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E-raamat: Transforming the Curriculum Through the Arts

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 14-Dec-2020
  • Kirjastus: Springer Nature Switzerland AG
  • Keel: eng
  • ISBN-13: 9783030527976
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Transforming the Curriculum Through the ArtsSuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 14-Dec-2020
  • Kirjastus: Springer Nature Switzerland AG
  • Keel: eng
  • ISBN-13: 9783030527976
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This textbook highlights the unique role that quality Arts processes and experiences can and should play across the curriculum to ensure that all learners’ creativities and imaginations flourish. It provides much-needed strategies, units of work and practical resources in six arts disciplines – visual arts, literature, drama, music, dance and media arts. It is a must-read for those keen to develop research-informed, integrated, arts-rich learning and teaching strategies while also exploring each discipline.
 
Alongside the ‘four Cs’ (critical thinking, communication, collaboration and creativity) the authors propose four additional ‘Cs’: curiosity, compassion, connection and courage as much-needed 21st century capabilities. The book speaks to the current debates on STEAM vs. STEM education, and provides an important framework for preservice and experienced classroom teachers, including arts specialists.

1 Introduction
1(4)
References
3(2)
2 The Imperative of an Arts-Led Curriculum
5(16)
1 Introduction
5(1)
2 The `Arts' Defined
6(2)
3 A Rationale for an Arts-Rich Curriculum
8(1)
4 The Role of the Arts in Learning
8(1)
5 The Arts and Learning: Recent Research
9(5)
6 The Current Context
14(2)
7 Summary
16(1)
8 Conclusion
16(1)
References
17(4)
3 Exploring Life `Cs' Through the Arts
21(14)
1 Introduction
21(1)
2 The 4Cs
22(4)
3 Additional 4Cs
26(6)
4 Conclusion
32(1)
References
33(2)
4 Integrating the Creative Arts with Integrity
35(26)
1 Introduction
36(1)
2 Defining Integration
37(1)
3 Historical Overview
38(2)
4 The Four Cs, Another 4Cs and Curriculum Integration
40(1)
5 Towards Integrating the Curriculum: Different Models
41(4)
6 Dimensions for an Integrated Curriculum
45(1)
7 Obstacles
46(1)
8 Some Possible Interrelated Guiding Questions When Planning an Integrated Unit
47(11)
9 Conclusion
58(1)
References
59(2)
5 Leading with Creative Dance
61(16)
1 Introduction
61(1)
2 Creative Dance Defined
61(2)
3 Movement Is Important in Everyday Life
63(1)
4 A Rationale for Creative Dance
64(1)
5 Goals of Creative Dance
65(1)
6 Beginning with Creative Dance
65(2)
7 Establishing a Positive Creative Dance Context in the Classroom
67(1)
8 Dance and Mathematics
68(2)
9 Integrating Dance and Writing
70(1)
10 Creative Dance and Literature
70(4)
11 Conclusion
74(1)
References
75(2)
6 Leading with Drama
77(22)
1 Introduction
77(1)
2 Defining Drama-Rich Pedagogy
78(1)
3 Components or Elements of Drama
79(16)
Role: Stepping into Another's Shoes
79(1)
Focus
80(1)
Tension
80(1)
Warming Up with Drama Games and Strategies
81(1)
Embodiment
81(1)
Sculpture
82(1)
Depiction
82(1)
Hot Seating
83(1)
Conscience Alley
83(1)
Thought-Tracking/Tapping in
84(1)
Readers' Theatre
84(11)
4 Conclusion
95(1)
References
96(3)
7 Leading with Quality Literature
99(16)
1 Introduction
99(1)
2 Literature as an Art Form
100(2)
3 Criteria for Choosing Quality Children's Literature
102(1)
4 Leading with Literature: Some Exemplars and Units
102(10)
5 Summary
112(1)
References
113(2)
8 Leading with Media Arts
115(22)
1 Introduction
115(1)
2 What Is Media Education?
116(1)
3 What Is Media Arts?
116(1)
4 The Value of Media Arts Education
117(1)
5 Warming Up to Media: Basic Film Techniques
118(4)
6 Advertisements
122(2)
7 Some Media Examples
124(10)
8 Conclusion
134(1)
References
134(3)
9 Leading with Music
137(18)
1 Introduction
137(2)
2 What Is Music?
139(1)
3 Music Education in the Twenty-First Century
139(1)
4 Music in the School
140(1)
5 Learning in, About and Through Music in the Classroom
141(1)
6 Listening to Music Actively
141(1)
7 Listening Focus on the Imaginary and Multi-Modal Experience
142(1)
8 Listening Focus on `Musical Analysis' and Developing the Language of Musical Concepts
143(2)
9 Creative Music-Making with a Cross-Curricular Focus
145(7)
References
152(3)
10 Leading with the Visual Arts
155(24)
1 Introduction
155(1)
2 What Is Visual Arts?
156(1)
3 The Value of Visual Arts Learning
156(2)
4 Technical Activities Masquerading as Visual Arts
158(1)
5 An Effective Visual Arts Programme
159(1)
6 The Quality Visual Arts Lesson
160(2)
7 Art Appreciation Strategies
162(1)
8 Encouraging Children to Talk About Their Art
163(2)
9 Art Language and Vocabulary
165(2)
Visual Arts as a Springboard
167(1)
10 Strategies to Encourage Art Dialogue
167(8)
The Missing Part
168(1)
Telephone Art
168(1)
Living Clay
168(1)
Every Picture Tells a Story
168(1)
Art Auction
168(7)
11 Conclusion
175(1)
References
176(3)
11 Embedding the Arts in the Humanities and Social Studies
179(20)
1 Introduction
180(1)
2 What Is Humanities and Social Sciences?
181(1)
3 The Purpose of Learning and Teaching in Humanities and Social Sciences
181(2)
4 Four Types of Knowledge
183(1)
5 A Discipline as a Form of Knowledge and Inquiry
183(1)
6 The Disciplines of History and Geography
184(1)
7 History as a Discipline
184(1)
8 The Conceptual Framework of History
185(1)
9 Concepts Organise Content
186(1)
10 The Role of Creativity, Imagination and the Arts in History
187(1)
11 History and the Arts: Interdisciplinary Approaches in the Primary Classroom
188(3)
12 Other Creative Pedagogies
191(3)
Visual Art
191(1)
Blackout Poetry
191(3)
Hybrid Texts
194(1)
Monologue
194(1)
13 Post-unit Observations and Comments
194(1)
14 Conclusion
195(2)
References
197(2)
12 STEM into STEAM
199(22)
1 Introduction
199(1)
2 Science and the Arts
200(1)
3 Putting the `A' into Science, Technology, Engineering and Mathematics
200(2)
4 Draw a Scientist or Artist
202(1)
5 Visual Arts and Mathematics
203(5)
Tessellations
203(1)
Shapes and Patterns
204(3)
Science and Embodiment
207(1)
6 STEAM and Stories
208(1)
7 Integrating Science, Technology, Engineering and Mathematics with the Creative Arts
209(10)
Visual Arts
209(1)
Music
209(1)
Drama
210(1)
Dance
210(9)
8 Conclusion
219(1)
References
219(2)
Concluding Comments 221(2)
Index 223
Robyn Gibson is Associate Professor and Deputy Head of School in the Sydney School of Education and Social Work at the University of Sydney, Australia. Formerly an art/craft specialist in primary schools, Robyn has lectured extensively in the Creative Arts both in Australia and the United States. She is passionate about the value of the Arts in the lives of all young people and is committed to creative teaching practices. Robyn Ewing is Professor Emerita of Teacher Education and the Arts at the University of Sydney, Australia. Initially a primary school teacher, Robyn believes an arts-led and creative curriculum is an imperative for 21st century learners. She has a commitment to innovative teaching and learning at all levels of education and particularly enjoys working alongside educators interested in reforming their curriculum practice.
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