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335 pages

English

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Description

Arts Integration in Education is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact and practices for arts-based training and arts-integrated instruction across the curriculum.

Foreword

Acknowledgments

Introduction: Teachers First

Yvonne Pelletier Lewis and Gail Humphries Mardirosian, Ph.D.

Section I: Theory: Foundations of Arts Integration and Teacher Training

Reflection: Cognitive and Affective Frameworks for Arts-Based Teaching and Teacher Change

Gail Humphries Mardirosian, Ph.D.

Chapter 1: Cognition, Knowledge Construction, and Motivation to Learn: Models and Theories

Lynn H. Fox, Ph.D.

Chapter 2: Creativity, Collaboration, and Integration: The Ideas of Howard Gardner for Education in the Arts

Anne Fletcher, Ph.D. and Seymour Simmons, III, Ed.D.

Chapter 3: Emotional Aspects of the Theoretical Dimensions of Arts

Nancy Thorndike Greenspan and Jacob C. Greenspan

Chapter 4: School Reform with a Brain: The Neuropsychological Foundations for Arts Integration

William R. Stixrud, Ph.D. and Bruce A. Marlowe, Ph.D.

Section II: Impact: Training Teachers and Teaching Artists in Arts Integration

Reflection: Transform the Teacher, Transform Teaching

Yvonne Pelletier Lewis

Chapter 5: The Imagination Quest (IQ ) Way of Teaching and Learning

Gail Humphries Mardirosian, Ph.D.

Chapter 6: The Passion and Purpose of the Teaching Artist: A Connective and Transformative Power

David Markey

Chapter 7: Prepare the Teacher, Prepare the Student: Arts-Based Pre-Service Teacher Training

Raina Ames

Chapter 8: Drama and Action Techniques in University Teaching

Sally Bailey

Chapter 9: The Use of Drama in Teacher Training: A Czech Perspective

Hana Kasíková, Ph.D.

Chapter 10: Culture Clashes and Arts Integration at the University

Martha Harrison, Ph.D.

Chapter 11: Training Teachers in the Classics: Shakespeare in Action in the Classroom

Lucretia M. Anderson

Chapter 12: Training Teachers in Science Through Theater: How Did They Do That?

Willa J. Taylor

Chapter 13: Embracing the Energy of the Early Years: Training to Teach Through Theater

Bethany Lynn Corey

Chapter 14: Transformative Education Processes: Difficult Dialogues and Global Citizenry

Karen Berman, Ph.D.

Section III: Practice: Arts Integration in the Classroom, the School, the Community Reflection: Systemic Activation of Change: From Teacher to School to Community

Gail Humphries Mardirosian, Ph.D.

Chapter 15: Arts Integration for School Change

Tanya Thomas

Chapter 16: Reenergizing School and Community Through the Arts: The Little School that Could

Patrick N. Pope and Carol Foster

Chapter 17: Engagement in Learning: Inclusive Arts Integration Interventions

Alida Anderson, Ph.D.

Chapter 18: Engaging Students in Learning Through Theater Skills and Strategies

Marjorie Gaines

Chapter 19: Dancing with the Brain: Brain-Compatible Dance Education in University-Level Teaching and Community Outreach Programs

Susan Taylor Lennon

Chapter 20: A Story Impact on Pedagogy: Why New Orleans Matters

Topher Kandik

Chapter 21: Tell Me Your Story and I’ll Tell You Mine: Transformation Through Writing and Performance

Caleen Sinette Jennings

Chapter 22: Personal Stories as Motivators: The Playback Theatre Experience

Tim Reagan, Ph.D.

Chapter 23: Science Learning Through Arts-Based Instruction

Leslie J. McRobie

Chapter 24: The Bilingual Classroom: Teaching Through Verbal and Physical Language

Elena Velasco

Chapter 25: Arts Education: Systemic Change and Sustainability

Kathi R. Levin

Conclusion: Looking Forward: Infinite Possibilities for Teaching and Learning

Yvonne Pelletier Lewis

Editors

Contributors

Index

Sujets

Theater

EDUCATION

Theatre

General officer

General

Informations

Publié par	Intellect Books
Date de parution	01 janvier 2016
Nombre de lectures	0
EAN13	9781783205271
Langue	English

Informations légales : prix de location à la page 0,3584€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Imagination Quest ( IQ ) has deepened our district’s understanding of the transformative power of the arts and the purpose of the arts in our lives. The integration of the arts will be instrumental in supporting and enhancing our teaching and learning curriculum.
Earnest Cox, Ed.S. Supervisor of Fine Arts, Providence Public Schools, Providence, Rhode Island
In today’s world of educational accountability and standardized testing, the term “teacher” no longer embraces the work that we do with our students. If you’re looking for a road map to guide and provoke your thinking, pedagogy, and advocacy, that will transform student thinking into meaningful learning, this book is a must read – it will change the work you do with students’ educational lives.
Richard J. Helldobler, Ph.D., Provost and Vice President for Academic Affairs, Professor of Communication, Media and Theatre, Academic Affairs, Northeastern Illinois University
Effectively providing today’s student with twenty-first-century skills, promoting the idea and mechanisms of problem solving, is at the centre of the mission of many schools. Now, to bolster the dissemination of these arts-born strategies across the curriculum, comes this thoughtful blueprint, certainly of interest to educators and administrators across the nation.
Laurie Mufson, Director, Burgin Center for the Arts Palmer Chair in the Arts, Mercersburg Academy
We have not done enough in this country to put the arts on equal footing with other subject areas taught in school. This book makes a compelling case for a prominent place for the arts and arts integration in education. It has at its heart research and theory to support very practical ways that meaningful arts integration can be accomplished in any school setting. Read this book and be inspired!
Jim Reese, Ed.D. Director of Studies, Washington International School; Consultant, Project Zero, Harvard University Graduate School of Education
As a teacher of art and of gifted students for more than 30 years, it was my pleasure to participate in an arts-integrated Imagination Quest ( IQ ) residency with Dr. Humphries Mardirosian – not only as a learner, but as a host. Arts integration resonates with my own style of teaching, which provides a fuller background to lessons through visual arts, music, theatre, and dance. It is a delight and tremendous benefit to integrate the arts in teaching so that all students can experience and learn from the link that exists between their subject matter and the arts. This book aptly supports this link.
Heidi Schloss, Visual Art Teacher (Retired), Baltimore City Public Schools
The Finger Lakes Musical Theatre Festival & Merry Go Round Playhouse operates one of the nation’s largest resident touring youth theatres. Currently, we serve over 74 school districts in NY State, reaching 125,000 students with grade-specific, curriculum-driven programming. This book will have terrific relevance to our mission and vision, with our staff, and with all arts organizations committed to the next generation.
Brett Smock, Producing Artistic Director; Lisa Myers, Artistic Director, Youth Theatre Finger Lakes Musical Theatre Festival, Auburn, NY
Forecasters predict that new technologies, e.g., smart phones, will soon become a part of school education. I, for one, want to believe them, for I believe that such an occurrence would in fact open up much more space for the arts and arts education in our schools. I also believe that this hopeful and inspiring book can help us achieve the same goal.
Josef Valenta, Department of Pedagogy, Philosophical Faculty, Charles University, Prague

First published in the UK in 2016 by
Intellect, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2016 by
Intellect, The University of Chicago Press, 1427 E. 60th Street,
Chicago, IL 60637, USA
Copyright © 2016 Intellect Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission.
A catalogue record for this book is available from the
British Library.
Cover image: IMAGINATION AND DISCOVERY at Imagination Stage, Inc., Bethesda, MD, USA.
Artist: Heidi Lippman © IMAGINE 2003
Photo: Robert Lautman
Cover note: The linear pattern forms of Heidi Lippman’s cover image— a sunflower, shell, astronomical magnetic field—graces the terrazzo flooring of Imagination Stage, Inc., in Bethesda, MD, USA. It symbolizes imagination and discovery, i.e., the transforming nature of Imagination Stage. It is influenced by the Fibonacci sequence of numbers, a discovery of the thirteenth century mathematician, Leonardo Fibonacci, and represents a patterning of growth spirals found in nature that never repeat: 1, 2, 3, 5, 8, 13, 21, 34, obtained by the summation of successivepairs of numbers (1+2=3, 2+3=5, 3+5=8...).
Cover designer: Stephanie Sarlos
Copy-editor: MPS Technologies
Production manager: Tim Mitchell
Typesetting: Contentra Technologies
Print ISBN: 978-1-78320-525-7
ePDF ISBN: 978-1-78320-526-4
ePUB ISBN: 978-1-78320-527-1
Printed and bound by Gwasg Gomer Cyf / Gomer Press Ltd, UK.
Contents
Foreword
Acknowledgments
Introduction: Teachers First
Yvonne Pelletier Lewis and Gail Humphries Mardirosian, Ph.D.
Section I: Theory: Foundations of Arts Integration and Teacher Training
Reflection: Cognitive and Affective Frameworks for Arts-Based Teaching and Teacher Change Gail Humphries Mardirosian, Ph.D.
Chapter 1: Cognition, Knowledge Construction, and Motivation to Learn: Models and Theories Lynn H. Fox, Ph.D.
Chapter 2: Creativity, Collaboration, and Integration: The Ideas of Howard Gardner for Education in the Arts Anne Fletcher, Ph.D. and Seymour Simmons, III, Ed.D.
Chapter 3: Emotional Aspects of the Theoretical Dimensions of Arts Nancy Thorndike Greenspan and Jacob C. Greenspan
Chapter 4: School Reform with a Brain: The Neuropsychological Foundations for Arts Integration William R. Stixrud, Ph.D. and Bruce A. Marlowe, Ph.D.
Section II: Impact: Training Teachers and Teaching Artists in Arts Integration
Reflection: Transform the Teacher, Transform Teaching Yvonne Pelletier Lewis
Chapter 5: The Imagination Quest (IQ) Way of Teaching and Learning Gail Humphries Mardirosian, Ph.D.
Chapter 6: The Passion and Purpose of the Teaching Artist: A Connective and Transformative Power David Markey
Chapter 7: Prepare the Teacher, Prepare the Student: Arts-Based Pre-Service Teacher Training Raina Ames
Chapter 8: Drama and Action Techniques in University Teaching Sally Bailey
Chapter 9: The Use of Drama in Teacher Training: A Czech Perspective Hana Kasíková, Ph.D.
Chapter 10: Culture Clashes and Arts Integration at the University Martha Harrison, Ph.D.
Chapter 11: Training Teachers in the Classics: Shakespeare in Action in the Classroom Lucretia M. Anderson
Chapter 12: Training Teachers in Science Through Theater: How Did They Do That? Willa J. Taylor
Chapter 13: Embracing the Energy of the Early Years: Training to Teach Through Theater Bethany Lynn Corey
Chapter 14: Transformative Education Processes: Difficult Dialogues and Global Citizenry Karen Berman, Ph.D.
Section III: Practice: Arts Integration in the Classroom, the School, the Community
Reflection: Systemic Activation of Change: From Teacher to School to Community Gail Humphries Mardirosian, Ph.D.
Chapter 15: Arts Integration for School Change Tanya Thomas
Chapter 16: Reenergizing School and Community Through the Arts: The Little School that Could Patrick N. Pope and Carol Foster
Chapter 17: Engagement in Learning: Inclusive Arts Integration Interventions Alida Anderson, Ph.D.
Chapter 18: Engaging Students in Learning Through Theater Skills and Strategies Marjorie Gaines
Chapter 19: Dancing with the Brain: Brain-Compatible Dance Education in University-Level Teaching and Community Outreach Programs Susan Taylor Lennon
Chapter 20: A Story Impact on Pedagogy: Why New Orleans Matters Topher Kandik
Chapter 21: Tell Me Your Story and I’ll Tell You Mine: Transformation Through Writing and Performance Caleen Sinette Jennings
Chapter 22: Personal Stories as Motivators: The Playback Theatre Experience Tim Reagan, Ph.D.
Chapter 23: Science Learning Through Arts-Based Instruction Leslie J. McRobie
Chapter 24: The Bilingual Classroom: Teaching Through Verbal and Physical Language Elena Velasco
Chapter 25: Arts Education: Systemic Change and Sustainability Kathi R. Levin
Conclusion: Looking Forward: Infinite Possibilities for Teaching and Learning Yvonne Pelletier Lewis
Editors
Contributors
Index
Foreword
Better Child, Better Town, Better Nation, Better World Robert L. Lynch, President and CEO, Americans for the Arts

My personal passion is to create better communities. For almost 30 years, I have had the opportunity to travel to a different city almost every week to work with Americans for the Arts’ 3000 Local and State Arts Agency members because of my role as CEO. In my journeys, I’ve learned that a community is something different from a place. I get excited when I see not just good art in a small town or interesting sights in a large city, but rather a great, vibrant, inspiring community. People are interested in being in that place because it is a creative, evolving center. These people contribute to the community’s success and future, drawing upon its unique, creative, and renewing energy to make better lives. Art is always at the core in these kinds of cities and towns and neighborhoods, and in the schools that help produce the leaders and citizens who populate these communities.
The creatively integrated community is the hope and the future of America and perhaps our world. But, nothing will happen without future leaders who internalize this concept and have the related skills and vision to make creative