive Feedback | |
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| Explaining to Organize Children's Thoughts | |
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| Asking Questions to Stimulate Children's Ideas and Understanding | |
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| The Project-Based, Emergent Curriculum | |
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| Reflection and the Role of Documentation | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| The Arts and Intelligence | |
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| Multiple Intelligences | |
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| Musical Intelligence | |
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| Spatial Intelligence | |
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| Bodily-Kinesthetic Intelligence | |
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| Personal Intelligences | |
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| Intelligence, Symbols, and Symbol Systems | |
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| Symbols and Symbol Systems | |
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| Literal and Expressive Symbolizing | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Children's Artistic Development | |
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| Objects and Events | |
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| Categorizing Objects | |
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| Categorizing Events | |
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| Characteristics of Young Children's Development | |
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| Toddlers: Meaning-Making | |
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| Three- to Five-Year-Olds: Playful Symbol Use | |
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| Six- to Eight-Year-Olds: Crafting | |
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| Domain-Specific Intelligence in Relation to Development | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Literacy in the Arts | |
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| Multiliteracy | |
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| Artistic Literacy | |
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| Processes Toward Artistic Literacy | |
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| Making | |
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| Presenting | |
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| Responding | |
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| Assisting Children's Thinking About Artistic Learning | |
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| Before an Arts Experience | |
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| During an Arts Experience | |
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| After an Arts Experience | |
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| Artistic Elements, Forms of Expression, and Symbolic Domains | |
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| Expressive, Metaphoric, and Stylistic Facets | |
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| Balancing the Arts Processes and Connecting the Arts Domains | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| The Visual Arts | |
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| Why Art is Important for Young Children | |
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| Ways of Seeing the Child | |
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| Ways of Seeing Art | |
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| Ways of Seeing the Teacher | |
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| How We Can Assist Children's Learning in and through Art | |
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| Drawing | |
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| The Child | |
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| The Art | |
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| Teaching | |
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| Painting | |
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| The Child | |
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| The Art | |
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| Teaching | |
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| Clay | |
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| The Child | |
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| The Art | |
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| Teaching | |
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| Other Art Media | |
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| An Example of Good Art Practice | |
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| Assessment | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Music | |
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| The Influence of Culture, Family, and Schooling on Young Children's Musical Development | |
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| An Emergent Curriculum within a Supportive Musical Environment | |
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| Singing | |
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| Characteristics of Children's Spontaneous Songs | |
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| Encouraging Song Improvisation | |
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| Playing Instruments | |
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| Encouraging Instrumental Improvisation and Composition | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Enhancing Dramatic Activities in the Early Childhood Years | |
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| Dramatic Play and the Intuitive Use of the Elements of Drama | |
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| Dramatic Qualities of Child-Structured Play | |
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| Dramatic Tension | |
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| Teachers Becoming Co-Players to Maintain Tension in Children's Play | |
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| Symbol | |
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| Role, Language, and Movement | |
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| Teachers Providing Contexts for Roles, Language, and Movement | |
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| Time, Space, and Focus | |
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| Summary | |
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| Practical Activities | |
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| Dance | |
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| Freedom and Improvisation in Relation to Discipline and Control | |
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| Dance as Inner Awareness | |
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| Dance as a Group Experience | |
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| Movement Qualities | |
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| Effort | |
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| Space | |
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| Time | |
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| The Use of Appropriate Stimulation | |
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| Props | |
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| Imagery | |
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| The Voice and Musical Instruments | |
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| Music and Movement | |
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| Characteristics of Children's Movement Ability in Relation to Music | |
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| Well-Constructed Dance Sessions | |
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| Linking Musical Concepts and Dance Concepts | |
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| Guidance | |
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| Problem Solving | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| The Integration of the Arts | |
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| The Brain's Search for Patterns | |
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| Origins of Interdisciplinary Curricula | |
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| Integrating While Maintaining Discipline Integrity | |
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| Common Approaches to Integration | |
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| Underpinning Principles of an Integrated Approach | |
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| Storybuilding as a Beginning Point for Integration | |
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| Techniques for Storybuilding | |
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| Integrated Arts Play Emerging from Children's Ideas | |
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| Assisting Children to Apply Self-Imposed Artistic Judgment | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Planning, Implementing, and Documenting the Curriculum | |
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| The Emergent Curriculum Cycle | |
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| Planning, Implementing, and Documenting | |
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| Support Components | |
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| People | |
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| Resources | |
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| Space | |
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| Time | |
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| Artistic Components | |
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| Processes | |
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| Discipline-Based Forms of Expression | |
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| Elements | |
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| Concepts | |
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| Multimodality | |
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| Guidance | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| The Arts, Culture, and Schooling | |
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| Culture as Continuous Change | |
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| The Cultural Construction of Reality | |
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| Collective Construction of Reality | |
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| Creating Our Preferred Futures | |
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| Summary | |
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| Additional Readings | |
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| Practical Activities | |
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| Glossary | |
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| The Visual Arts | |
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| Dance | |
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| Drama | |
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| Music | |
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| References | |
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| Index | |