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Title overview

  • Separate chapters on integrating the arts into math, science, social studies, and language arts.
  • Investigation of the rapidly expanding role of technology in arts and learning.
  • Sample lesson plans at the end of content-area chapters encourage guided reflection.
  • Thoroughly coverage of SUAVE (Socios Unidos para Artes Via Educación/ United Community for Arts in Education).
  • Focus on the role of arts in multilingual and multicultural settings.
  • Examination of the theories of Howard Gardner, Piaget, and others as they relate to creativity and the arts.
  • iQuestions to Ponder and Explorations to Try encourages readers to experiment integrating art activities in their classrooms.
  • Special attention is given to inclusive education throughout the book, including specific references to children with special needs and gifted and talented education.
  • Inclusion of national standards in the arts and how it relates to teaching through and about the arts.
  • Additional and updated information on using the arts to reach English Language Learners.
  • A discussion of the role of culture and children’s identity in integrating the arts into the curriculum.
  • NEW! Updated strategies for teaching English Language Learners are found throughout the new edition, including teacher reflections on the benefits and challenges, and concrete suggestions and models for supporting learning among ELL. See examples: Chapter 1 (poem by Piero) and Chapter 6 (teaching language through song writing)

 

  • NEW! The entire text has been thoroughly revised in regards to educational theory and references. Specifically, the text now features updated material on Gardner’s multiple intelligences (in Chapters 2 and 3); and the addition of Mikhalyi Csikszentmihalyi and Daniel Pink (in Chapter 3) on the role of creativity and its role in society and the workforce.

 

  • NEW! A “top ten” list of attributes to be returned to education via the arts, featured in Chapter 2, encourages teachers to reflect on the many benefits of wonder, desire, passion, risk-taking, and confidence, and how this relates to students’ ability to engage in learning.

 

  • NEW! Information on the role of puppetry as a valid teaching methodology that supports the reading curriculum expands teachers’ strategies for teaching reading, engaging students in reading, and supports reading comprehension. See Chapter 4.

 

  • NEW! Updated references on subject-area teaching methodologies links the content in this text to current texts in social studies, math, science, and the language arts. See example, Chapter 5 (social studies).

 

  • NEW! Attention to visual literacy and new strategies to support learning, especially in reading, is given in Chapter 8. Teachers will learn how to use illustrations as a way to help their students understand better and to deepen awareness of stories to support narratives.

 

  • NEW! A revised chapter on assessment (Chapter 9) makes for a more hands-on approach to the strategies used for assessing students’ understanding of the arts. More information on debunking the myths that surround the arts, how to use formative and summative assessments with student learning, updates on further implications of the role of arts in standardized testing, and a look at how the arts raise students’ test scores are all discussed.

Table of contents

Preface

 

Chapter 1: Art Integration: A Methodology for Learning 

Chapter 2: What Does It Mean to Be a Learner? Intellectual Development Revisited 

Chapter 3: Piaget, Imitation, and the Blues: Reflections on Imagination and Creativity 

Chapter 4: Communication, Expression, and Experience: Literacy and the Arts

Chapter 5: The Voices of Humanity: History, Social Studies, Geography, and the Arts

Chapter 6: The Wonder of Discovery: Science and the Arts

Chapter 7: Puzzles of the Mind and Soul: Mathematics and the Arts

Chapter 8: Setting the Stage for a Turn of Events: Subject Matter Informs the Arts

Chapter 9: Seeing a Different Picture: Assessment and the Arts

Chapter 10: A Lithograph in the Closet and an Accordion in the Garage: Connecting with the Arts and Artists in Your Community

Chapter 11: Beyond Walls: Mural Making and Critical Voices: Collaborative Art Projects

 

Index

Author bios

Merryl Goldberg is a Professor of Visual and Performing Arts at California State University San Marcos (CSUSM) where she teaches courses on Arts & Learning, and Music and where she is founder and director of Center ARTES, a center dedicated to restoring arts to education through working with the San Diego County Office of Education, arts partners, parents, and teachers. She has numerous publications including books, articles, chapters, editorials, and blogs. She is the recipient of numerous grants including a Federal Department of Education Innovation grant, a joint Spencer and John D. and Catherine T. MacArthur grant, Fulbright-Hays Foundation grants, and California Arts Council grants relating to her work with arts in the schools.  Prior to entering academia, she recorded numerous CDs and was on the road for 13 years playing the saxophone with the Klezmer Conservatory Band.

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