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1 | (4) |
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3 | (2) |
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2 The Imperative of an Arts-Led Curriculum |
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5 | (16) |
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5 | (1) |
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6 | (2) |
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3 A Rationale for an Arts-Rich Curriculum |
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8 | (1) |
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4 The Role of the Arts in Learning |
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8 | (1) |
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5 The Arts and Learning: Recent Research |
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9 | (5) |
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14 | (2) |
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16 | (1) |
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16 | (1) |
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17 | (4) |
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3 Exploring Life `Cs' Through the Arts |
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21 | (14) |
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21 | (1) |
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22 | (4) |
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26 | (6) |
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32 | (1) |
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33 | (2) |
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4 Integrating the Creative Arts with Integrity |
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35 | (26) |
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36 | (1) |
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37 | (1) |
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38 | (2) |
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4 The Four Cs, Another 4Cs and Curriculum Integration |
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40 | (1) |
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5 Towards Integrating the Curriculum: Different Models |
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41 | (4) |
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6 Dimensions for an Integrated Curriculum |
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45 | (1) |
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46 | (1) |
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8 Some Possible Interrelated Guiding Questions When Planning an Integrated Unit |
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47 | (11) |
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58 | (1) |
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59 | (2) |
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5 Leading with Creative Dance |
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61 | (16) |
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61 | (1) |
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61 | (2) |
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3 Movement Is Important in Everyday Life |
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63 | (1) |
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4 A Rationale for Creative Dance |
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64 | (1) |
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5 Goals of Creative Dance |
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65 | (1) |
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6 Beginning with Creative Dance |
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65 | (2) |
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7 Establishing a Positive Creative Dance Context in the Classroom |
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67 | (1) |
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68 | (2) |
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9 Integrating Dance and Writing |
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70 | (1) |
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10 Creative Dance and Literature |
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70 | (4) |
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74 | (1) |
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75 | (2) |
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77 | (22) |
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77 | (1) |
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2 Defining Drama-Rich Pedagogy |
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78 | (1) |
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3 Components or Elements of Drama |
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79 | (16) |
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Role: Stepping into Another's Shoes |
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79 | (1) |
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80 | (1) |
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80 | (1) |
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Warming Up with Drama Games and Strategies |
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81 | (1) |
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81 | (1) |
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82 | (1) |
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82 | (1) |
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83 | (1) |
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83 | (1) |
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Thought-Tracking/Tapping in |
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84 | (1) |
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84 | (11) |
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95 | (1) |
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96 | (3) |
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7 Leading with Quality Literature |
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99 | (16) |
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99 | (1) |
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2 Literature as an Art Form |
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100 | (2) |
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3 Criteria for Choosing Quality Children's Literature |
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102 | (1) |
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4 Leading with Literature: Some Exemplars and Units |
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102 | (10) |
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112 | (1) |
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113 | (2) |
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8 Leading with Media Arts |
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115 | (22) |
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115 | (1) |
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2 What Is Media Education? |
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116 | (1) |
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116 | (1) |
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4 The Value of Media Arts Education |
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117 | (1) |
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5 Warming Up to Media: Basic Film Techniques |
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118 | (4) |
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122 | (2) |
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124 | (10) |
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134 | (1) |
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134 | (3) |
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137 | (18) |
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137 | (2) |
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139 | (1) |
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3 Music Education in the Twenty-First Century |
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139 | (1) |
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140 | (1) |
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5 Learning in, About and Through Music in the Classroom |
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141 | (1) |
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6 Listening to Music Actively |
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141 | (1) |
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7 Listening Focus on the Imaginary and Multi-Modal Experience |
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142 | (1) |
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8 Listening Focus on `Musical Analysis' and Developing the Language of Musical Concepts |
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143 | (2) |
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9 Creative Music-Making with a Cross-Curricular Focus |
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145 | (7) |
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152 | (3) |
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10 Leading with the Visual Arts |
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155 | (24) |
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155 | (1) |
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156 | (1) |
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3 The Value of Visual Arts Learning |
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156 | (2) |
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4 Technical Activities Masquerading as Visual Arts |
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158 | (1) |
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5 An Effective Visual Arts Programme |
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159 | (1) |
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6 The Quality Visual Arts Lesson |
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160 | (2) |
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7 Art Appreciation Strategies |
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162 | (1) |
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8 Encouraging Children to Talk About Their Art |
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163 | (2) |
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9 Art Language and Vocabulary |
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165 | (2) |
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Visual Arts as a Springboard |
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167 | (1) |
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10 Strategies to Encourage Art Dialogue |
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167 | (8) |
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168 | (1) |
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168 | (1) |
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168 | (1) |
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Every Picture Tells a Story |
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168 | (1) |
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168 | (7) |
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175 | (1) |
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176 | (3) |
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11 Embedding the Arts in the Humanities and Social Studies |
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179 | (20) |
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180 | (1) |
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2 What Is Humanities and Social Sciences? |
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181 | (1) |
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3 The Purpose of Learning and Teaching in Humanities and Social Sciences |
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181 | (2) |
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4 Four Types of Knowledge |
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183 | (1) |
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5 A Discipline as a Form of Knowledge and Inquiry |
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183 | (1) |
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6 The Disciplines of History and Geography |
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184 | (1) |
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7 History as a Discipline |
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184 | (1) |
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8 The Conceptual Framework of History |
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185 | (1) |
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9 Concepts Organise Content |
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186 | (1) |
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10 The Role of Creativity, Imagination and the Arts in History |
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187 | (1) |
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11 History and the Arts: Interdisciplinary Approaches in the Primary Classroom |
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188 | (3) |
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12 Other Creative Pedagogies |
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191 | (3) |
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191 | (1) |
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191 | (3) |
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194 | (1) |
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194 | (1) |
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13 Post-unit Observations and Comments |
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194 | (1) |
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195 | (2) |
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197 | (2) |
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199 | (22) |
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199 | (1) |
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200 | (1) |
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3 Putting the `A' into Science, Technology, Engineering and Mathematics |
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200 | (2) |
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4 Draw a Scientist or Artist |
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202 | (1) |
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5 Visual Arts and Mathematics |
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203 | (5) |
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203 | (1) |
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204 | (3) |
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207 | (1) |
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208 | (1) |
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7 Integrating Science, Technology, Engineering and Mathematics with the Creative Arts |
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209 | (10) |
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209 | (1) |
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209 | (1) |
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210 | (1) |
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210 | (9) |
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219 | (1) |
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219 | (2) |
| Concluding Comments |
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221 | (2) |
| Index |
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223 | |
Lisainfo e-raamatute kohta