Educational: Arts, general

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Book SynopsisThe Routledge Companion to Drama in Education is a comprehensive reference guide to this unique performance discipline, focusing on its process-oriented theatrical techniques, engagement of a broad spectrum of learners, its historical roots as a field of inquiry and its transdisciplinary pedagogical practices.The book approaches drama in education (DE) from a wide range of perspectives, from leading scholars to teaching artists and school educators who specialise in DE teaching. It presents the central disciplinary conversations around key issues, including best practice in DE, aesthetics and artistry in teaching, the histories of DE, ideologies in drama and education, and concerns around access, inclusivity and justice.Including reflections, lesson plans, programme designs, case studies and provocations from scholars, educators and community arts workers, this is the most robust and comprehensive resource for those interested in DE's past, present and fuTable of ContentsPart I: Boundaries and Contours; 1 Kelly Freebody- A personal genealogy of the idea of drama education as a force for change; 2 Stig A. Eriksson- Distancing as Topos in Process Drama; 3 Mindy R. Carter- Pedagogical assemblages exploring social justice issues through drama education; 4 Eva Hallgren- Drama in education and the value of process; 5 Juliana Saxton & Carole Miller- "Creating conditions for the emergence of the as-yet-unimagined": Drama in education as artistic pedagogy; 6 John O’Toole- Whose Enlightened Pedagogy? a historical mini-tour of the educating process of drama.; 7 Moema Gregorzewski- Reimagining Drama in Education: Towards a Postdramatic Pedagogy; 8 Adam Cziboly, Mette Bøe Lyngstad and Sisi Zheng- The influence of the "conventions approach" on the practice of drama in different cultures; 9 Priya Gain and Viv Aitken- In the Spaces for Play: Learning in Mantle of the Expert; 10 Claire Coleman- Critical Process Drama Framework; 11 Brian Edmiston and Iona Towler-Evans- Humanizing Education with Dramatic Inquiry: Dorothy Heathcote’s Radical and Transformative Pedagogy; 12 Rachael Jacobs- Assessment in Drama Education; Part II: Methods, Programs, and Partnerships; 13 Christine Hatton - Drama as a pedagogy of connection: using Heathcote’s rolling role system to activate the ethical imagination; 14 Branka Bajić Jovanov- Ecological Education of Preschool Children using Process Drama; 15 Anna Lehtonen- Drama for climate change education; 16 Joe Winston- Storytelling theatre and education; 17 Cleo Xiaodi Wang - An Imagined Cultural Identity: Reflections on a Classroom Drama How Wang-fo Was Saved; 18 Pernilla Ahlstrand- Action (re)call in the theatre classroom, Sweden; 19 Sue Bleaken and Viv Aitken- ‘Do Something Different…’ A teaching inquiry into the use of Mantle of the Expert to support struggling writers.; 20 Larry Swartz- A Dramatic Approach to Teaching Tough Topics: Using Children’s Literature and Drama to Explore the Refugee and Migrant Experience; 21 Jennifer Wong- "Freeze!" – building reflective and analytical skills in children through drama; 22 Viviane Juguero- Theatre for children’s dialogical specificities; 23 Elizabeth Brendel Horn- Bodies at Play: Body Image and the Young Actor; 24 Dontá McGilvery and Claire K. Redfield- Little Red and the Wolf: Devising with Young People at Eastlake Park; 25 Heidi Schoenenberger- Facilitating Post-Performance Process Drama in an Irish Primary School; 26 Kathryn Dawson- Accessible for All: Drama-Based Pedagogy in an Inclusive Primary School; 27 Robyn Ayles, Heather Fitzsimmons Frey, and Margaret Mykietyshyn- Harnessing the Power of Flight: Devising Responsive Theatre for the Very Young; 28 Samuel Chun Sum Tsang, Chi Ying Lam and Bonnie Yuen Yan Chan- A Comparative Case Study of a DiE-Inspired Music and Theatre Project for Linguistically and Culturally Diverse Pupils in Hong Kong and London; 29 Peter Duffy- Mixed Methods in Drama Education Research: A Project Autopsy; 30 Julie Dunn and Adrianne Jones- Dramatic approaches in the English classroom: Embodied, agentic and aesthetic learning; 31 Eva Österlind- Drama Workshops as Single Events in Higher Education – What can we learn?; 32 Anne Richie G. Balgos- Boal in the Philippine classroom: Using Theatre of the Oppressed in teaching literature; 33 Molly Mattaini- Implementing Universal Design for Learning in Out-of-School Time Drama Education; 34 Cortney McEniry- Trauma-Informed Considerations for Drama in Education with Adults; 35 Joshua Streeter- Humanizing the Curriculum: Exploring the use of Drama Pedagogy in Faculty Development; 36 Rannveig Björk Thorkelsdóttir and Hanna Ólafsdóttir- Dream Stage – Let our dreams come true through the arts; 37 Sarah Dolens-Moon- We Serve Too! A Reflection on Drama and Storytelling with Military Children; 38 Daniel A. Kelin, II- A Dramatic Approach to Appreciating Mythological History; 39 Ava Hunt- Real for Me: Co-Creation Drama Negotiating Safer Sexual Boundaries; 40 Erika Piazzoli- The Elements of Drama in Second Language Education: An Intercultural Perspective; 41 Chipo Marunda-Piki- Formulating a Learning Context using Teacher in Role for Reading Fluency in ESL students; 42 Richard Johnson Sallis and Carol Beck Carter- Drama for cultural and linguistic diversity (CALD): Applying drama with students from culturally and linguistically diverse backgrounds in Australian educational settings; 43 Jenna Nilson- Outcomes of Using Drama-Based Pedagogy in Language Teaching and Learning; 44 John Nicholas Saunders & Robyn Ann Ewing- ‘It Lifts Up Your Imagination’: Drama-Rich Pedagogy, Literature and Literacy: The School Drama Program; 45 Eva Göksel - Daring to be Different: Drama as a Tool for Empowering the Teachers of Tomorrow; 46 Fiona McDonagh - Enlivening teachers’ co-creating attitude; 47 Ailbhe Curran- Challenging your students, challenging yourself: The golden opportunity of being an in-school drama educator today; 48 Robin Pascoe- Drama Teacher Education – a long-view perspective; 49 Cletus Moyo- Looking Back and Forward: Reflecting on My Facilitation as a Drama in Education Teacher and Facilitator at Lupane State University in Zimbabwe; 50 Elizabeth Anderson- Mei Ling, Mary, and Michaela: Mapping drama teaching journeys; Part III: Futures and Possibilities; 51 Robyn Shenfield and Monica Prendergast- Opening up the field of drama education to performance studies: Tensions and opportunities; 52 David Cameron and Michael Anderson- Evolution, diffusion and disturbance: Drama, education and technology; 53 Adisti Anindita Regar - Designing a Transmedia Theatre Experience for Drama Education; 54 Amy Petersen Jensen and Kris W. Peterson- Digital bodies/live space: How digital technologies might inform gesture, space, place, and the performance of identity in contemporary drama education experiences; 55 Marina Henriques Coutinho- Playing with theatre: there can be a place for childhood in the favela; 56 Matt Omasta- Numbers Count: Quantitative Research in Drama Education; 57 Kristin Hunt- When Crises Should Go To Waste, or How I Learned to Stop Supporting Disaster Capitalism and Love the Classroom

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Book Synopsis

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Book Synopsis

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Book SynopsisIn this fun, instructional graphic novel, follow the creative journey of aspiring manga artist Lemon-chan to learn how to draw the fundamentals of the manga style.Learn alongside Lemon-chan as she’s guided by her cousin Momji, a professional artist who teaches her all about:  Making your first attempts at drawing Building consistent drawing skills Tools for drawing, including an overview of digital drawing options Perfect for beginning artists and fans of anime and manga, Learn to Draw Manga Basics for Kids shows you how to build the skills you need to draw and create your own manga characters and stories.The Drawing Manga for Beginners manga series offers kids ages 8 and up fun, easy lessons in how to draw manga characters, from the basics, to figures and poses, to faces and expressions. Table of ContentsPrologue Introduction of characters Chapter 1 Try Drawing First Let’s draw faces Let’s draw hair How do you draw bodies Sketching Let’s draw clothes People have different expressions Drawing masc and femme Drawing people of different ages How to draw poses Let’s color Chapter 2 How to level up Drawing and researching Checking out different genres Clothes and hair styles How to draw hats, glasses, and accessories How to draw portraits How to draw difficult hand postures How are wrinkles made? Let’s find out what you are good at drawing! Chapter 3 Let’s draw digital illustrations Pros and cons of analogue and digital Pen tablets and LCD tablets Draw on smartphones and tablets Chapter 4 How to use digital tools How to use digital tools Layers Resolution Color mode Save formats Clipping Chapter 5 Get out there and get to it! Show it to people and keep drawing

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Book SynopsisIn How Artists See: The Weather children can see how Vincent van Gogh used bright patches of paint to show the hot sun rising over a field; how Vasily Kandinsky blended many colours to evoke a rain-drenched landscape; how Edouard Manets'' vigorous lines create wind-filled sails; and how Paul Signac used tiny dots of paint to capture the aura of a city street blanketed with snow.Each volume in the How Artists See series presents sixteen diverse works of art, all devoted to a subject that every child already knows from personal experience. Author Colleen Carroll''s engaging, conversational text is filled with thought-provoking questions and imaginative activities that spark children''s natural curiosity both about the subject of the artwork they are looking at and about the way it was created.This direct, interactive approach to art - and to the world - promotes self-exploration, self-discovery, and self-expression.Trade ReviewPraise for the How Artists See series: "Carroll's series...eclipses the competition...How Artists See has the makings of a classic--a core experience for budding art enthusiasts to build on." -- Publishers Weekly "Wow! If you have been looking for a way to get children interested in art, call off the search, it just doesn't get any better than this." -- Children's Literature Choice List "...These are first-rate art appreciation guides for adults and young children together, or older readers alone." -- Children's Literature ReviewTable of ContentsTable of Contents from: How Artists See The Weather Sun Wind Snow Rain Note to Parents and Teachers Artists' Biographies Suggestions for Further Reading Where to See the Artists' Work Credits

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Book SynopsisETHICAL DECISIONS FOR SOCIAL WORK PRACTICE will help you recognize ethical issues and dilemmas, reason carefully about ethical issues, clarify your ethical aspirations at the level demanded by the profession, and achieve a more ethical stance in your practice. It places ethical decision making within the context of professional ethics and provides guidelines, including two ethical screens, to help you identify priorities among competing ethical obligations.Table of Contents1. Ethical Choices in the Helping Professions. 2. Values and Professional Ethics. 3. Guidelines for Ethical Decision Making. 4. Guidelines for Ethical Decision Making. 5. Client Rights and Professional Expertise. 6. Value Neutrality and Imposing Values. 7. The Professional Relationship: Limits, Dilemmas, and Problems. 8. Confidentiality and Informed Consent. 9. Social Justice, Limited Resources, and Advocacy. 10. Organizational and Work Relationships. 11. Social Work With Selected Client Groups. 12. Changing World, Changing Dilemmas. 13. Whose Responsibility Are Professional Ethics?

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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 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 SynopsisExtend literature's connection with the art and writing activities in Literature Pockets, Primary. Books contain content-specific reading, writing, and art projects. Projects are displayed in easy-to-make paper pockets, creating a comprehensive portfolio.

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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 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 Synopsis

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Book Synopsis

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Book Synopsis

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