Arts Integration in Education
Arts Integration in Education (Book)
Teachers and Teaching Artists as Agents of Change
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.
Edition
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.
Gail Humphries Mardirosian is the dean of the School of Performing Arts at Stephens College in Columbia, Missouri.
Yvonne Pelletier Lewis is an education consultant for Imagination Stage in Bethesda, Maryland, and adjunct instructor in the Department of Performing Arts in the College of Arts and Sciences at American University in Washington, DC.
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
'The authors deftly demonstrate that when skilled teaching artists and thoughtful classroom teachers partner, their dynamic exchange impacts both teacher practice and student learning. Classrooms become active, vibrant studios of creative exploration, informed by genuine content and modeled after the artistic process of ongoing reflection and revision.'
'The authors of Arts Integration in Education make a powerful argument for weaving art into every aspect of education. If you’re an administrator, teacher, or parent who is concerned about the erosion of school art programs, this book will give you the ammunition you need to make the case for reform.'
'This book so beautifully encapsulates how gravely necessary innovation has become in our education system, with a wide range of voices that all agree: We must not allow the arts to become privatized, we must keep growing as students, teachers, and artists to create a better world.'
'In Baku, the capital of Azerbaijan, I found some ancient roots of academic arts integration – e.g., illustrating, painting, or applying silver and gold leaf to religious images – mainly in service to reverence and aesthetics. But, unexpectedly, I also witnessed the visual arts as partners in secular learning and scientific understanding – diverse partners in expression, imagining, inventing, and creating. When I reviewed this book, the ancient roots came to mind, but I was also reminded of the progress we’ve made in making arts integration a reality for today’s teachers, for teaching artists, and, most importantly, for our students.'
'It is imperative for teacher development faculty to prepare our future generation of teachers with a deep understanding of arts integration as the arts experiences connect to every discipline. I plan to incorporate this new book into my education classes immediately!'
'Arts Integration in Education is a comprehensive and useful book. In this context, ‘arts integration’ is taken to mean both education through the arts and education in the arts in formal education. The book describes a wide range of practices using a rich diversity of art forms. Those who will find the book most valuable will be artists or classroom teachers seeking to develop and enhance their practice, while those managing artist/teacher programmes will find it useful in guiding the development of their practitioners.'
