The authors in this volume share exemplary arts-integration practices across the K-8 curriculum. Rather than providing formulas or scripts to be followed, they carefully describe how the arts provide an entry point for gaining insight into why and how students learn. The book includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. Readers will come away with a deeper understanding of why and how to use the arts everyday, in every school, to reach every child.
Both a practitioner's guide and a school reform model, this important book: Explains how arts integration across the K-8 curriculum contributes to student learning; Features examples of how integrated arts education functions in classrooms when it is done well; Explores intensive teacher-education and principal-training programs now underway in several higher education institutions; Offers concrete ideas for educators who are looking to strengthen their own skills.
Learning in and through the arts can develop complex and subtle aspects of the mind, argues Elliot Eisner in this engrossing book. Offering a rich array of examples, he describes different approaches to the teaching of the arts and shows how these refine forms of thinking that are valuable in dealing with our daily life.
This book details the Guggenheim Museum's classroom-tested inquiry-based approach to learning. This user-friendly guide provides teachers (grades 2-8) with strategies and resources for investigating art to enhance student learning across the curriculum. For the classroom teacher, Art Investigation provides an exciting way to study contemporary and historical cultures while also improving critical thinking and literacy skills. For the art teacher, Art Investigation offers students the tools to engage meaningfully with the world of art and artists. This unique text features the experiences of the Guggenheim Museum's 40-year-old Learning Through Art Program. as well as reproductions from the museum's vast art collection.
This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this innovative approach shows teachers how to use the cultural resources at hand to engage students in the processes of critical, imaginative investigation.