Arts Related Resources
A+ Schools Network, Program
July 13, 2001 from the World Wide
The history and philosophy of the North Carolina A+ Schools Program is outlined in this easy to read program descriptor. The A+ Schools Network. Also provided data regarding student achievement in regards to arts-integrated curriculum, which is useful for research on this topic.
Ancona, G. (1998). Let’s Dance! New York, NY:Morrow Junior Books
This is a picture book full of large print and easy to see photographs. It shows people of many ethnicities and ages performing dances in their cultural dress. It is includes wheelchair dancing. The book shows the concept of variety in dance and encourages participation. This book would be of use in discussion about inclusion, diversity and culture as well as movement.
Bernstein,T. (currently) Artist in Residence Program-Dancers Phone (206) 528-1400. Email email@example.com Web page: www.arts.wa.gov/progAIE/roster/dancers/danBernsteinT.html
This program offers Exploring Movement Through the Senses. Bernstein’s lessons encourage students to learn and practice movement concepts that allow them to tap into their unique natural rhythms. Each class will concentrate on one or two props and music types. This residency is most appropriate for K-4 students. Call your district to see when your school will be receiving funding for your next Artist in Residency. Or you can use other school money to pay for the artist.
Blecher, S. & Jaffee, K. (1998). Weaving in the arts, widening the learning circle. Westport: NH: Heinemann.
Joint teachers and joint authors have put together an excellent resource book for teachers K and up interested in arts-integrated curriculum. Drawing on their personal experiences as second and third grade teachers, they have many examples of lessons with student work. I particularly enjoyed the reference section where they list specific materials to use for classroom instruction pairing music with books etc.
Brademas, J.(Chairman). (1996). Eloquent evidence, arts at the core of learning. President’s Committee on the Arts and The Humanities. Washington D.C.: National Endowment for the Arts. Retrieved July 11, 2001 from the World Wide Web: http://artsedge.kennedycenter.org/rofessional_resources/advocacy/evid/p8.html.
An excellent source from the President’s Committee regarding the state of the nation’s arts and humanities. Research and data supporting arguments for and support of the arts and the humanities. Powerful and insightful quotations by Clinton and other noteworthy historical figures in support of the arts intertwined with hard data. Recommendations given to the President by the committee members regarding support of art and humanities, easy to read charts showing funding for the arts make this an excellent research tool for anyone interested in the government’s support and findings regarding the current trends and happenings of cultural affairs in America.
Butter. S. , Rohnke, K. (1996). Quicksilver: Adventure Games, Initiative Problems, Trust Activities and a Guide to Effective Leadership. Dubuque, IA: Kendall/Hunt Publishing Company.
This guide is a step up from the other guides authored by Rohnke, more fully focusing on the objective, participation in a Ropes Challenge Course. Though limited in its use by the classroom teacher, teachers of middle and high school students may find these more structured activities helpful in promoting and encouraging movement with their students.
Cheatum, B. and
Hammond, A. (2000). Physical
Activities for Improving Children’s Learning and Behavior.
United States: Human Kinetics.
Physical Activities for Improving
Children’s Learning and Behavior is a book that provides comprehensive
approach to working with children who have learning or behavior problems.
This book contains 99 exciting activities proven to promote sensory motor
development. More than 130 photos
and illustrations show developmental processes and activities.
All of the activities can be used at home or in the classroom and require
little or not equipment.
Chapman, R. (March 1998). Improving student performance through the arts. Principal Magazine, Retrieved July 8, 2001 From National Association of Elementary School Principals on the World Wide Web:http://www.naesp.org/comm/p0398c.html
A principal from Texas shares his school’s extraordinary recovery by use of an arts-integrated approach. Data supporting the rise in test scores to lessening of student behavioral issues are a rich resource to draw on for support of the arts in education. Hard data reflecting student academic progress and growth useful for the educator wanting to implement or research art in the classroom with a lis t of other sources to call upon with address and phone numbers.
Chappell, W. &
Hipps, R.H. (1970). World of Fun,
Manual of Instructions For Use With World of Fun Folk Dance And Game Records.
Nashville, Tennessee: Division
of Education, Board Of Discipleship of the United Methodist Church.
A wonderful compilation of
old-fashioned songs and dances from around the world make this folk dance and
game collection fun and exciting for children and adults. I especially liked the
easy to understand format and the songs are familiar to many children and
adults, which make it easy, jump in and have fun with. This is easy to follow
even fro non-dancers!
Cooper, E. (2001). Dance! Greenwillow Books.
This delightful picture book is a visual treat with active images of movement in watercolor and poetic word placement on the page. It describes the process a dance company uses to produce a show from beginning rehearsal to showtime. The images suggest to children age 4 and older possibilities of movement. It could be used in the classroom or therapy setting to inspire position and movement.
Cotton, K. & Conklin N. F. (1989). Research on early childhood education. Portland, OR: Northwest Regional Educational Laboratory. Retrieved June 7, 2001, form ERIC database on the World Wide Web: http://www.nwrel.org/sirs/3/topsyn3.html.
Cotton and Conklin review the
research from twenty-eight research projects that
focused on the efficacy of preschool programs for children age three to
five. They take the synthesis of
the research shows that quality preschool s use developmentally appropriate
teaching methods, make sure that activities naturally flow for students, have
frequently checks for understanding, and encompass skill building activities.
The twenty-eight studies preschool was found to be beneficial to children’s
cognitive and social development.
Creech, S. (2002). Love that Dog. New York, NY: Harper Collins Publishers.
This gem of a book is a must read for any teacher who wants to use poetry in the classroom. It is the story of a boy who can’t, or won’t, write poetry until the potential of the medium is released in him through the patience and persistence of a teacher and the power of a memory. Besides telling a touching a compelling story, it suggests many adventures in writing poetry. Love that Dog is a great read aloud.
Crosby, A. (Author), & Foster, D.J. (Producer & Director). (1999). Time dance. [Videotape]. U.S.A: Time To Dance
This 28-minute video is well done, introducing specific dance moves and activities encouraging children to explore movement. The instruction is clear and children ages 5-12 are featured as they learn steps and then a sample simple dance. This video could be used segmentally in a movement class and provides good visual instruction for hearing disabled students.
Kinesology Foundation Brain Gym, Educational Kinesiology Foundation. Retrieved
July 11, 2002 from the World Wide Web, http.www.braingym.com.
Information on the internationally acclaimed kinesthetic education of
Brain Gym. A good resource for introduction as well as materials available that
can be mail ordered directly from the organization.
Additional information made through e-mail correspondence to Lori wall
regarding upcoming workshops for Vancouver, BC.
Brain Gym is recognized worldwide as a scientific and proven approach to
assist children that have
learning disabilities and is a movement
is endorsed by the National Learning Foundation.
Edwards, B. (1999). Drawing on the right side of the brain.New York,N.Y.: Penguin Putnam Books.
This is a how to drawing book that has exercises to enhance your ability to draw based on Right brain/left brain theory. The author contends that drawing is a learnable, teachable skill and provides a method for teaching drawing. It touches briefly on drawing with color as well as charcoal and pencil.
Famous quotations of Albert Einstein conveniently categorized by subject.
Links to other sites, as well as interesting tidbits if you have time to cruise
the site. Einstein quotes work well
for anyone interested in the champion of imagination and creativity.
E. (1998). What the arts taught me about education (from the Kind of
schools we need). In S.
Levy (Ed.), (2001), Integrating the arts.
(pp. 23-35). Woburn, Massachusetts:
In this chapter from The Kind
of Schools We Need, Eisner presents a short autobiography of himself to
share his own childhood experiences. His
views and feelings on why art is important to the education of our children are
evidenced through his early memories of himself. He uses powerful words, meant
to get the attention of any educator on the subject of incorporating the arts
into the curriculum as a must. Eisner’s story and words reminds us all that to
teach is something more than to be in the room and watch over our students. We must become dedicated to the incorporation of the arts
into our daily curriculum in order to be successful leaders of our students and
give them what they deserve.
E. (1999). Learning in and through art; a guide to discipline-based art
education. Retrieved July 9, 2001
from the World Wide Web: http://www.artsednet.getty.edu/ArtsEdNet/Read/Liata/forward.html.
A short introduction to
Displine-based art education and the Getty Center, Eisner has written the
Forward for the Getty Center outlining their role and significance in art
education, specifically Discipline-based art education methods. Somewhat dry reading, Eisner’s focus is the value of DBAE
and how it has brought us to where we are in the progress of art education.
Good information for the teacher interested in the arts and the
historical and contemporary value of DBAE.
Elkind, D. (1996), Early childhood education: what should we expect? Alexandria, VA: Principal Magazine, 75, pp. 1-4. Retrieved June 7, 2001, from NAESP Website on the World Wide Web: http://www.naesp.org/comm/p0596b.htm.
Elkind addresses a 1995 study of young children (3 to 5) that looked at
two factors in schools readiness: socioeconomic
risks and perceived critical readiness that teachers believed necessary for
school success. Children whom
attended center-based preschool had greater preliteracy skills, providing they
didn’t come from a low socio-economic background. Kindergarten teachers felt
that communication, following instructions, and participation were the critical
factors to school success. Elkind
advocates a preschool program that emphasizes flexible, activity-oriented
classrooms modeled after the work of Montessori and Froebel.
A. (ED.) (1997). An
Artist’s Book of Inspiration: A
Collection of Thoughts on Art, Artists, and Creativity.
New York: Lindisfarne Press.
that inspire thought and reflection.
If you like quotes and art, you will enjoy having a copy of this for
personal and student inspiration.
E.B. (Editor). (1999). Champions of change:
the impact of the arts on learning. Washington, D.C.
The President’s Committee on the Arts and the Humanities.
An excellent source
from the President’s Committee regarding the state of the nation’s arts and
humanities. Research and data
supporting arguments for and support of the arts.
Powerful quotations from historical references in support of the arts
intertwined with hard data regarding the arts and the humanities in our nation. An excellent research tool for anyone interested in art
education in America.
C. (1996). Strong arts, strong schools.
In S. Levy (Ed.), (2001), Integrating the arts.
(pp. 39-49). Woburn,
Fowler shares with the
reader his view on why schools that include the arts are schools of excellence.
To benefit everyone by the inclusion of arts is plain and simple in his
opinion. Fowler has a way with words that reinforce his idea:
teachers of all curriculums need to incorporate the arts into their daily
lesson plans. Great words of wisdom
to love by and highly recommended for reading.
Freed-Garrod, Joi (Editor) (2001). Curriculum Theory and the Arts. Massachusetts: booktech.com.
This is a collection of 13 journal articles and book chapters discussing various points of views on Arts integration into curriculum. Csikszentmihalyi’s, Uhrmacher’s, Nodding’s, Bullough’s and Greeno’s, pieces are complex articles about the big picture of curriculum in the United States. They cover everything from human development, environmental education, gender, and school’s place in society. Oddleifson’s, Sautter’s, Goodlad’s, and Carlin’s, pieces delve into the area of curriculum reform. They approach the reform picture from schools as a whole, Arts education reform, and Music reform. Swangers, Eisner’s, and Greene’s, pieces discuss integrating the arts into the curriculum. These are various viewpoints on the benefits of integrating the arts ranging from developmental, social, and cognitive standpoints.
H. (Executive Director). (1997). Creative
America, a report to the president. Washington, D.C.: The President’s
Committee on the Arts and the Humanities and the National Endowment for the
An excellent source from the President’s Committee regarding the state of the nation’s arts and humanities. Research and data supporting arguments for and support of the arts. Powerful quotations from historical references in support of the arts intertwined with hard data regarding the arts and the humanities in our nation. An excellent research tool for anyone interested in art education in America.
Ganto, J. (2000). Joey Pigza Looses Control. New York, NY: Farrar Straus & Giroux.
Jack Gantos has written a series of books on the adventures of Joey Pigza, a nine year old diagnosed with Attention Deficit Hyperactive Disorder. In this book, both funny and touching, Joey spends the summer with his father, an ADHD adult. While learning about his father, Joey also learns something about himself. Gantos does not gloss over this debilitating disability but takes the reader into the mind of an ADHD child and lets the reader see what is going on with all those brain synapses exploding. This book is a good read aloud, a must for any teacher or parent with an ADHD child both for its insight into the disability and its ability to create a metaphor for others.
Gilmore, B. (1999). Drawing the Line. Portland, ME: Calendar Island Polishers.
Drawing the Line offers a wealth
of activities for the educator who wants to integrate the arts with writing.
Gilmore divides the book into three sections, one for visual arts, one
for music, and one for kinesthetic arts. Each
lesson has several extensions and covers all genres of writing.
Grant, J.M. (1995). Shake, Rattle and Learn. Markham, Ontario: Pembroke Publishers Limited.
Amazing that the author recognized the need for children to move over 40 years ago, this book is a series of activities for use by the classroom teacher that wishes to uses movement in the curriculum. Though the book does not outline the elements of movement or dance, it is still a useful resource for the teacher who is already comfortable with movement and has clear expectations and familiarity of the elements.
P. (Artist). E = Albert Einstein (Photograph, taken in 1947).
In Jane Halsman Bello & Steve Bello (Ed.), (1998).
Philippe Halsman, a retrospective.
(p.64). Boston: Little, Brown, and Company
Beautiful portraits in
an A, B, C format of the rich and famous. Halsman’s
photographic genius is evident as one browses through this book.
Excellent visual resource and Einstein’s portrait is one of Halsman’s
finest. Fun to look through and read the text as it is a journey down history
Hyerle, D. (1996). Visual Tools for Constructing Knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Graphic organizers are a powerful
way to represent and organize thinking. In
this book, Hyerle presents ways to incorporate visual tools into learning as
well as rationale as to how and why this visual art enhances learning. Several
graphic organizers are included and instructions on their best application.
International Council on Health, Physical Education, and Recreation. (1967). ICHPER book of worldwide games and dances. Washington, D.C.: NEA publications-sales.
The instructional material and concepts in this book are timeless. The book presents in detail games and dances selected by educators in 58 countries. A complete description of the game or dance is included with music and variations. The format allows the reader to easily assess the space and equipment needed. The index is cross-referenced for activities and would enhance multicultural learning, PE, and music classes.
Jasmine, J. (1996). Multiple Intelligences Activities. Huntington Beach, CA: Teacher Created Materials, Inc.
This is a great hands on book for teachers of all grade levels. It touches all the intelligences and gives lessons and assessments for each. The book crosses core subject areas, which will give the teacher the opportunity to use this as a guide for teaching 5th thru 8th grade. I highly recommend this book to teachers who are interested in teaching to the whole child.
Jensen, E. (1998). Teaching with the brain in mind. Virginia: Association for Supervision and Curriculum Development.
Eric Jensen was introduced to “brain-compatible learning” in June of 1980. Since that time he has been on a quest to research and understand the importance of learning in the classroom and the brain. This book discusses the balance between research and theory of the brain, and includes tips and techniques to use in the classroom. The book contains eleven chapters with titles that include: Emotions and Learning, Movement and Learning, etc. This book is a great resource for teachers in all grade levels.
Joyce, M. (1994). First Steps in Teaching Creative Dance to Children. Mountain View, California: Mayfield Publishing Company.
This third edition is designed to prepare teachers in the elementary grades to teach creative dance in the classroom. First Steps begins with the theory for integrated creative dance in the classroom, discusses the elements of creative dance and is followed by thirty-four lessons and numerous games to keep the students moving. Numerous photographs are included which help the teacher see how and what the lessons look like in a typical classroom setting. This is a great book for elementary teachers, not so much for the middle school or high school cliental.
Kasser, S. (1995).
Inclusive Games. Movement for
Everyone. United States: Human Kinetics.
Inclusive Games presents more than 50 games that improve physical
activity skills for children of all capabilities.
It provides practical suggestions and concrete examples for both regular
and adapted educators. These
activities are said to provide an atmosphere in which each child can discover
the magic of movement. The chapters
are labeled according to levels of difficulties, grade level activities and the
skills being focused on.
Kauz, H. (1974). Tai chi handbook: exercise, meditation and self-defense. Garden City, NY: Doubleday & Company Inc.
The author of this book is shown in photographs performing the movements of Tai Chi. Each position is clearly named, photographed and described in written format At the end of the book the photographs are sequentially placed in order and the whole routine can be visually followed. The introduction to the book discusses the use of Tai Chi as meditation, exercise and self defense individually. This is a useful text for working with children on development of self-control, and gross motor control.
King, N. (1996). Playing Their Part. Portsmouth, NH: Heinemann.
At first glance King’s book
seems more primary than it really is probably because the first half of the book
presents rationale and support as if the teacher is new to integrating the arts
into reading and writing. On closer examination, however, her advice and guidance is
sound for all teachers. She
presents lessons that use the arts to teach reading and writing in a general way
and then suggests connections to the wider curriculum.
While offering of support to the teacher, her style invites infusion of
individual style to make the lessons effective. On the whole, this is an
excellent book to initiate any teacher into using the arts in language arts.
Kluger, J., & Park, A. (2001). The quest for a super kid. Time, 157, 50-55.Retrieved June 25, 2001, From H.W. Wilson Company, WilsonWeb database on the World Wide Web: http://WWW.lesley.edu/library/resources/datbase.html
Kluger and Park suggest
that childhood has been replaced with
curriculum. Parents are
warned that nothing can replace a secure and trusting child/parent relationship
and rushing our children through developing stages will do more harm than good.
Teachers and parents alike need to revamp their philosophies so
children’s emotional and social development is valued more than academic
skills in preschool and kindergarten.
(1998). Moving is Relating. Developing Interpersonal Skills through Movement. United States: Smith and Kraus, Inc.
Moving is Relating is a book
that studies learning through movement in the upper-elementary grades.
Dance educator Helen Landalf guides readers step-by-step through 24
simple lessons. Topics include
identifying emotions, maintaining boundaries, inspiring trust, and creating
thorough collaboration. Each lesson provides questions for class discussion and
ideas for extended learning activities. Beginning
chapters focus on the basic concepts of teaching through movement.
Landalf, H. and Gerke, P. (1996). Movement Stories For Children Ages 3-6. Manchester, NH: Smith & Kraus Publishers
This book offers 10 movement stories that are active, imaginative tales told by the teacher as children act them out. Each story gives children the opportunity to experience a basic movement concept. It also contains a ton of information about movement education, child development, and presentation of Movement stories.
G. (Editor). (1997). American Canvas, Washington, D.C.: National
Endowment For the Arts. Retrieved
from the World Wide Web, July 7, 2001: http://arts.endow.gov/pub/AmCan/Contents.html
An excellent overview
of the arts in America. Touching
information with historical overviews of the role art has played in our
nation’s history and education. An
excellent resource for anyone interested in the role we have as a world leader
in the arts and humanities.
H. (1998). A retrospective at the
Appleton Museum of Art. Retrieved from the World Wide Web, August 5, 2001:http://www.tfaoi.com/newsmu/nmus57b.htm.
Lee-Smith showcased at
the Appleton Museum of Art in Ocala, FL. Only
of you love Lee-Smith’s work would you want to visit this site as there are
others With more pictures and information.
I enjoyed this site as I instigated the Lee-Smith exhibition at the
L. (Editor). (1999). Gaining the arts advantage, lessons from school
districts that value arts education. Washington,
D.C.: President’s Committee on the Arts And The Humanities And
The Arts Education Partnership.
An excellent source from the President’s Committee regarding districts that have art-based curriculum, what they are doing and their results. Research and data supporting arguments for and support of the arts. In-depth case studies and district profiles of ninety-one school districts with an arts-integrated curriculum and approach. Powerful research data in support of the arts as well as excerpts from well-known figures in education. An excellent research tool for anyone interested in what’s happening around the country showcasing exemplary art education programs.
Margulies, N. (1991). Mapping Inner Space. Tucson, AZ: Zephyr Press.
While not so much a guide on how
to use graphic organizers, Margulies present ways for children to graphically
organize their thinking using symbols as well as words.
This method of visually organizing information is not dependent on form
and so becomes less an organizer than a story being told.
Mapping this way takes more imagination but the results are visually
stunning as well as very rich in content.
Data Retrieval (2001). Universe of teacher names by subject group.
Retrieved July 12, 2001, from the World Wide Web from Market Data
hard data showing numbers of teachers in America. The information is in graph
format, easy to read and follow. Excellent resource for research.
McKim, E. & Steinbergh, JK. (1992). Beyond Words, Writing Poems with Children. Brookline, MA: Talking Stone Press.
This is a good book for the first
time poetry teacher as well as the seasoned
teacher. The authors suggest
lots of prewriting activities that involve the arts from listening to and making
music, to dramatizing a concept. Student
examples are most helpful.
(1979). Materials of Dance as a creative art activity.
Tuscon, AZ: Barbara Mettler Studios.
A handbook for anyone
interested in creative dance and movement Barbara Mettler of Tuscon, Arizona has
published this material for over thrity years by popular demand.
A forerunner in dance education, Ms. Mettler has created a guidebook that
is easy to follow for teachers of all dance levels and maturity.
Morice, D. (1995). The Adventures of Dr. Alphabet. New York, NY: Teachers and Writers Collaborative.
Not so much a book on how to write poetry, Dr.
Alphabet is a guide on how to publish and present a poem in unusual ways.
The imaginative methods presented in this book release the would-be poet
from being too self-conscious about the words, inviting more experimentation
than a traditional book on teaching poetry.
Such publishing formats as rocks, rolodexes, and puzzles are just a few
of the ways to play with words. There
is also a section on special needs adaptations and using poetry in the
W. (ED.) (1971). The American Heritage Dictionary of the English Language. New
York: American Heritage Publishing Company.
The standard Americn dictionary; old but useful resource for vocabulary
words. The National Art Association, (2001).
The arts and academic Improvement: what the evidence shows, executive
summary. Volume 10, No.1. Retrieved July 16, 2001 from the World Wide Web: http://WWW.NAEA.
A revealing synopsis on
Harvard’s Project Zero arts-integrated findings by their executive committee.
Very reliable data reporting the group’s findings.
Excellent resource for teachers interested in the “magic” of an
arts-integrated curriculum. Supporting data for the arts by experts
including Howard Gardener.
E. (1994). What do we want our
schools to do? In J. Freed-Garrod
(Ed.), (2001). Curriculum theory and the arts.
(pp. 45-50). Woburn,
A look at what is going
on in American education, especially with a focus on Howard Gardner’s Project
Zero. How the arts are making a
difference and the work in multiple intelligences is worthy of notice. Excellent resource for educators interested in gaining
knowledge and supporting data that an arts-integrated curriculum is the wave of
Rohnke, K. (1989). Cowtails and Cobras II. Dubuque, IA: Kendall/Hunt Publishing Company.
Rohnke has written a series of easy to use guides appropriate for grades 5 and above that are a collection of activities designed to develop and encourage children’s physical self through cooperation, risk taking, and fun. Though the activities presented in the book are intended to lead to group participation in a Ropes Challenge Course, the games and activities can be used to introduce and develop various elements of dance and movement. The activities are easy to use by the regular classroom teacher, most require minimal equipment, and are introduced with a brief description of the skill focus. Particularly helpful is the Curriculum Model guide and the easy to use Index.
Rohnke, K. (1984). Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities. Dubuque, IA: Kendall/Hunt Publishing Company.
Unlike Rohnke’s other guides, this one is set up with games and activities that can be used alone or in isolation but all designed to promote confidence, physical agility and coordination, and the fun of physical activity with others. Each activity is coded with level of difficulty and activity, materials needed, and time and space required. This book is easily used by the regular classroom teacher and primarily intended for upper elementary and above.
Rosen, M. (1989). We’re
going on a bear hunt. New York, New
York: Margaret K. McElderry Books (Division of Simon and Schuster Children’s
children’s story retold by Michael Rosen and beautifully illustrated by
Helen Oxenbury. A family goes on a
journey through grass, a river, mud, a forest, a snowstorm, and then finally a
cave that houses a bear. A
repetitive prose format perfect for using in primary grades for teaching
rhythmic poetry, reading and drama.
Saar, B. Retrieved May 20, 2001 from the World Wide Web: Betye Saar: http://www.bisaar.com/.
An interesting site
showcasing Saar’s artwork and a biographical sketch.
A fun place to stop in for a visit and recommended for anyone that likes
unusual and contemporary artwork.
Sautter, R.C. (1994). An arts education school reform strategy.
In J. Freed-Garrod (Ed.), (2001). Curriculum
theory and the arts. (pp.
51-55). Woburn, Massachusetts:
Sautter relays three
areas of learning curricula that include the formal Curriculum, the Meta
Curriculum, and the Hidden Curriculum. His theory supports an arts-integrated
curriculum as this methodology supports active learning in the three curricular
areas in which he discusses. An
encouraging look at an arts-integrated approach that is useful for teachers of
elementary and secondary schools.
Schweinhart, L. & Weikart, D. (1998). Why curriculum matters in early childhood education. Educational Leadership, 55, 57-60. Retrieved June 27, 2001, from H.W. Wilson Company. WilsonWeb database on the World Wide Web: http://www.lesley.edu/library/resources/databases.html.
In this article the
authors have gathered a lot of research evidence that supports the best
curriculum models for preschool children. Based
on the following of 68 students from age 4-23 it is found that students fair
much better with High/Scope or Nursery School Curriculums rather than Direct
Instruction Curriculums. Specific
data is given to confirm that students who went through the Direct Instruction
classroom have many social and mental problems. This article conveys a message parents and educators need to
take to heart as children do fair best having preschool experiences that promote
social, intellectual, and physical development rather than academic development.
Spangle-York, D. (currently) Diversity Arts Project PO box 23233, Seattle, WA 98102. Phone (206) 323-7663. E-mail firstname.lastname@example.org Web page: www.diversitydance.org.
This organization provides shows, including creative dance, that speak to children grades 1-12, to raise awareness of social issues: racism, violence, drug and alcohol abuse, ect. They will come and work at schools or individual classrooms. Prices vary.
(1999). Moving With Mozart [Audio
Cassette]. Long Branch, NJ: Kimbo Educational.
Vocals & Music cassette tape includes movement activities for young
children in an easy to follow format. The
many different activities that are suggested are charming and fun for children
learning the basic elements of dance. The cassette tape is a mix of vocals and instrumentals with excellent
Swanger, D. (1993). Dumbing down art in America. Art Education,25, 52-55. In J. Freed-Garrod (Ed.), (2001). Curriculum theory and the arts. (pp. 17-20). Woburn, Massachusetts: Booktech.com.
Swanger gives an
amusing ride in his personal beef on how America calls
everything “art.” His
thought on how The Good Apple Newsletter is sending thousands of
educators the wrong message by proposing paper plate “Art” is hilarious.
A good reading, especially if you us paper plates and think you are
Productions. (1997). Hula for Children [Motion Picture].
Honolulu, Hawaii: Tania Productions.
A colorful and lively production
that shows the beauty and elegance of Hula dancing with step-by-step
instructions. The native dancer in
costume encourages the audience to dance. The
teaching methods used make the dance appealing with three Hula steps learned and
three Hula songs. This videotape is a good one! Enjoy the Hawaiian landscape as
you learn Hula.
Tilney, V.L. (Jan 2001) The arts matter. Instructor, v110 i5 p24. Retrieved July 8, 2001 From Lesley University Info. Trac on the World Wide Web: http://WWW.lesley.edu/library/resources/datbase.html.
Tilney has put together a collection of short essays from teachers regarding their experience and insight into integration of the arts in the curriculum. The excitement and enthusiasm of the students and teachers is apparent as students enjoy a curriculum that pays attention to the multiple intelligences.
Trunks, J. (Jan/Feb 1997). Integrating community arts programming into the curriculum: a case study in Texas. Arts Education Policy Review, 98, 3, 6p. Retrieved July 9, 2001, From Academic Search Elite on the World Wide Web:http://WWW.lesley.edu/library/resources/datbase.html.
A good overview of problems stemming form curriculum frameworks in Goasl 200 whereby classroom teachers were expected to teach the visual arts and music teachers destined to teach drama (and with no training!) Useful information on how Texas tried to work through this dilemma, even with recommendations that art specialists are what is necessary to implement the arts in our schools starting at the kindergarten level. Useful for those collecting data in support of the arts and art educators.
Tucker, S. (1995). Painting the Sky. Greenview, IL: Scott Foresman.
Painting the Sky is a visual bonanza. While not a guide on how to write poetry, it is a book on how to present poetry visually. Since instructions on writing the poetry is brief, it is geared mainly to upper elementary and middle school students. Examples are writing poetry about the sky on clouds, writing about fall using real leaves, or making a class mural into a poem. Color examples are presented.
Walling, D. (April 2001). Rethinking visual arts education: a convergence of influences. Phi Delta Kappan 82, 8, 626-631, Retrieved July 6, 2001, From H.W. Wilson on the Wilson Web database on the World Wide Web: http://WWW.lesley.edu/library/resources/datbase.html.
Walling attempts to give the reader the historical facts regarding arts as the core of education. His data shows how Goals 2000 brought the arts back into the limelight. The delving into curriculum theories is long and tedious but some good information can be obtained if you sift through the theory.
William,L.V. (1983). Teaching for the two-sided mind. New York, N.Y.: Simon & Schuster, Inc.
This book discusses the hemispheric specify of the brain. It gives exercises to increase creativity and teaching techniques to enhance the use of the right brain in learning situations. Specific exercises are outlined and are easy to use.
Zakkai, J.D., (1997). Dance as a Way of Knowing. Los Angeles, CA: The Galef Institute/Steinhouse Publishers.
Zakkai has written a clear, useful guide to introducing and using movement and dance in the classroom. More than a series of activities, the chapters are laid out to accommodate and facilitate the experience levels of individual teachers, even those with little or no prior knowledge. Particularly useful is “Shoptalk” and “Field Notes: Teacher-to-Teacher”, sidebars interspersed throughout the book that offer additional resources and anecdotes from teachers in the field.
Lesley University Course Bibliography
T. (1989). Growing up creative: nurturing
a lifetime of creativity. Buffalo, NY: The Creative Education
before the notion of multiple intelligences became popular, Dr. Amabile’s book
is a guide for parents and teachers in recognizing and fostering creativity in
children. There is discussion about what creativity is and isn’t as well as
lists, descriptors, and graphics parents and teachers can use in their role as
mentor of the creative child. While
not suggesting all children are creative, the child-centered approach Amabile
takes in her book is good advice for all teachers and parents for use in the
classroom and at home.
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Armstrong describes how educators can bring Howard Gardner’s theory of multiple intelligences into the classroom every day. He describes each of the eight intelligences, including a chapter on a possible ninth, the existentialist. There are many examples for including and assessing M.I. in your curriculum. This is an excellent guide to identifying, nurturing, and supporting the unique capabilities of every student.
Dailey, S. (Ed.). (1994). Tales as tools: the power of story in the classroom Jonesborough, Tennessee: The National Storytelling Press.
Listening to stories encourages the growth of children's natural love of language and verbal expression. “It serves as a vital link in the acquisition of language, for both reading and writing (Dailey, 1994, p.4).” This book is an anthology of articles by storytellers and teachers sharing their own successful stories that witness the power of storytelling in student's lives. It is packed with ideas that teachers can use to incorporate storytelling throughout the curriculum and to link classrooms to communities. Many of these storytellers and teachers support the idea that storytelling is an important motivator that can ignite the imagination of children, making learning fun, and instilling in them, a sense of wonder about life and learning.
Freed-Garrod, J. (Ed.). (2001). Curriculum theory and the arts. Massachusetts: booktech.com.
is a collection of 13 journal articles and book chapters discussing various
points of views on Arts integration into curriculum. Csikszentmihalyi’s,
Uhrmacher’s, Nodding’s, Bullough’s and Greeno’s, pieces are complex
articles about the big picture of curriculum in the United States. They cover
everything from human development, environmental education, gender, and
school’s place in society. Oddleifson’s, Sautter’s, Goodlad’s, and
Carlin’s, pieces delve into the area of curriculum reform.
They approach the reform picture from schools as a whole, Arts education
reform, and Music reform. Swanger's, Eisner’s, and Greene’s, pieces discuss
integrating the arts into the curriculum. These are various viewpoints on the
benefits of integrating the arts ranging from developmental, social, and
Jenson, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
makes a strong case for art as a major discipline in education.
He breaks down the arts into three major categories, musical, visual, and
kinesthetic, using well-documented research to back up his argument for the
benefits of each. He then brings
theory into practice by offering suggestions for integration in the classroom.
Jenson’s rational and approach to using the arts in education is practical and
user friendly, written with the inexperienced, as well as the experienced,
teacher in mind.
Joyce, M. (1994). First steps in teaching creative dance to children. Mountain View, CA: Mayfield Publishing Company.
text focuses on the importance of teaching the elements of dance: force, time,
space and body in order to fully maximize the instruction of creative movement
in the classroom. The author believes that dance should be taught as a way to
develop non-verbal expression and express emotions through movement.
The author offers very few ways to integrate dance throughout differing
curricular areas. The book offers step-by-step lessons with grade level
Levy, S (Ed.). (2001). Integrating the arts into the curriculum. Massachusetts: Booktech.com.
This collection of articles supports the practice of integrating
arts into the curriculum and using the theory of multiple
intelligences. Each article is a testament to the power of
the arts in our lives and the
potential of the arts as a learning tool.
McCaslin, N. (1990). Creative drama in the classroom. Studio City, CA: Players Press, Inc.
Creative Drama in
is an excellent source to get kids moving and performing in the classroom.
It helps teachers plan simple activities and to adapt materials for use
in creative drama and language art programs.
This book allows a beginning teacher in the area of the arts feel more
confident and secure about getting their students moving and performing. It is
clear, precise, and a valued resource for growing educators.
McNiff, S. (1998). Trust the process: an artist’s guide to letting go. Boston, Massachusetts: Shambhala Publications, Inc.
Through various exercises, the author encourages the artist in all of us to explore and play with the arts. Some of the activities may seem repetitive but all are intended to “trust the process.” Though the author’s language can be pedantic at time, his belief and tenacity at the power of art and the artistic process is unwavering. Not intended for the educator as teacher but the educator as learner.
Page, N. (1995). Music as a way of knowing. Los Angeles, CA: The Galef Institute.
as a Way of Knowing
attempts to develop a new understanding of and appreciation for the role music
can play in supporting learning. He
provides simple instructions for writing songs, using music to support learning
across the curriculum, teaching singing effectively, and promotes music of
diverse cultures. The book is said to appeal especially to classroom teachers
who are not musicians, but who learn from music and want to use music with their
students in the classroom.