Educational: Arts, general

Book SynopsisThis book provides inspiration and practical guidance for teaching with works of art in order to deepen engagement and improve student learning.Trade ReviewGreat works of art can remain remarkably silent unless an educator can skillfully guide viewers from observation to interpretation. Nicola Giardina provides us with a compelling, research-based, and delightfully practical guide for anyone who wishes to deepen their experience with art. Through case studies, direct evidence from students, and her own insights, Giardina reveals to us the transformative power of art through excellent teaching practice. -- William B. Crow, PhD, Educator in Charge, Teaching and Learning, The Metropolitan Museum of ArtIn her easy to follow, yet comprehensive book, Nicola Giardina provides everything an educator (working in a school or museum) needs to develop art inquiries that encourage close looking, spark imagination and support the development of critical thinking skills. By providing sample transcripts, suggested open-ended questions, and clearly articulated strategies, this book provides a full toolbox for the educator who wants to facilitate inquiries that encourage students to think together and think deeply. -- Sharon Vatsky, Director of School and Family Programs, Solomon R. Guggenheim MuseumNicola Giardina’s new book provides inspiration and support for transformational teaching and learning through the pairing of lucid examples that bring to life ways experiences with works of art can provide a catalyst for critical thinking, connection, and self-discovery, with a clear and flexible pedagogical framework forged in the crucible of NYC schools. -- Claire Moore, The Allen and Kelli Questrom Center for Creative Connections Education Director, Dallas Museum of ArtThe More We Look, the Deeper It Gets: Transforming the Curriculum Through Art is a book for anyone passionate about transformative educational experiences. Through her analysis of numerous on-the-ground teaching moments, Giardina brings us this gem of a book which provides educators with a powerful toolbox filled to the brim with tried-and-true strategies, designed to help both teachers and students to re-discover the art and joy of teaching and learning. -- Adjoa Jones de Almeida, Director of Education, Brooklyn MuseumTable of ContentsAcknowledgements Introduction Chapter 1: Why teach with art inquiry? Chapter 2: The Pyramid of Inquiry Chapter 3: Observation: what you see Chapter 4: Evidence-based inference: what you think about what you see Chapter 5: Interpretation: what it means (the big idea) Chapter 6: The role of information in an art inquiry discussion Chapter 7: Developing personal connections Chapter 8: Planning and facilitating art inquiry experiences Chapter 9: Art inquiry resources About the Author

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Book SynopsisIllustrates how the children of immigrants use art to grapple with issues of citizenship, state violence, and belonging Young immigrant children often do not have the words to express how their lives are shaped by issues of immigration, legal status, and state-sanctioned violence. Yet they are able to communicate its effects on them using art. Based on ten years of work with immigrant children as young as six years old in Arizona and California and featuring an analysis of three hundred drawings, theater performances, and family interviewsSilvia Rodriguez Vega provides accounts of children's challenges with deportation and family separation during the Obama and Trump administrations. While much of the literature on immigrant children depicts them as passive, when viewed through this lens they appear as agents of their own stories. The volume provides key insights into how immigrant children in both states presented creative, out-of-the-box, powerful solutions to the dilemmas that anti-immigrant rhetoric and harsh immigration laws present. Through art, they demonstrated a righteous indignation against societal violence, dehumanization, and death as a tool for navigating a racist, anti-immigrant society. When children are the agents of their own stories, they can reimagine destructive situations in ways that adults sometimes cannot, offering us alternatives and hope for a better future. At once devastating and revelatory, Drawing Deportation provides a roadmap for how art can provide a safe and necessary space for vulnerable populations to assert their humanity in a world that would rather divest them of it.Trade ReviewRodriguez Vega demonstrates how art will always speak truth to power. Drawing Deportation is the book we’ve been waiting for—with gut-wrenching images that inspire us to continue the fight for social justice, immigrant rights, and children’s happiness! !Viva el teatro! !Vivan los niños! -- Dolores Huerta, co-founder of the United Farm Workers Association and president of the Dolores Huerta FoundationThrough the lens of their art, Rodriguez Vega unveils not only the traumas and untold angst that our broken immigration system unleashes upon immigrant children’s lives but also the unmistakable resilience and resourcefulness so many demonstrate. Her child-centered, social justice-oriented voice rings loudly and is essential reading for developmentalists, educators, and policy makers who care to understand the realities of these children’s experiences. -- Carola Suárez-Orozco, Harvard UniversityOnly Rodriguez Vega could write a book this ambitious, creative, and politically urgent—expressing children’s sheer resilience through art. -- Dolores Inés Casillas, University of California, Santa BarbaraUsing innovative interdisciplinary methods, Drawing Deportation highlights children’s creativity, agency, and ability to heal. Rodriguez Vega convincingly demonstrates that art allows children to create improved worlds. -- Leisy J. Abrego, University of California, Los AngelesA work of heartbreaking vision and innovative scholarship, this landmark volume brings the power of art and science together to inform immigration policy. Youth provide extraordinary artistic testimony and resistance in confronting the harshest immigration enforcement, while Rodriguez Vega amplifies their voices with her analytic depth, rigor, and brilliance. -- Hirokazu Yoshikawa, New York UniversityThis singular volume is at once heartbreaking and hopeful as it tells the stories of immigrant children through their own works of art. Silvia Rodriguez Vega has spent a decade with children in Arizona and California and has found that the experience of making art about their experiences helps them to express their feelings, process their pain and become active participants in their healing journeys. -- Karla Strand * Ms. Magazine *

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Book SynopsisIllustrates how the children of immigrants use art to grapple with issues of citizenship, state violence, and belonging Young immigrant children often do not have the words to express how their lives are shaped by issues of immigration, legal status, and state-sanctioned violence. Yet they are able to communicate its effects on them using art. Based on ten years of work with immigrant children as young as six years old in Arizona and California and featuring an analysis of three hundred drawings, theater performances, and family interviewsSilvia Rodriguez Vega provides accounts of children's challenges with deportation and family separation during the Obama and Trump administrations. While much of the literature on immigrant children depicts them as passive, when viewed through this lens they appear as agents of their own stories. The volume provides key insights into how immigrant children in both states presented creative, out-of-the-box, powerful solutions to the dilemmas that anti-Trade ReviewRodriguez Vega demonstrates how art will always speak truth to power. Drawing Deportation is the book we’ve been waiting for—with gut-wrenching images that inspire us to continue the fight for social justice, immigrant rights, and children’s happiness! !Viva el teatro! !Vivan los niños! -- Dolores Huerta, co-founder of the United Farm Workers Association and president of the Dolores Huerta FoundationThrough the lens of their art, Rodriguez Vega unveils not only the traumas and untold angst that our broken immigration system unleashes upon immigrant children’s lives but also the unmistakable resilience and resourcefulness so many demonstrate. Her child-centered, social justice-oriented voice rings loudly and is essential reading for developmentalists, educators, and policy makers who care to understand the realities of these children’s experiences. -- Carola Suárez-Orozco, Harvard UniversityOnly Rodriguez Vega could write a book this ambitious, creative, and politically urgent—expressing children’s sheer resilience through art. -- Dolores Inés Casillas, University of California, Santa BarbaraUsing innovative interdisciplinary methods, Drawing Deportation highlights children’s creativity, agency, and ability to heal. Rodriguez Vega convincingly demonstrates that art allows children to create improved worlds. -- Leisy J. Abrego, University of California, Los AngelesA work of heartbreaking vision and innovative scholarship, this landmark volume brings the power of art and science together to inform immigration policy. Youth provide extraordinary artistic testimony and resistance in confronting the harshest immigration enforcement, while Rodriguez Vega amplifies their voices with her analytic depth, rigor, and brilliance. -- Hirokazu Yoshikawa, New York UniversityThis singular volume is at once heartbreaking and hopeful as it tells the stories of immigrant children through their own works of art. Silvia Rodriguez Vega has spent a decade with children in Arizona and California and has found that the experience of making art about their experiences helps them to express their feelings, process their pain and become active participants in their healing journeys. -- Karla Strand * Ms. Magazine *Through children's drawings and stories Rodriguez Vega exposes the destructive consequences of legal violence, structural racism and lack of safety in these young people's lives... fascinating, timely and [a] beautifully written book that speaks beyond its context. * Children & Society *A powerful book. Author Silvia Rodriguez Vega does a fantastic job of contextualizing the research in the long and well-documented history of American white supremacy and its role in family separations. Take your time with this important record of the inhumanity taking place daily at the US-Mexico border. * Hyperallergic *

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Book SynopsisThe Scholar as Human brings together faculty from a wide range of disciplineshistory; art; Africana, American, and Latinx studies; literature, law, performance and media arts, development sociology, anthropology, and Science and Technology Studiesto focus on how scholarship is informed, enlivened, deepened, and made more meaningful by each scholar''s sense of identity, purpose, and place in the world. Designed to help model new paths for publicly-engaged humanities, the contributions to this groundbreaking volume are guided by one overarching question: How can scholars practice a more human scholarship?Recognizing that colleges and universities must be more responsive to the needs of both their students and surrounding communities, the essays in The Scholar as Human carve out new space for public scholars and practitioners whose rigor and passion are equally important forces in their work. Challenging the approach to research and teaching of earlier generations Table of ContentsIntroduction, by Anna Sims Bartel and Debra A. Castillo Part I: Humanizing Scholars 1. Humans as Scholars,Scholars as Humans, by Anna Sims Bartel 2. To Be, or To Become? On Reading and Recognition, by Shawn McDaniel 3. Present: Humanity in the Humanities, by A. T. Miller Part II: Engaging Artifacts 4. Humans Remain: Engaging Communities and Embracing Tensions in the Study of Ancient Human Skeletons, by Matthew Velasco 5. Forgotten Faces, Missing Bodies: Understanding "Techno-Invisible" Populations and Political Violence in Peru, by José Ragas 6. A Ride to New Futures with Rosa Parks: Producing Public Scholarship and Community Art, by Riché Richardson Part III: Considering Resistance 7. Finding Humanity: Social Change on Our Own Terms, by Christine Henseler 8. Performing Democracy: Bad and Nasty Patriot Acts, by Sara Warner 9. Making Law, by Gerald Torres 10. What's It All Meme?, by Ella Diaz Part IV: Using Humanity/ies 11. Performing the Past, Rehearsing the Future: Transformative Encounters with American Theater Company's Youth Ensemble, by Caitlin Kane 12. "From the Projects to the Pasture": Navigating Food Justice, Race, and Food Localism, by Bobby J. Smith II 13. "I Heard You Help People": Grassroots Advocacy for Latina/os in Need, by Debra A. Castillo and Carolina Osorio Gil Afterword: The Prophetic Aspiration of the Scholar as Human, by Scott J. Peters

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Book SynopsisThis concise, precise, and inclusive dictionary contributes to a growing, transforming, and living research culture within both humanities scholarship and professional practices within the creative sectors. Its format of succinct starting definitions, demonstrations of possible routes of further development, and references to new and revisited concepts as “conceptual invitations” allows readers to quickly uptake and orient themselves within this exciting methodological field for didactic, scholarly and creative use, and as a starting point for further investigation for future contributions to the new canon of critical concepts.Critical Concepts for the Creative Humanities is the first book to outline and define the specific and evolving field of the creative humanities and provides the field’s nascent bibliography.Table of ContentsAcknowledgementsIntroductionAccentAccidentAffectAmbientArchitecture, ArchitextureAssemblingAsterisk *Between No-Longer and Not-YetBoth/AndBrackets [], Parentheses ()Care, Ethics of CareCartography, Performative CartographyClassifixationCollageCollective ImaginingsConditionContagionContingencyCrossingCurationDash – , Hyphen -DeixisDiffractionDirtDispositifDramaturgyEco-, EcologyEncounterEngagementFailureFigurationFollowingFrictionGeneration, GenerativeGestureGlowHabitHashtag #ImplicationInterfaceIrreducibility, IrreductionKaleidoscope, KaleidoscopicMaking Kin, UnkinningMicrologyMode, Modality, Multi-ModalityNavigationOpennessPluriversePrefigurationProcedurePropositionPunctuationRandomizationRhythmRiskScale, ScalingScape, -scapesSituation, SituatednessSomatechnicsSpeculationSticky, StickinessSurfaceSympathySynchrony, SynchronicityTheoretical Object, Knowledge ObjectTrace, TracingTrans-, TransingUnlearningWonderZetesisINDEX of ConceptsINDEX of NamesBibliographyAbout the Authors

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Book SynopsisChildren love to draw, especially when they can follow simple steps. In DrawâThen Write, students follow picture and written directions to draw animals, people, and vehicles. The finished drawings provide motivation for creative writing.

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Book SynopsisArtWorks for Kids, and for you too, with these 68 step-by-step, easy-to-understand art experiences illustrated in full color. Projects introduce techniques in painting, weaving, printing, and clay.

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Book SynopsisWith more than 50 inquiry-based and child-centered activities and exercises, A Little Drama will help teachers (including those with no theater experience of their own) develop the body, voice, mind, and heart of young children. Use these activities to help children navigate daily transitions, to calm children when it’s time to quiet, and to develop children’s creativity, sense of self, and social-emotional, physical, and literacy skills (and have a lot of fun along the way).

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Book SynopsisThe Case for Arts Integration is a tool for connecting across campus, outlining the what, why, and how of arts integration.

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Book SynopsisThis workbook provides an introduction to the insights and questions commonly encountered by A2RU and its research university partners. The goal is to help enable better sensemaking and case-making activities around arts integration, what it means, and how it will unfold on your campus. This workbook is designed to help you in case-making, developing a workshop, or as a common framework for benchmarking. Properly applied, the workbook will save weeks of work, provide structure and clarity for your group's work, accelerate your ability to assemble exemplary case-making materials, and raise the quality of your messaging. This workbook is a companion to The Case for Arts Integration book, which is recommended as a reference and source of inspiration.

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Book SynopsisThis full-color celebration of communities engaged in creative cultural expression profiles nine exemplary grassroots arts projects depicting an intersection of creativity with love of place. Stories range from children building an African-inspired mud facade on their Oregon middle school to an annual blessing-procession and festival in North Philadelphia that brings to life dozens of the most depressed blocks in urban America. Other regions represented include Minneapolis, Boston, Berkeley, rural Maine, San Francisco, the New York Bronx, and Vancouver, Canada. Community-based arts resources are sited throughout. Works of Heart offers a compendium of multicultural human-interest stories that will inspire and inform both community development professionals and citizen activists. Among those profiled are Lily Yeh and the Village of Arts and Humanities, Clara Wainwright and the Faith Quilts Project, Dolly Hopkins and Public Dreams, and the Beehive Collective.

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Book SynopsisThe premise of this book is very simple. While acknowledging that much progress has been made since the end of World War II to improve life conditions for billions of people and reduce the likelihood of war, current global challenges threaten to undermine, undo, or even reverse much of the progress made. Growing political and social polarization, and the resultant increasing fear of each other, is on a trajectory that could cause unprecedented harm. The book illustrates how everyone can have an impact on peace and that many already do so in both constructive and negative ways, illustrated by many examples. The book offers an expansive view of peace, which includes promoting human rights, identifying and resolving situations of slow violence, working to promote fair and sustainable economic development, identifying and resolving injustices, and establishing institutions and practices for resolving conflicts by communicative means. The book especially focuses on the role universities can and should play in promoting peace. Universities, which have played a pivotal role in creating a more humane and just world through their research, teaching and scholarship, now face the challenge of thoughtfully examining how each discipline and vocation and the university as a whole can contribute to fostering peace. In general, universities help to prepare students actively to work for peace by cultivating their capacities at reasoning and reflecting, developing their skills in communicating and research, and fostering among them an active awareness of their responsibilities as citizens of the world. While not every discipline or vocation shares the same level of responsibility to advance peace, all have the potential to do so as they intentionally and thoughtfully look for avenues to do so.

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Book SynopsisThe premise of this book is very simple. While acknowledging that much progress has been made since the end of World War II to improve life conditions for billions of people and reduce the likelihood of war, current global challenges threaten to undermine, undo, or even reverse much of the progress made. Growing political and social polarization, and the resultant increasing fear of each other, is on a trajectory that could cause unprecedented harm. The book illustrates how everyone can have an impact on peace and that many already do so in both constructive and negative ways, illustrated by many examples. The book offers an expansive view of peace, which includes promoting human rights, identifying and resolving situations of slow violence, working to promote fair and sustainable economic development, identifying and resolving injustices, and establishing institutions and practices for resolving conflicts by communicative means. The book especially focuses on the role universities can and should play in promoting peace. Universities, which have played a pivotal role in creating a more humane and just world through their research, teaching and scholarship, now face the challenge of thoughtfully examining how each discipline and vocation and the university as a whole can contribute to fostering peace. In general, universities help to prepare students actively to work for peace by cultivating their capacities at reasoning and reflecting, developing their skills in communicating and research, and fostering among them an active awareness of their responsibilities as citizens of the world. While not every discipline or vocation shares the same level of responsibility to advance peace, all have the potential to do so as they intentionally and thoughtfully look for avenues to do so.

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Book SynopsisExpanding on a groundbreaking framework, this revised edition connects activist art education with current campaigns for social justice. Nearly a decade after Social Justice Art, innovative arts educator Marit Dewhurst returns with a new edition offering further guidance for developing meaningful, justice-centered art programming. Reflecting on a growing interest in the field and its place within larger movements that uses creative strategies to drive social change, Dewhurst brings new research to bear on her interviews with educators, artists, and students to suggest clear, actionable approaches to facilitating the collaborative process of creating art for social change. In Social Justice Art Education, Dewhurst examines how to teach art-making to address systems of injustice, how to talk about the process, and the role of activist art projects not only in school classrooms but also within museum education, afterschool education, and other youth programming. In a new chapter, she introduces essential steps that prepare educators to engage in this work: recognizing power differentials, identifying community strengths, and nurturing relationships. Through real-world examples, Dewhurst highlights three key learning processes—connecting, questioning, and transforming—and frames a critical arts pedagogy that incorporates collaboration, inquiry-based discussion, and changemaking into arts curricula. This invigorating work provides common language and concrete support for educators and others who want to expand and refine their practices, empowering students through liberatory education that aims to inspire social change.Trade Review“This updated edition of an already invaluable book is a gift to all educators, not just those explicitly teaching art. It is for every one of us committed to embracing the many mediums through which young people create their own visions of new, more beautiful worlds.” —Carla Shalaby, coordinator of social justice initiatives and community internships, Marsal Family School of Education, University of Michigan“Social Justice Art Education offers clear pathways toward the endeavor’s ‘purposes, practices, and products’ while vividly illuminating its complexity for teachers, administrators, parents, funders, and policymakers. The field needs this book to avoid passionate superficiality by employing a simple framework to promote quality and depth as youth speak their minds.” —Lois Hetland, professor emerita, Massachusetts College of Art and Design

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Book SynopsisThe field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.

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Book SynopsisThis edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality. Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.Table of ContentsAcknowledgements Introduction Ching-Chiu Lin PART 1: Transversal Connections Chapter 1: Twenty-First Century Winter Journey: Exploring Comics, Adaptation and Community Art Education Julian Lawrence Chapter 2: The University as an Institute of Permanent Creation: Developing ‘a Gift for Living’ in Neoliberal Times Raphael Vella Chapter 3: Seeing What Unfolds: New Ways of Exploring Community Art Education in Formal Learning Spaces Kathryn Coleman and Marnee Watkins Chapter 4: ‘Making University’: The Role of Corporeality, Matter and Physical Spaces to Create a Sense of Community Sara Carrasco Segovia Chapter 5: I Wish You a Good Life: Embedding Intergenerational Learning Into Pre-Service Education Through Art, Community and Environment Geraldine Burke Chapter 6: Community-Based Art Education: Promoting Revitalization and Eco-Cultural Resilience for Cultural Sustainability Timo Jokela and Mirja Hiltunen Part 2: Transversal Practices Chapter 7: Making Meaning, Creating (in) Community: An International Dialogue on Community Art Education Within Early Childhood Contexts Geralyn (Gigi) Yu, Alex Halligey and Judith Browne Chapter 8: Identifying Images as a Strategy for Emotional Interaction with the Environment: Neighbourhoods as Engraving Support Jessica Castillo Inostroza Chapter 9: We Are Small, but We Have Loud Voices: Children Leading the Way to Support Community Connections Through Art Sue Girak Chapter 10: Infernal Learning: Becoming Members of Academic Communities Anniina Suominen, Tiina Pusa, Minna Suoniemi, Eljas Suvanto and Elina Julin Chapter 11: Seeds in the Wind! A/r/tography School and Teacher Formation Leisa Sasso and Mirian Celeste Martins Chapter 12: Transversalities Through Transdisciplinary Pedagogies: A South African Perspective on Community Engaged Art Education Merna Meyer Chapter 13: Building Bridges in the Community Through Opening Minds Through Art: An Intergenerational Abstract Art Programme for People Living with Dementia Stephanie H. Danker, Elizabeth Lokon and Casey Pax Part 3: Transversal Spaces Chapter 14: International Art Symposia as a Space of Knowledge Creation and Creative Engagement Maria Huhmarniemi and Katja Juhola Chapter 15: Collaborative Thinking, Creating and Learning on a Remote Greek Island: Towards Sustainable Community Art Education Sophia Chaitas and Georgia Liarakou Chapter 16: Finding Possibility in the Liminality of Socially Engaged Arts: Fostering Learning and Wellbeing with Refugee Youth Kate Collins Chapter 17: Conversations with Gardens: Artful Spaces in Community Art Education Trish Osler Chapter 18: Community Dance as an Approach to Reimagine Place in Aotearoa/New Zealand Pauline Hiroti and Rose Martin Chapter 19: Pedagogical Implications in La Austral, S.V. de C.V.: A Collective Performative-Storytelling Project by Artist Pablo Helguera and DREAMers Eunji Lee Chapter 20: Community Arts Education: Experiencing and Creating Our World Shelley Hannigan and Merinda Kelly Part 4: Transversal Relations Chapter 21: Colors of Connection: Public Art Making as an Activating Force for Community Art Education Lynn Sanders-Bustle, Christina Mallie and Laurie Reyman Chapter 22: Residing in Pedagogical Spaces Through Community Cultural Production Jing Li Chapter 23: Intercultural Eye for Art: Becoming a Member of a Global Community Through Arts-Based Exchange Kazuyo Nakamura, Hye-Seung (Theresa) Kang, Wataru Inoue, Leah H. Morgan, Hisae Aoyama, Hannah Shuler, Atsuo Nakashima, Cheryl J. Maxwell, Takunori Okamoto and Mari Sankyo Chapter 24: The Creation of a Community Teaching Artist Certificate Programme: Professionalization in the Gig Economy Dustin Garnet Chapter 25: Creative for Life: Planning and Delivering Intergenerational Art Programmes Jodie Davidson and Miles Openshaw Chapter 26: Croatian Naïve Art as an Incentive for Multimodal Research with Children Helena Burić and Nikolina Fišer Sedinić Chapter 27: Visual Ecologies: Artistic Research Transversing Stable, Dynamic and Interstitial Relations in an Australian Settler Colonial Context Kim Snepvangers Notes on Contributors

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Book SynopsisThis book explores the tradition of critique in art and design education. It examines how critique, as a signature pedagogy in the field, has evolved, how it falls short, and what else it can be. Current practices are contextualized and suggestions are made for ways to have more open, inclusive and dynamic classroom conversations about art and design. Included is a discussion of the history of critique, grounding current practice in the discipline’s history, the field of education, and characteristics of contemporary students. The book is designed to be useful, with an array of critique methods, written by experienced arts educators. Each one guides the reader through a method, describing “why you might do it this way” and “for what group, purpose, or type of assignment”. The text explores what the art critique is, and what it can be, offering practical, updated approaches for faculty and students seeking more educationally beneficial and nuanced critiqueTrade Review"Let’s Talk about Critique includes a variety of ways to look at and talk about work, pushing beyond the stale traditions and enlivening the possibilities for what can happen in discussing art. Armstrong and Doren provide a very thorough history and critique of the critique, as well as solutions to the inadequacies of the past traditions. The book meets an important need, evolving the critique from an authority/judgment model to a dialogue where all voices are respected and content meaning is addressed." -- Susan Waters-Eller, Maryland Institute College of Art“In Let’s Talk about Critique, Armstrong and Doren make a compelling case for the necessity of different studio critiques within contemporary higher education. This book is an extensive and diverse catalogue of innovative studio critiques, explores the history of the studio critique, and discusses recent studies on Generation Z.” -- Roger Rothman, Bucknell UniversityTable of ContentsList of Figures List of Tables Acknowledgements Introduction 1. What Is a Critique? 2. The Critique’s History: How the Contemporary Critique Evolved 3. The Contemporary Student and the Critique 4. Critique And Assessment 5. Critique Methods Collection I: Non-verbal critiques Yun Shin and Emily Stokes Elissa Armstrong Nida Abdullah and Denise Gonzales Crisp Chelsea Coon Mariah Doren Susan Jahoda and Caroline Woolard II: Play and improvisation critiques Carol Elkovich Nida Abdullah and Denise Gonzales Crisp Jonathon Russell Laurie Gatlin Tyrus Clutter Jonathon Russell III: Pre-, mid-, post- and extended critiques Ane Gonzalez Lara Susan Jahoda and Caroline Woolard Leslie Bellavance Susan Jahoda and Caroline Woolard Elissa Armstrong Hannah Barnes IV: Student-centered critiques Gaia Scagnetti and T. Camille Martin-Thomsen Denielle J. Emans and Kelly M. Murdoch-Kitt April Friges Andrea Marpillero-Colomina Kristina Bivona nicole killian Hande Sever and Alexandre Saden melissa m button, Matt Nock, and Phil Stoesz V: Critique of critiques Mariah Doren Maya Krinsky Andy Broadey and Richard Hudson-Miles Matt King Morgan Alford, Alia Ali, Naama Attias, Julia Chai, Casey Chan, Jiayun Chen, Yingtong He, Ashley Hunt, Kaidi Jiu, Keunjae Kwon, Michael Mendoza, Oscar Ochoa, Alexeis Reyes, Ruoyi Shi, Estela Ana Silva, Allison Yasukawa, and Hanzhu Zhang Conclusion References Notes on Contributors

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Book SynopsisJoin your specialist as you try to find out all about different art genres, famous artists and their works. Then, try to recreate your own versions of these works. This series will give your mini Monets and diddy Dalis all the knowledge they need about the history and practice of art.

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Book SynopsisJoin your specialist as you try to find out all about different art genres, famous artists and their works. Then, try to recreate your own versions of these works. This series will give your mini Monets and diddy Dalis all the knowledge they need about the history and practice of art.

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Book SynopsisJoin your specialist as you try to find out all about different art genres, famous artists and their works. Then, try to recreate your own versions of these works. This series will give your mini Monets and diddy Dalis all the knowledge they need about the history and practice of art.

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Book SynopsisJoin your specialist as you try to find out all about different art genres, famous artists and their works. Then, try to recreate your own versions of these works. This series will give your mini Monets and diddy Dalis all the knowledge they need about the history and practice of art.

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Book SynopsisJoin your specialist as you try to find out all about different art genres, famous artists and their works. Then, try to recreate your own versions of these works. This series will give your mini Monets and diddy Dalis all the knowledge they need about the history and practice of art.

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Book SynopsisBrings together experiences of teachers of African literature from around the world in the context of technological change. Focuses on theoretical and pedagogical approaches to the teaching of African Literature on both sides of the Atlantic and beyond. The publication of Chinua Achebe's Things Fall Apart in 1958 drew universal attention not only to contemporary African creative imagination, but also established the art of the modern African novel. In 1986, Wole Soyinka became the first African to win the Nobel Prize for Literature, and opened the 'gate' for other African writers. By the close of the 20th century, African Literature had gained world-wide acceptance and legitimacy in the academy and featured on the literature curriculum of schools and colleges across the globe. This specialissue of African Literature Today, examines the diverse experiences of teachers of African Literature across regional, racial, cultural and national boundaries. It explores such issues as student responses, productive pedagogical innovations, the impact of modern technology, case studies of online teaching, teaching Criticism of African Literature, and teaching African Literature in an age of multiculturalism. It is intended as an invaluable teacher's handbook and essential student companion for the effective study of African Literature. Ernest Emenyonu is Professor of Africana Studies at the University of Michigan-Flint, USA; the editorial board is composed of scholars from US, UK and African universities Nigeria: HEBNTrade ReviewNot only does it continue to honor its pledge to be a forum for discovering new talents, but, with this latest issue, African Literature Today expands the territory of African literature by covering the subject of current instructional strategies. * RESEARCH IN AFRICAN LITERATURES *Table of ContentsEditorial Article: Half a Century of Teaching African Literature in the Academy - Ernest N. Emenyonu Teaching Ben Okri's The Famished Road & Syl Cheney-Coker's The Last Harmattan of Alusine Dunbar - Eustace Palmer What has Criticism Got to do with it?: Teaching Theory & Criticism in African Literary Studies - Charles Nnolim Teaching African Literature in an Era of Technology: A Case Study of Coppin State University - Blessing Diala-Ogamba Teaching African Literature Online in America: A University of Michigan-Flint Initiative - Patricia Emenyonu Teaching African Literature in an Age of Multiculturalism - Helen Chukwuma Challenges & Prospects of Teaching Oral Literature in Africa: A Teacher's Perspective - Mark Ighile Teaching & Reading Doris Lessing's The Antheap - Anne Serafin The Francophone Novel of Africa & the Caribbean: A Teacher's Perspective - Peter Wuteh Vakunta Teaching about Africa through Literature, Film & Music - Isaac V. Joslin Teaching African Oral Literature: A Nigerian Perspective - Godini G. Darah Teaching African Literature without Redaction & Hypostasis - Chimalum Nwankwo Reviews - James Gibbs

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Book SynopsisFormerly a publication of The Brain StoreAlthough compelling evidence supports the value of the musical arts in school, many educators still fight for its inclusion. This timely resource translates the latest brain and music research and provides practical strategies for incorporating the musical arts at all levels. Readers will: Discover how music supports learning Get specific links to solid research and more than 200 practical suggestions Learn how to boost achievement, motivation, and recall With sections on both theory and classroom applications, you′ll find it easy to put science into practice immediately and convince others of its benefits. From a primer on how the body hears music to music′s impact on stress level, perceptual-motor skills, memory, and emotional intelligence, you′re in for a feast of facts and findings. Included are tips for choosing music and the various benefits of different music types.

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Book SynopsisDoctoral studies in music and arts education in Spain and Portugal: View and journey is the first time that a group of music educators from universities in Spain and Portugal has reflected on their doctoral journey.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. Long ago, when a great flood cleansed the land of unhappiness, the Grandfather sent Wanjblí the eagle to save one virtuous member of the human race and teach her how to live a good life. The eagle is a powerful symbol of courage, wisdom, and strength. In Kevin’s book he shares an inspiring vision of unity and hope for a new generation teaching children to recognize the eagle in themselves and others and always to soar above the darkness into the light.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. After the Raven (Yaahl) had finished creating the world; he realized that he was lonely. So he invited the whole world to join him in Haida Gwaii for the greatest feast you could ever imagine. At the end of the Feast each person, from all 4 sacred directions, was given a special gift that would change their lives forever!

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. A timeless story that will always help our students and children connect with Nature. When a young girl from the Gitxsan Nation argues with her brother, she remembers the teachings of her grandmother and goes in search of a stone to share her feelings with. This engaging First Nation’s story teaches children that it is okay to have feelings and shows them how to process and release negative thoughts.

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Book SynopsisUn plan de leçon de l’enseignant pour approfondir le livre. Peut inclure des questions de compréhension, des activités de groupe, des amorces de conversation, des quiz, des activités d’arts du langage et des pages à colorier.

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Book SynopsisUn plan de leçon de l’enseignant pour approfondir le livre. Peut inclure des questions de compréhension, des activités de groupe, des amorces de conversation, des quiz, des activités d’arts du langage et des pages à colorier.

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Book SynopsisUn plan de leçon de l’enseignant pour approfondir le livre. Peut inclure des questions de compréhension, des activités de groupe, des amorces de conversation, des quiz, des activités d’arts du langage et des pages à colorier.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. This richly illustrated book by Ojibway writer David Bouchard and Métis illustrator Kristy Cameron, weaves together Woodland style paintings with a rhythmic poem about the spiritual lessons that we can learn from the Sun and the seven sacred teachings.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities. Orange Shirt Day, observed annually on September 30th, is a day to honour Residential School Survivors and their families, and to remember those who did not make it. This book explores a number of topics including the historical impacts of Residential Schools on Indigenous Peoples, the history of the Orange Shirt Day movement, and how you can effectively participate in Orange Shirt Day. With end of chapter reflection questions and a series of student art submissions, readers are guided to learn more about how they and others view Residential School reconciliation. Orange Shirt Day aims to create champions who will walk a path of reconciliation through promoting the message that Every Child Matters.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. Mother Earth, we come from her, we go to her, without her we wouldn’t be here, she gives all of us life and because of her, we are all one family. In almost all segments of Indigenous life, we speak of Mother Earth, Father Sky, Grandfather Sun, and Grandmother Moon. Meet Your Family is a rhythmic poem that will enlighten readers on how to view these important figures while sharing a greater concept of seeing the world as our natural family. Presented in both English and Ojibwe, an additional softcover book in Ojibwe is included inside this hardcover book.

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Book SynopsisUn plan de leçon de l’enseignant pour approfondir le livre. Peut inclure des questions de compréhension, des activités de groupe, des amorces de conversation, des quiz, des activités d’arts du langage et des pages à colorier.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. It’s been said when teachings are passed down from one generation to the next, good things can happen. Language is learned, knowledge is shared, and culture is practiced. In this story of language preservation, Author/Illustrator and Anishnaabemowin language teacher Juliana Armstrong illuminates a number of Anishnaabemowin words along with their cultural connections, passed down from her Ojibway ancestors.

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Book SynopsisA teacher lesson plan to further explore the book. May include comprehension questions, group activities, conversation starters, quizzes, language arts activities, and colouring pages. With the wizened old chief set to step down, young Linny dreams of being chosen as his replacement. As she struggles to pass his test, Linny learns with the help of her family what it really takes to become chief...in the most unexpected way. This story is told with the help of traditional corn husk dolls. Corn dolls protect the home, livestock, and personal wellness of the maker and their family. Corn husk dolls have been made in some Indigenous cultures since the beginning of corn agriculture more than one thousand years ago, and continue to be made today.

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Book Synopsis

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Book SynopsisThis book explores how arts-based programs designed to reconnect young people with learning and work provide brief, sometimes profound, re-engagements and productive identity shifts. It aims to support youth pushed to the edge of formal education and entangled in structural social and cultural inequality. The researchers, artists, activists, and youth organizations developed process-oriented practices with young people, enacting new creative methodologies building on agentive possibilities to disrupt misrepresentation and invisibility. The book positions arts-based practices at the edge, examining complex systemic issues around youth disengagement and possibilities of collective creativity to navigate broken systems and inform futures. Enacting arts-based methodologies with young people at the edge through co-design shares navigation out of locked trajectories in collaboration with those who listen deeply as allies in their journey of re-presenting themselves to the world. The final section reflects on arts-based practices at the edge eliciting standpoints of young people at the edge.https://link.springer.com/Trade Review“A key strength of this book is the clarity with which it advocates for greater consideration of the agentive and transformative possibilities opened up by creative methodologies that involve young people. The contributions offer inspiration for researchers and topics for further discussion and debate. … this work has utility for critical analysis and dialogue about the challenges in countering negative and homogenising representations, while at the same time inviting readers to consider transferable methodological models.” (Naomi Berman, Journal of Applied Youth Studies, Vol. 6, 2023)Table of ContentsPart I Positioning Arts-Based Practices at the Edge.- Chapter 1. Young People: Navigating the Edge of Society Through the Arts—Creating in the Border Zones.- Chapter 2. Imagining an Education System Responsive to Young People’s Needs: Past, Present and Future Positioning of Youth and Young People.- Part II Enacting Arts-Based Methodologies with Young People at the Edge through Co-design.- Chapter 3. Against Binaries: Images, Affects and Sites of Engagement.- Chapter 4. Students Researching Inequality: Perplexities and Potentialities of Arts-Informed Research Methods for Students-as-Researchers.- Chapter 5. Inner-City Youth ‘Building Their Own Foundation’: From Art Appreciation to Enterprise.- Chapter 6. Media Arts in Aṉangu Education: A Culturally Responsive Approach for Developing Digital and Media Literacies.- Part III Reflecting on Arts-Based Practices at the Edge 125.- Chapter 7. Negotiating Capabilities: A New School Design for Transition to Work.- Chapter 8. ‘It’s Not My Story’: Revitalising Young People’s Learning Lives.- Chapter 9. An Arts-Led Recovery in ‘Disadvantaged’ Schools!.- Chapter 10. Pre-Enchanting Young People in Learning and Employment: Building Safe Relations for Diverse Students./

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