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| Preface | |
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| Art Integration: A Methodology for Learning | |
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| Arts and Knowledge | |
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| Arts and Learning | |
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| Arts as Language | |
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| Arts and Culture | |
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| Arts and Culture and Identity | |
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| Arts and Inclusive Education: Special Needs, Exceptional, and Gifted Students | |
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| Arts and Technology | |
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| Historical Perspective | |
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| Opening New Venues for Artists and Students | |
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| Technology and Literacy | |
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| Multimedia | |
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| Technology in the Classroom as a Learning Tool | |
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| Turning Technology Over to Students | |
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| Equity and Technology | |
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| Students as Tech-Directors | |
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| Technology in the Workplace | |
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| Goals of an Equitable Education and the Arts | |
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| Methodology for Learning | |
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| Learning with the Arts | |
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| Learning through the Arts | |
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| Learning about the Arts | |
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| Summary | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| What Does It Mean to Be a Learner? Intellectual Development Revisited | |
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| Theories of Intellectual Development | |
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| The Role of "Translation through Representation" in Learning | |
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| Standards and Arts Education | |
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| What Does It Mean to Be a Learner? | |
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| Summary | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Piaget, Imitation, and the Blues: Reflections on Imagination and Creativity | |
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| Creativity | |
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| Piaget, Imitation, and the Blues | |
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| Imagination | |
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| Howard Gardner, Creativity, and the Classroom | |
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| Creativity and Technique | |
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| Creator and Participant | |
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| Summary | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Communication, Expression, and Experience: Literacy and the Arts | |
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| Literacy with the Arts | |
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| Cursive Writing through the Arts | |
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| Picto-Spelling Learning through the Arts | |
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| Story Comprehension Learning through the Arts | |
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| Drama (Visual and Auditory) | |
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| Movement (Kinesthetic) | |
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| Music (Auditory) | |
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| Poetry and Language Acquisition through the Arts | |
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| Playing with Words | |
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| Journals: Working with Ideas over a Period of Time | |
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| Copied Poems | |
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| Key Elements toward Writing Poetry | |
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| Summary | |
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| Tech Connect | |
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| Technology, Arts, and Language Arts | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| The Voices of Humanity: History, Social Studies, Geography, and the Arts | |
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| Learning with the Arts | |
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| Poetry | |
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| Visual Arts | |
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| Photography | |
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| Music | |
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| Drama | |
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| Pablo Tac | |
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| Learning through the Arts | |
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| Presidential Puppetry | |
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| Mural Making and History | |
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| Quilts and History | |
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| Geography and Papier Mache | |
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| Summary | |
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| Tech Connect | |
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| Technology, Arts, and Social Studies | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| The Wonder of Discovery: Science and the Arts | |
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| Learning with the Arts | |
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| Painting | |
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| Music | |
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| Poetry | |
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| Learning through the Arts | |
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| Dance | |
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| Learning about Animals and Their Environments through Origami and Story Telling | |
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| Ecology: Drawing from Nature | |
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| The Nature of Poetry: Working with Ideas | |
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| Summary | |
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| Tech Connect | |
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| Technology, Arts, and Science | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| Puzzles of the Mind and Soul: Mathematics and the Arts | |
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| Learning with the Arts | |
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| Visual Arts | |
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| Dance | |
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| Literature | |
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| Music | |
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| Learning through the Arts | |
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| Distance Estimation | |
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| Permutations | |
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| Fractions | |
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| Shapes, Symmetry, Angles, and Geometry | |
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| Single-Digit Addition and Subtraction | |
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| Points and Coordinates, Parallel Lines | |
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| Drama, Story Problems | |
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| Summary | |
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| Tech Connect | |
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| Technology, Arts, and Mathematics | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| Setting the Stage for a Turn of Events: Subject Matter Informs the Arts | |
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| Arts Setting the Stage for Learning | |
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| Subject Matter Informing Art | |
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| Art as Subject Matter | |
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| Learning about Arts with Arts | |
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| Learning about Arts through Arts | |
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| Summary | |
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| Tech Connect | |
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| Technology and Arts | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| Seeing a Different Picture: Assessment and the Arts | |
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| The Need for Assessment | |
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| Evidence of Learning | |
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| Valuing the Arts as a Teaching and Assessment Tool | |
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| Content and Concept Assessment | |
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| Incidental Assessment | |
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| Setting Assessment Parameters | |
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| Strategies to Collect Evidence | |
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| Portfolio Assessment | |
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| Performance-Based Assessment | |
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| Listening to and Observing Children | |
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| Summary | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| A Lithograph in the Closet and an Accordion in the Garage: Connecting with the Arts and Artists in Your Community | |
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| Utilizing Community Resources | |
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| The World Wide Web and Arts Education | |
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| SUAVE: A Cultural Partnership for Teachers | |
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| What Is SUAVE? | |
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| The Coaching Relationship | |
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| What Does a SUAVE Classroom Look Like? | |
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| Movement Poetry | |
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| Art and Identity | |
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| Cell Lab and Art | |
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| Crossing Boundaries-Lessons from Artists Applied to Learning | |
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| The Arts Ain't Fluff | |
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| Reflections on the Program | |
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| Summary | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |
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| Sample Lesson Plans | |
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| Beyond Walls: Mural Making and Critical Voices: Collaborative Art Projects | |
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| The Mural Project | |
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| Chronology of Class Work | |
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| Performance Guides | |
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| Epilogue | |
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| A Final Word | |
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| Questions to Ponder | |
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| Explorations to Try | |
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| References | |