9780130977779

Drama, dance, music, art, literature--all exciting tools for the K-6 classroom. But how do you make the most of them? By using the numerous hands-on activities and ideas in this popular, practical book. Here are dozens of daily routine ideas, integrated unit ideas, and adaptable classroom structures that set forth solid, dependable "how to's" for using the arts throughout the curriculum--in social studies and science, in reading and language arts, even in math. Only in this book will you find such a clear, straightforward summary of these five art forms. And only in this book will you find a clearly presented argument for integratingat least one art form intoevery lesson in every area--every day. Targeted topics include assessment, classroom management/discipline and intervention/adaptation for special needs.

An Introduction to Teaching With, About, In, and Through The Arts

1

(36)

Introduction

4

(3)

The Sense and Soul of the Curriculum

4

(1)

The Arts: Remarkable Meaning Makers

5

(2)

Teaching With, About, In, and Through the Arts

7

(1)

Why Integrate the Arts?

7

(7)

Reasons to Integrate the Arts

7

(7)

What Do Teachers Need to Know and Do to Teach, With, About, In, and Through the Arts?

14

(15)

Brain Research: Changing Views of Development

14

(2)

Multiple Intelligences (MI) Theory

16

(4)

Erikson's Stage Theory

20

(1)

Piaget's Stages of Cognitive Development

21

(2)

Maslow's Hierarchy of Needs

23

(1)

Vygotsky's Social Development

24

(1)

Creativity and Creative Problem Solving

24

(5)

How Can a Teacher Coordinate Research and Theory for Arts Integration?

29

(8)

Conditions for Learning: Basic Beliefs

32

(5)

Integrating the Arts Thoughout the Curriculum

37

(39)

Introduction

40

(1)

Why Integrate the Arts Throughout the School Day?

40

(2)

Five Minutes a Day?

41

(1)

An Arts Integration Army?

42

(1)

What Should Teachers Know About Integration?

42

(1)

How Can Teachers Meaningfully Integrate the Arts?

43

(24)

Teaching With, About, In, and Through the Arts

43

(2)

More Than Enterainment

45

(1)

Integration Principles and Strategies

45

(22)

Special Needs Students: Ten Ways to Adapt

67

(9)

Interventions for Diverse Populations

71

(5)

Integrating Literature Throughout the Curriculum

76

(52)

Introduction

79

(1)

Why Should Teachers Integrate Literature?

79

(6)

Reasons to Integrate Literature Throughout the Curriculum

79

(6)

What Should Teachers Know and Teach about Literature to Integrate It Throughout the Curriculum?

85

(22)

Definitions: Children's Literature---A Hopeful Idea?

86

(1)

Goals for Literature Integration

86

(1)

National Standards Related to Literature

87

(1)

Literary Elements

87

(6)

Genre: A Category of Literature with Similar Traits

93

(14)

How Can Teachers Integrate Literature Throughout the Curriculum?

107

(21)

Guidelines and Principles for Integrating Literature

107

(21)

Literature Seed Strategies

128

(24)

Introduction

129

(1)

Energizers and Warm-Ups

129

(2)

Teaching about Literature: Elements and Genre Characteristics

131

(2)

Connecting Literature to Other Curricular Areas

133

(14)

Science Focus

133

(5)

Social Studies Focus

138

(1)

Informational Books for Social Studies

138

(3)

Reading and Language Arts Focus

141

(2)

Math Focus

143

(4)

Special Focus: Poetry Sharing and Writing

147

(5)

General Principles for Poetry Integration

148

(1)

Set Up Ongoing Poetry Routines

148

(1)

Pointers for Poetry Sharing

148

(1)

Pointers for Memorizing Poetry

148

(1)

Composing Poetry: Written and Oral

149

(3)

Integrating Visual Art Throughout the Curriculum

152

(47)

Introduction

155

(1)

Stop to See Details

155

(1)

Visual Art Literacy

155

(1)

Why Should Teachers Integrate Art?

156

(6)

Visual Art: Effects on Learning and Motivation

156

(5)

National Standards for Art and Other Curriculum Frameworks

161

(1)

What Do Teachers Need to Know and Teach to Integrate Art?

162

(11)

Art and Child Development: Cognitive, Affective, and Psychomotor

162

(2)

Teaching Students to Do and View Art

164

(2)

Art Materials and Techniques

166

(1)

Subject Matter: What Art Is About

166

(4)

The People of Art: Artists and Their Styles

170

(2)

Special Arts Integration Projects

172

(1)

National Standards for Art

173

(1)

How Can Classroom Teachers Use Art to Enhance Curricular Areas?

173

(17)

General Integration Principles

173

(17)

Art Connections to Math, Science, Social Studies, and Language Arts

190

(9)

Art Seed Strategies

199

(26)

Introduction

200

(1)

Energizers and Warm-Ups

200

(2)

Teaching Art Concepts and Elements

202

(4)

Using Different Media

206

(10)

Cleanup and Organization Tips

206

(1)

Mixing Colors: Color Triangles

206

(1)

Drawing and Rubbing

207

(1)

Painting and Painting Tools

208

(1)

Printmaking

209

(1)

Collage

209

(1)

Techniques: Enlarge, Simplify, Crop

210

(1)

Displays and Bulletin Boards

210

(1)

Murals

210

(1)

Mixed Media

210

(1)

Photography

211

(1)

Three-Dimensional Art

211

(1)

Bookmaking

212

(4)

Connecting Art to Other Curricular Areas

216

(9)

Science Focus

216

(2)

Social Studies Focus

218

(1)

Reading and Language Arts Focus

219

(3)

Math Focus

222

(3)

Integrating Drama Throughout the Curriculum

225

(33)

Introduction

228

(1)

Why Should Teachers Integrate Drama?

229

(4)

What Do Teachers Need to Know to Use Drama as a Teaching Tool?

233

(5)

Creative Drama Defined

234

(1)

Drama Components

234

(2)

The National Standards for Theater: American Goals

236

(2)

How Can Teachers Use Drama as a Teaching Tool?

238

(20)

General Integration Principles

238

(1)

Teacher Characteristics

239

(2)

Planning for Discipline and Management

241

(17)

Drama Seed Strategies

258

(28)

Introduction

259

(1)

Energizers and Warm-Ups

259

(2)

Pantomime Strategies

261

(5)

Verbal Strategies

266

(6)

Connecting Drama to Other Curricular Areas

272

(5)

Science Focus

272

(1)

Social Studies Focus

273

(1)

Reading and Language Arts Focus

274

(3)

Math Focus

277

(1)

Storytelling's Special Relationship with Drama

277

(9)

Why Storytelling?

278

(6)

Storytelling Sources and Resources

284

(2)

Integrating Dance and Movement Throughout the Curriculum

286

(32)

Introduction

289

(1)

Relax! You Need Not Be a Dancer Yourself

289

(1)

Why Should Teachers Integrate Movement and Dance?

290

(4)

Eleven Reasons to Integrate Dance

290

(4)

What Do Teachers Need to Know to Use Dance as a Teaching Tool?

294

(6)

What's Included in the Study of Dance?

294

(1)

Definitions: Creative Dance Versus Movement

295

(1)

Creative Movement and Dance

296

(1)

Pantomime versus Creative Dance

296

(1)

Imagery and Dance

296

(1)

Teachers Need Words: Dance Elements Vocabulary

297

(1)

Seven National Standards for Dance

298

(2)

How Can Teachers Use Dance and Movement as Teaching Tools?

300

(18)

General Intergration Principles

300

(16)

Reassurance for Classroom Teachers: Common Problems

316

(2)

Dance Seed Strategies

318

(14)

Introduction

319

(1)

Energizers and Warm-Ups

319

(3)

Dance Concepts and BEST Elements

322

(3)

Connecting Dance to Other Curricular Areas

325

(7)

Science Focus

325

(1)

Social Studies Focus

326

(3)

Reading and Language Arts Focus

329

(1)

Math Focus

330

(2)

Integrating Music Throughout the Curriculum

332

(42)

Introduction

334

(1)

Musical Development: Preferences and Tastes

334

(1)

Music Is Not My Job?

335

(1)

Why Should Teachers Integrate Music?

335

(11)

Reasons to Integrate Music

337

(9)

What Do Teachers Need to Know to Use Music as a Teaching Tool?

346

(6)

Defining Music: When Does Sound Become Music?

346

(1)

Music Elements That Help Define Music

346

(1)

Musical Instruments

347

(1)

Composers, Genre, and Styles of Music for Classroom Use

348

(2)

American Culture: Songs to Know

350

(2)

The Nine National Standards for Music K-8

352

(1)

How Can Teachers Use Music as a Teaching Tool?

352

(22)

Music Integration Checklist

352

(3)

Music Approaches That Influence Integration

355

(1)

Ten Principles for Integration

356

(18)

Music Seed Strategies

374

(15)

Introduction

375

(1)

Energizers and Warm-Ups

375

(1)

Basic Muscial Concepts and Elements

376

(5)

Connecting Music to Curricular Areas

381

(8)

Webbing

381

(1)

Science Focus

381

(1)

Social Studies Focus

382

(2)

Reading and Language Arts Focus

384

(3)

Math Focus

387

(2)

Integrating the Arts with the Arts: Strategy Seed Ideas

389

(15)

Introduction

391

(1)

Overall Focus of the Arts

391

(1)

Literature and Art (LA)

391

(3)

Art and Drama (ADr)

394

(1)

Drama and Dance (DrD)

395

(1)

Dance and Music (DM)

395

(1)

Music and Literature (ML)

396

(1)

Literature and Drama (LDr)

397

(2)

Drama and Music (DrM)

399

(1)

Music and Art (MA)

400

(1)

Art and Dance (AD)

401

(1)

Dance and Literature (DL)

402

(2)

Assessment and Other Frequently Asked Questions

404

(10)

Introduction

405

(1)

FAQs and Assessment

405

(9)

Appendix A Arts-Based Children's Literature

414

(17)

Appendix B Award-Winning Children's Literature

431

(7)

Appendix C Arts Organizations, Addresses, and Internet Sites

438

(4)

Appendix D Assessment Tools

442

(6)

Appendix E Discipline Prevention and Intervention Strategies

448

(2)

Appendix F Bibliography of Recommended Reading and Viewing

450

(9)

Seed Strategies Index

459

(3)

Subject Index

462

(10)

About the Author

472

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

The arts do matter in their own right . . . but also as instruments of cognitive growth and development and as agents of motivation for school success. In this light, unfair access to the arts for our children brings consequences of major importance to our society. (Catterall, Chapleau, & Iwanaga, 1999) THE PURPOSE OF THIS BOOK Since the events of September 11, 2001, we now look at our work in education with a different eye. Of what value will higher student achievement on standardized measures be if our children aren't safe? What can educators do to prepare students to be more adept at solving the unknown problems ahead of them? How can renewed feelings of patriotism be coupled with increased respect for the diverse peoples of the world? How can children be taught democratic values for freedom and justice using pedagogic processes consistent with these values--methods that encourage students to think openly, take risks, consider choices, and make fair decisions? As we face these teaching challenges in the 21st century, we see a greater need to use our innate creative problem-solving abilities than at any other time in history. The fixture beckons with a plethora of educational promises and problems. Our challenge is to digest the growing mountain of learning research and convert it to thoughtful, artful practice. One thing we have learned through the ages is that human beings are at their best when laughing, dancing, singing, painting, potting, and pretending. The most important aspects of civilization are preserved not in percentiles, stanines, or grades, but in imaginative literature, art, drama, dance, and music. And these are the ancient learning rhythms that draw contemporary children. The arts were, and remain, the most basic and most essential forms of human communication. The arts are ways to create meaning about our deepest feelings and most significant thoughts. To ignore or minimize their value by compartmentalizing them in our classrooms into "specials" on Tuesdays or an annual class play is to deny their power in teaching and learning. This is why increasing numbers of schools have chosen to integrate the arts as primary strategies to increase student achievement, especially in reading and writing. A substantial body of research supporting the impact of the arts on learning is now readily available through publications such asChampions of Change: The Impact of the Arts on Learning(Fiske, 1999). The goal of this text, the second edition ofCreating Meaning Through Literature and the Arts,is to help pre-service education majors and practicing teachers meaningfully integrate literature, art, drama, dance, and music throughout the curriculum by providing a basic knowledge of the arts, clear reasons for integration, and specific how-to arts integration principles. Teachingwith,about,in,andthroughthe arts implies an alternative approach to the traditional role of classroom teachers who teach science, social studies, math, and language arts/reading using the arts only as enjoyable add-on activities. It is no longer thinkable to cram children into rows of desks and allow them to see school as a lifeless, dull place compared to an outside world filled with emotional and stimulating visual images, concert-quality CDs and entertainment, and fashion designs produced by creative geniuses. It is our role as teachers to make school every bit as engaging, with compelling stories, songs, images, and movement in all lessons. Because this is an introductory text, I have used my background in alternative learning strategies and many years in undergraduate teacher education to scaffold for readers with structuring devices, repetition, use of examples, and mnemonic devices. My hope is to empower readers to use their own creative abilities to discover patterns and use the ordinary in extraordinary ways in their teach

Amazon no longer offers textbook rentals. We do!

Creating Meaning Through Literature and the Arts : An Integration Resource for Classroom Teachers

Creating Meaning Through Literature and the Arts : An Integration Resource for Classroom Teachers

0130977772

Summary

Table of Contents

Supplemental Materials

Excerpts