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| Introduction : riding on the red arts wagon | |
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| Implementing an arts-based curriculum : why the arts matter | |
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| Sharing gifts and resources in the arts | |
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| The life-affirming power of the arts | |
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| What really matters in the arts | |
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| Just what is art? | |
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| "The theory of multiple intelligences" | |
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| "Picture books : images of art" | |
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| "An arts focused school : Queen Victoria" | |
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| Finding yourself in the painting : visual arts in education | |
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| A dual focus : art-making and art-viewing | |
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| An overview of teaching art | |
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| Painting and sketching | |
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| Making self-portraits | |
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| Creating a puppet | |
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| Designing a dream house | |
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| Exploring patterns and shapes | |
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| A variety of art activities | |
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| A mirror into the self | |
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| "Art as thinking and problem solving" | |
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| "The importance of child art as a foundation for teaching and learning" | |
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| "100 years of student art" | |
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| Building blocks for programming : visual arts | |
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| Joining in the singing : meaning making and music education | |
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| Listening, creating, performing | |
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| Teaching for musical understanding | |
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| Rhythmic problem solving | |
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| Singing | |
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| Exploring music through movement and dance | |
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| Using instruments to create music | |
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| Celebrating world music and polycentricity | |
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| Using digital technology | |
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| An invitation to make meaning | |
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| "The music program at Joyce Public School" | |
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| "The San Francisco School's approach to music" | |
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| Building blocks for programming : music | |
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| Learning "in role" : drama in education | |
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| Creating drama from the inside and the outside | |
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| Entering the world of drama | |
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| Games and drama activities | |
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| Storytelling | |
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| Role-playing | |
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| Improvisation | |
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| Interpretation | |
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| Playmaking | |
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| Theatre for young audiences | |
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| Structuring and grouping for drama | |
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| Ten ways to build drama from a source | |
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| A way to understand the world | |
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| "Connecting drama, play and collaborative learning through TRIBES" | |
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| Building blocks for programming : drama | |
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| Moving in the circle : dance education | |
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| Dance as a way of conceptualizing | |
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| General teaching principles | |
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| Sources for dance | |
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| Three facets of dance | |
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| Many ways of dancing | |
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| Building blocks for programming : dance | |
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| Plugging in the arts : media and arts education | |
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| Media as arts exploration | |
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| Media in the arts-based curriculum | |
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| Key components of media in the arts | |
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| Understanding media as an interactive art | |
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| Media as a forum for arts discussion | |
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| A key link to students' lives | |
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| "Virtual art galleries" | |
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| Building blocks for programming : technology in the arts | |
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| When teachers and artists hold hands : partnerships in arts education | |
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| Themes on why students need exposure to artists | |
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| Model activities based on experiences with artists | |
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| Artists for inspiration | |
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| "Planning for a museum visit" | |
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| "The role of arts in self-definition and communication" | |
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| Building blocks for programming : partnerships in arts education | |
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| Finale : voices from the arts community | |
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| Developing a school-based arts policy | |
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| Research and resources in arts education | |
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| A checklist for assessing growth in and through the arts in education | |