Educational: Arts, general

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Book SynopsisUsing a plentiful selection of skill-building and self-evaluation exercises, author Charles Zastrow's comprehensive, workbook-style resource promotes his philosophy that you can learn group leadership skills best by practicing them in class. In this ninth edition of SOCIAL WORK WITH GROUPS: A COMPREHENSIVE WORKBOOK, Zastrow discusses topics that are central to a successful understanding of group leadership: stages of groups, group dynamics, verbal and nonverbal communication, types of groups, and diversity in groups. With support from this book, your classroom will become a "lab" where you can experience what it's like to work in and lead many kinds of groups. Updated throughout with timely new topics and firsthand accounts from experienced social group work professionals, this edition also includes a new chapter on treatment groups with diverse and vulnerable populations.Attention CourseMate user: Cengage support for existing users of CourseMate will end of 8/1/2020.Table of Contents1. Groups: Types and Stages of Development. 2. Social Group Work and Social Work Practice. 3. Group Dynamics: Leadership. 4. Group Dynamics: Goals and Norms. 5. Verbal and Nonverbal Communication. 6. Task Groups. 7. Working with Diverse Groups. 8. Self-Help Groups. 9. Social Work with Families. 10. Organizations, Communities, and Groups. 11. Educational Groups: Stress Management and Time Management as Examples. 12. Treatment Groups. 13. Treatment Groups with Diverse and Vulnerable Populations. 14. Termination and Evaluation of a Group. Appendix A: Group Treatment Theories Resource Manual. Module 1. Rational Therapy in Groups. Module 2. Behavior Therapy in Groups. Module 3. Reality Therapy in Groups. Module 4. Dialectical Behavior Therapy in Groups. Appendix B: Answers to Group Exercises D-F in Chapter 6.

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Book Synopsis'This Primary Drama Handbook offers much more than just a few useful tips on how to use drama in the primary school. It moves way beyond the more well-known basic drama strategies to present comprehensive, up-to-date picture of the role drama can play within the primary curriculum' - English Drama Media This book helps professionals to understand the importance and potential of drama for learning and offers step by step practical examples of how drama can work in schools across a range of curriculum subjects. Drama motivates children and is a powerful way of building skills such as speaking and listening, enhancing children's self-esteem, and connecting learning creatively across the curriculum. The book presents information, advice and a range of practical material that helps to explain drama skills and strategies at an introductory level. It also contains a sample drama unit for each year group. This book covers a Trade Review′This Primary Drama Handbook offers much more than just a few useful tips on how to use drama in the primary school. It moves way beyond the more well-known basic drama strategies to present comprehensive, up-to-date picture of the role drama can play within the primary curriculum′ - English Drama MediaTable of ContentsDrama in Schools - Some Basic Questions Answered Drama and the Curriculum Drama Publications A Time and Place for Drama Planning "Whole Class" Drama A Glossary of Drama Strategies and Conventions The Drama Units Unit 1: Visiting Storyland: Reception and Year 1 Unit 2: Billy′s Bucket: Year 1 Unit 3: The Great Fire of London: Year 2 Unit 4: The Drums of Noto Hanto: Year 3 Unit 5: Environmental Sustainability: Year 4 Unit 6:The Discovery of the Tomb of Tutankhamun: Years 4 and 5 Unit 7: Leaving Home: Years 5 and 6 Unit 8: The Listeners: Year 6

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Book SynopsisThis book integrates the three fields critical theory, digital art making, and pedagogy, drawing from scholarship and practices of new media, social practice and community-based arts interventions, and arts education pedagogy. With a collection of essays from an international group of authors, we guide readers through steps artists and art educators use to explore digital media, using new media art making to enable voices and interrupt power structures. The three sections of formation, co-construction, and intervention through critical digital practice, provide a survey of current research in new media art pedagogy and social practice. The first section explores interaction techniques, sound technology, 3D printing, pedagogy as sociomaterial, and data visualization as forms of critical digital media. The second section demonstrates examples of social media as means to engage communities and digital art making to critically investigate citizenship, local and international issues, andTable of ContentsAaron D Knochel/Christine Liao/Ryan M Patton : An Introduction to Critical Digital Making – Mary Callahan (MC) Baumstark/Theresa Slater: Toward a Practice of Digital-Handicraft – Lena T H Berglin/Kajsa G Eriksson: Experimental Material-Digital Art Education by Vague Research Studios – Marc Fritzsche: Critical Perspectives on 3D Printing in Art Education – Sean Justice: Designing the Social Interface: More than Social, More than Material – Karen Keifer-Boyd: Interactive Visualizations of Relationships that Matter – Susan Whiteland: Digital Intergenerational (DIG) Art Club – Yen-Ju Lin: Critical Dialogue and the Re/making of Pedagogic Assemblage: Teaching with Social Media and Feminist Online Pedagogy – Kristi Oliver: Contemporary Photographic Practice as a Critical Pathway Toward Visual Literacy – Flávia Bastos/James Rees: Who Is American Today? Promoting Critical Digital Citizenship with High School Students – Cassie Lynn Smith: Critical Pedagogy in the Borderlands: Employing Digital Archives to Support a Local to Global Social Justice Curriculum – Emiel Heijnen/Melissa Bremmer/Michiel Koelink/Talita Groenendijk: Arts Laboratories and Science Studios: How ArtsSciences Can Innovate Arts Education – Jennifer L. Motter: Social Media as Sites for Feminist Activism: Facilitating Critical Digital Meaning-Making – Rebecka A.Black/Chelsea Shannon: Critical Digital Making and Public Pedagogy: Student- Institution Collaboration through Exhibition Making on Google Arts and Culture – Susan Maly/ Hana Marvanová: Digital Media in Art Workshops for Refugees – Danny Jauregui: Counter-Mapping as Artistic Strategy – Brandon Bauer: Landscapes of Absence.

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Book SynopsisThis book integrates the three fields critical theory, digital art making, and pedagogy, drawing from scholarship and practices of new media, social practice and community-based arts interventions, and arts education pedagogy. With a collection of essays from an international group of authors, we guide readers through steps artists and art educators use to explore digital media, using new media art making to enable voices and interrupt power structures. The three sections of formation, co-construction, and intervention through critical digital practice, provide a survey of current research in new media art pedagogy and social practice. The first section explores interaction techniques, sound technology, 3D printing, pedagogy as sociomaterial, and data visualization as forms of critical digital media. The second section demonstrates examples of social media as means to engage communities and digital art making to critically investigate citizenship, local and international issues, andTable of ContentsAaron D Knochel/Christine Liao/Ryan M Patton : An Introduction to Critical Digital Making – Mary Callahan (MC) Baumstark/Theresa Slater: Toward a Practice of Digital-Handicraft – Lena T H Berglin/Kajsa G Eriksson: Experimental Material-Digital Art Education by Vague Research Studios – Marc Fritzsche: Critical Perspectives on 3D Printing in Art Education – Sean Justice: Designing the Social Interface: More than Social, More than Material – Karen Keifer-Boyd: Interactive Visualizations of Relationships that Matter – Susan Whiteland: Digital Intergenerational (DIG) Art Club – Yen-Ju Lin: Critical Dialogue and the Re/making of Pedagogic Assemblage: Teaching with Social Media and Feminist Online Pedagogy – Kristi Oliver: Contemporary Photographic Practice as a Critical Pathway Toward Visual Literacy – Flávia Bastos/James Rees: Who Is American Today? Promoting Critical Digital Citizenship with High School Students – Cassie Lynn Smith: Critical Pedagogy in the Borderlands: Employing Digital Archives to Support a Local to Global Social Justice Curriculum – Emiel Heijnen/Melissa Bremmer/Michiel Koelink/Talita Groenendijk: Arts Laboratories and Science Studios: How ArtsSciences Can Innovate Arts Education – Jennifer L. Motter: Social Media as Sites for Feminist Activism: Facilitating Critical Digital Meaning-Making – Rebecka A.Black/Chelsea Shannon: Critical Digital Making and Public Pedagogy: Student- Institution Collaboration through Exhibition Making on Google Arts and Culture – Susan Maly/ Hana Marvanová: Digital Media in Art Workshops for Refugees – Danny Jauregui: Counter-Mapping as Artistic Strategy – Brandon Bauer: Landscapes of Absence.

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Book SynopsisBlends history and theory with practical descriptions of how spoken word poetry is taught and how to produce spoken word events.The Room Is on Fire offers an overview of youth spoken word poetry''s history, its practitioners, participants, and practices. Susan Weinstein explores its grounding in earlier literary/performance/educational traditions and discusses its particular challenges. In order to analyze these issues, the story of how youth spoken word poetry developed as a field is told through the voices of those involved. Interviewees include the people who organized the first youth poetry slam festivals, the founders of central youth spoken word organizations, and a selection of young people who have participated in their local programs and in regional and national events over the last two decades. Narratives about individual and communal efforts and experiences are supported by analyses of full-text poems by youth poets and by reference to contemporary scholarship in performance studies, critical youth studies, and new literacy studies. Blending history and theory with practical descriptions of how spoken word poetry is taught and how to produce spoken word events, the book will appeal to researchers, teacher educators, and K?12 teachers.

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Book Synopsis

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Book Synopsis

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Book SynopsisThe Common Core State Standards initiated major changes for language arts teachers, particularly the emphasis on informational text. Language arts teachers were asked to shift attention toward informational texts without taking away from the teaching of literature.Teachers, however, need to incorporate nonfiction in ways that enhance rather than take away from their teaching of literature. The Using Informational Text series is designed to help.In this fourth volume (Volume 1: Using Informational Text to Teach To Kill a Mockingbird; Volume 2: Using Informational Text to Teach A Raisin in the Sun; Volume 3: Connecting Across Disciplines: Collaborating with Informational Text), we offer challenging and engaging readings to enhance your teaching of Gatsby. Texts from a wide range of genres (a TED Talk, federal legislation, economic policy material, newspaper articles, and 1920s political writing) and on a variety of topics (income inequality, nativism and immigration, anti-Semitism, the rTrade ReviewUsing Informational Text to Teach The Great Gatsby hits a home run! Its challenging readings (old and new, in texts of all sorts) and its activities provide students—under the guidance of their teachers—with opportunities for rich, deep reading, learning and thinking. And, while these informational readings and activities tie directly to Gatsby and the world of the novel, they do more—they tie directly to our world today, instilling the study of The Great Gatsby with a relevance it would not otherwise have. -- Millie Davis, English teacher and National Council of Teachers of English Senior Developer, Affiliates, and Director, Intellectual Freedom CenterUsing Informational Text to Teach The Great Gatsby is provocative in the best sense: it urges difficult discussions about racism, anti-Semitism, anti-immigrationism, and class stratification, and it illustrates why these conversations are essential today. The book promises to equip students to be leaders of a more equitable world by also setting high standards for literacy and critical thinking, and by providing tools for student success. I hope this bold attempt to revamp educators’ approach to an American classic and schoolroom staple is widely adopted. -- Sara L. Schwebel, author of Child-Sized History: Fictions of the Past in U.S. Classrooms and Associate Professor of English, University of South CarolinaUsing Informational Text to Teach The Great Gatsby continues the exceptional work of Fisch and Chenelle in their quest to make teaching literature relevant for today’s classroom. They present the challenging subjects of race, class and economics in a critical manner that prompts student engagement that is both meaningful and significant. The units in the book also provide ample literary and historical contexts that are useful for critical discussions and inquiry learning. This is an excellent teaching tool that helps unpack and analyze a complex literary work to provoke critical thinking about Fitzgerald and the American Dream. -- James M. Pederson, New Jersey School SuperintendentI love how Using Informational Text to Teach The Great Gatsby empowers students with tools and lines of inquiry to read not only Gatsby but also the world in which they live. The topics in this book are clearly selected with student interest in mind, and the curricular units are extremely well developed, providing scaffolding for deep and engaged learning through a variety of activities. The book is a valuable resource for all teachers of The Great Gatsby, to use for full-class, as well as small-group or personalized, study. -- Dana Maloney, High School English TeacherTable of ContentsPreface Acknowledgements How to Use This Book Unit 1: Why Should We Care about Economic Inequality? Emmanuel Saez and Gabriel Zucman: “Exploding wealth inequality in the United States” David Vandivier: “What Is The Great Gatsby Curve?” Chapters 1, 6, and 8 Unit 2: What Is Tom Buchanan Worried about -- Is Civilization “Going to Pieces”? Lothrop Stoddard: The Rising Tide of Color Against White World-Supremacy Kenneth L. Roberts: Why Europe Leaves Home Chapters 1, 2, 4, 7, and 9 Unit 3: Does Money Make People, Like Tom, Mean? Paul Piff, “Does money make you mean?” Chapters 2, 6, and 8 Unit 4: Who Is to Blame in the Black Sox Scandal and in Gatsby? “Eight White Sox Players Are Indicted on Charge of Fixing 1919 World Series; Cicotte Got $10,000 And Jackson $5,000” Stuart Dezenhall, “Newspaper Coverage of the 1919 Black Sox Scandal” Chapters 4 and 9 Unit 5: Everyone Is Drinking, So Why Does Prohibition Matter in Gatsby? The National Prohibition Act “Making a Joke of Prohibition in New York City” Chapter 7 or any time Writing and Discussion Rubric About the Authors Tables and answers for all sections are available for download on the series website: www.usinginformationaltext.org.

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Book SynopsisThis edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other practioners who work with ELL learners from K-12.Trade ReviewIn many ways, this book is a well-timed revolution. It is an antidote to an era when test scores are prioritized over robust education, when schools are stealing from the most marginalized students access to arts education. If discussions about benefits of the arts for English Language Learners isn’t enough, the on-the-ground activities for bolstering, not just student learning, but also student engagement are invaluable. Every teacher of English Language Learners should read this book. -- Paul C. Gorski, associate professor of Social Justice and Human Rights at George Mason University and founder of EdChangeUsing Photography and Other Arts-Based Methods With English Language Learners is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. This is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. -- Jeanne Muzi, 2008-09 NJ State Teacher of the YearTable of ContentsPreface Acknowledgements Chapter 1: Engaging English Language Learners through the Arts Using the Aesthetic Overlay of CRISPA Donna Goodwin and P. Bruce Uhrmacher Chapter 2: Sensemaking Through Artmaking: Trash for Teaching and Visual Arts Integration with Elementary Emergent Bilingual Students Kristin Papoi Chapter 3: Photo Elicitation: Using Photography with Elementary ELL Students Carissa Natalewicz Chapter 4: Becoming a Community: How an Arts-integrated Curriculum Supported the Development of English Language Learners in a Kindergarten Classroom Rebecca Garte and Michelle Allen Chapter 5: Telling Stories After School: Using Photography to Build Literacy and Community Tabitha Dell’Angelo, Lauren Madden, and Maureen Hudson Chapter 6: Bilingualism and Project Arts-based Learning Laura Felleman Fattal Chapter 7: Photovoice as a Vehicle for Supporting Environmental Literacy and Language Acquisition Marissa Bellino, Jennifer D. Adams, and Joanna Higgins Chapter 8: Exploring Identity Through Image: E-Portfolios Supporting Cross-Curricular Learning for English Language Learners Sarah Jean Morrison Chapter 9: The Selfie Project: Using Photographs to Improve Writing with Diverse Learners Browning Neddeau Chapter 10: Who are you? I am…: Activist Art to Author ELL Identities Sheron L. Mark Chapter 11: Everyday Photography Tips for your Classroom Destiny De La Rosa About the Editors About the Contributors Index

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Book SynopsisThis edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other practioners who work with ELL learners from K-12.Trade ReviewIn many ways, this book is a well-timed revolution. It is an antidote to an era when test scores are prioritized over robust education, when schools are stealing from the most marginalized students access to arts education. If discussions about benefits of the arts for English Language Learners isn’t enough, the on-the-ground activities for bolstering, not just student learning, but also student engagement are invaluable. Every teacher of English Language Learners should read this book. -- Paul C. Gorski, associate professor of Social Justice and Human Rights at George Mason University and founder of EdChangeUsing Photography and Other Arts-Based Methods With English Language Learners is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. This is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. -- Jeanne Muzi, 2008-09 NJ State Teacher of the YearTable of ContentsPreface Acknowledgements Chapter 1: Engaging English Language Learners through the Arts Using the Aesthetic Overlay of CRISPA Donna Goodwin and P. Bruce Uhrmacher Chapter 2: Sensemaking Through Artmaking: Trash for Teaching and Visual Arts Integration with Elementary Emergent Bilingual Students Kristin Papoi Chapter 3: Photo Elicitation: Using Photography with Elementary ELL Students Carissa Natalewicz Chapter 4: Becoming a Community: How an Arts-integrated Curriculum Supported the Development of English Language Learners in a Kindergarten Classroom Rebecca Garte and Michelle Allen Chapter 5: Telling Stories After School: Using Photography to Build Literacy and Community Tabitha Dell’Angelo, Lauren Madden, and Maureen Hudson Chapter 6: Bilingualism and Project Arts-based Learning Laura Felleman Fattal Chapter 7: Photovoice as a Vehicle for Supporting Environmental Literacy and Language Acquisition Marissa Bellino, Jennifer D. Adams, and Joanna Higgins Chapter 8: Exploring Identity Through Image: E-Portfolios Supporting Cross-Curricular Learning for English Language Learners Sarah Jean Morrison Chapter 9: The Selfie Project: Using Photographs to Improve Writing with Diverse Learners Browning Neddeau Chapter 10: Who are you? I am…: Activist Art to Author ELL Identities Sheron L. Mark Chapter 11: Everyday Photography Tips for your Classroom Destiny De La Rosa About the Editors About the Contributors Index

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Book SynopsisOur purpose for writing this book is so that children can become better communicators by expressing their thoughts, feelings and ideas. The ability to communicate is a universal goal in society. If children can better communicate in their speaking and writing, clearer more precise messages will be received, and communication around the world will be strengthened. The writing traits are a way for teachers and children to discuss and analyze written pieces, for strengths and needs, in order communicate their thoughts and expresses their ideas through writing in a way that touches their audience. Adding art into this established process will allow children to learn about the writing traits in a text-free environment before applying the traits to their own writing. Children will learn how artists communicate their thoughts, feelings and ideas, and how the traits that writers use are similar to the traits that artists use in order to better communicate, express themselves, and process the wTrade ReviewUsing Art to Teach Writing comprehensively and creatively addresses the teaching of writing to developing and struggling young writers. This well-resourced book encourages the use of a multiplicity of modalities through art. It recognizes the power of art as a language that can be harnessed to develop skills in writing. We create “images” prior to learning to create text, so to me, this is perceptive and intelligent thinking. -- Thom Knab, K-4 Art Educator, Dodge Elementary School, NY; NAEA President ElectOnce again, Klein and Whitehead are brilliant in crafting a book that provides a practical, classroom-friendly approach to teaching the specific traits of writing. Facing a blank page before writing can be a scary experience for some children. By comparison, the same children might feel very comfortable discussing a painting or other work of art. The teacher can ask, “What do you see?” After examining or creating a piece of art, children can then begin to apply a similar thought process to their writing. -- Tina Yingling, Reading Specialist, Montgomery County Public Schools, MDUsing Art to Teach Writing Comprehension Strategies provides practical activities and pathways that support utilizing art as a primary source for student-centered engagement and learning. The research-based and standards aligned lessons are applicable across disciplines and support the development of essential 21-st century skills in multiple contexts, including the museum setting. -- Brittany Powell, Manager of School Programs, the Walters Art MuseumTable of ContentsDedication Preface Acknowledgements Introduction Chapter One: Ideas- Ideas Are All Around You! Chapter Two: Organization- Putting the Pieces Together Chapter Three: Word Choice- Artful Language Chapter Four: Voice- Drawing Your Audience In Chapter Five: Sentence Fluency- Mix it Up Chapter Six: Conventions- Polishing Your Work Chapter Seven: Presenting and Publishing: Sharing Your Work with Others Bibliography ● Children’s Books ● Professional Education Books ● Art References ● Websites About the Authors

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Book SynopsisOur purpose for writing this book is so that children can become better communicators by expressing their thoughts, feelings and ideas. The ability to communicate is a universal goal in society. If children can better communicate in their speaking and writing, clearer more precise messages will be received, and communication around the world will be strengthened. The writing traits are a way for teachers and children to discuss and analyze written pieces, for strengths and needs, in order communicate their thoughts and expresses their ideas through writing in a way that touches their audience. Adding art into this established process will allow children to learn about the writing traits in a text-free environment before applying the traits to their own writing. Children will learn how artists communicate their thoughts, feelings and ideas, and how the traits that writers use are similar to the traits that artists use in order to better communicate, express themselves, and process the wTrade ReviewUsing Art to Teach Writing comprehensively and creatively addresses the teaching of writing to developing and struggling young writers. This well-resourced book encourages the use of a multiplicity of modalities through art. It recognizes the power of art as a language that can be harnessed to develop skills in writing. We create “images” prior to learning to create text, so to me, this is perceptive and intelligent thinking. -- Thom Knab, K-4 Art Educator, Dodge Elementary School, NY; NAEA President ElectOnce again, Klein and Whitehead are brilliant in crafting a book that provides a practical, classroom-friendly approach to teaching the specific traits of writing. Facing a blank page before writing can be a scary experience for some children. By comparison, the same children might feel very comfortable discussing a painting or other work of art. The teacher can ask, “What do you see?” After examining or creating a piece of art, children can then begin to apply a similar thought process to their writing. -- Tina Yingling, Reading Specialist, Montgomery County Public Schools, MDUsing Art to Teach Writing Comprehension Strategies provides practical activities and pathways that support utilizing art as a primary source for student-centered engagement and learning. The research-based and standards aligned lessons are applicable across disciplines and support the development of essential 21-st century skills in multiple contexts, including the museum setting. -- Brittany Powell, Manager of School Programs, the Walters Art MuseumTable of ContentsDedication Preface Acknowledgements Introduction Chapter One: Ideas- Ideas Are All Around You! Chapter Two: Organization- Putting the Pieces Together Chapter Three: Word Choice- Artful Language Chapter Four: Voice- Drawing Your Audience In Chapter Five: Sentence Fluency- Mix it Up Chapter Six: Conventions- Polishing Your Work Chapter Seven: Presenting and Publishing: Sharing Your Work with Others Bibliography ● Children’s Books ● Professional Education Books ● Art References ● Websites About the Authors

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Book SynopsisThis is book two of a series of three books. The series takes students on an interdisciplinary cross content journey entitled, Creating Art Through the Ages. Each book provides experiences in language arts, social studies, math and art as the students investigate ancient and modern civilizations. Discovery and Knowledge, explores the ancient Roman civilization, the Middles Ages and Renaissance. Explorers set sail to discover land, treasures, raw materials and knowledge on behalf of their mother country and religion. The development of the printing press enabled the disbursement of knowledge through books. Discovery and the pursuit of knowledge is the underlying theme during this era. In this book, it is reimagined for students with experiences through stories, interactive role-playing activities, and art projects.Table of ContentsAcknowledgements Book Overview Unit 1: Ancient Romans: The Emergence of an Empire Chapter 1: Architecture and Coinage: Heads or Tails Lesson 1: Toss a Coin and Make a Wish, Storytelling and Introduction Lesson 2: Engineer and Designing an Arch, Drawing Exercise Lesson 3: Painting Personal Rainbow Arches, Watercolor Painting Experience Lesson 4: Show me the Money, Making an Embossed Coin Chapter 2: Roman Mosaics: Pieces of Culture Lesson 1: Pablo’s Discovery, Storytelling and Introduction Lesson 2: Discovering Mosaics, Observing and Discussing Mosaics Lesson 3: Putting the Pieces Together, Making a Mosaic Chapter 3: Realistic Roman Portrait: Pursuit of Truth Lesson 1: I Feel the Earth Shake Under My Feet, Storytelling and Introduction Lesson 2: Pursuit of Truth with a Twist, Biography vs. Portrait Lesson 3: Finding Truth in a Mirror Image, Creating Portraits Lesson 4: Split Mirror Imagery, Making a Portrait Unit 2: Middle Ages: The Century Builders Chapter 4: Sculptural Gargoyles: Form, Function and Fantasy Lesson 1: The Comic Book Artist, Storytelling and Introduction Lesson 2: Devising a Disguise by Designing and Structural Embellishment Lesson 3: Making a Gargoyle Design Lesson 4: Making a Clay Gargoyle Chapter 5: Castles and Churches: Buildings for Centuries Lesson 1: The Soldier who Saved the Cathedral Notre-Dame de Chartes, Storytelling and Introduction Lesson 2: A Pictorial Collage Painting with Gothic and Romanesque Buildings and a Touch of Red Grooms Lesson 3: Bring in the Light, an Activity on Stain-Glass Windows Lesson 4: Reimagining a Knight in Armour, Making a Textured Drawing Lesson 5: Coat of Arms in Watercolor Chapter 6: Decorative Arts: Tapestries, Beauty and Beasts Lesson 1: Fabricating a Special Story, A Day with Lucy, Storytelling and Introduction Lesson 2: Tapestry Art, Making a Tapestry Narrative Lesson 3: Designing an Illuminated Name UNIT 3: The Renaissance: Glory, Faith, and Art Chapter 7: Renaissance Painting: Painting, Perseverance and Praise Lesson 1: Perseverance 68 Feet High, Storytelling and Introduction Lesson 2: Discovering Chiaroscuro and Creating Charcoal Shapes Lesson 3: Making A Drawing and Oil Pastel Painting Using A Grid Lesson 4: The Guild System, Role Playing Activity Lesson 6: Getting the Right Perspective (One-Point Perspective) Chapter 8: Printmaking Pathways: Image Evolution Lesson 1: What’s All the Chatter About the Rhinoceros?, Storytelling and Introduction Lesson 2: Carving Out Your Personal Style, Creating a Prints Lesson 3: From Gothic to Gutenberg, Making Books Chapter 9: Altering, Inventing and Modifying Art: Eye for Ingenuity Lesson 1: Influential Inventions, Man Vs. Machine and Storytelling, The Pages from the Lost Notebook Lesson 2: Collographic Buildings, Man Vs. Physical Environment Lesson 3: Modified Forms, Man Vs. Nature Appendix A: Handouts for Chapter 1-9 Appendix B: Foundations Lessons and Technical Reference Sheets Concepts in Arts and Principles of Design Exploring Color and Creating a Color Wheel Designing with Texture Building Blocks of Shapes The Value of Values Basics for Graphite Pencil Drawing Basics for Colored Pencil Drawing Basics for Charcoal Drawing Basics on Pastels (Hard and Soft Pastels) Basics on Oil Pastels Basics on Colored Makers Watercolor Painting (transparent painting medium) Basics on Oil, Acrylic, Tempera and Fresco Painting Basics on Mixed Media and Collage Basics on Clay Hand Building Basics on Mosaic Making Appendix C: Handouts for Foundation Lessons Appendix D: Figures for Chapters 1-9 About the Authors

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Book SynopsisThis is book two of a series of three books. The series takes students on an interdisciplinary cross content journey entitled, Creating Art Through the Ages. Each book provides experiences in language arts, social studies, math and art as the students investigate ancient and modern civilizations. Discovery and Knowledge, explores the ancient Roman civilization, the Middles Ages and Renaissance. Explorers set sail to discover land, treasures, raw materials and knowledge on behalf of their mother country and religion. The development of the printing press enabled the disbursement of knowledge through books. Discovery and the pursuit of knowledge is the underlying theme during this era. In this book, it is reimagined for students with experiences through stories, interactive role-playing activities, and art projects.Table of ContentsAcknowledgements Book Overview Unit 1: Ancient Romans: The Emergence of an Empire Chapter 1: Architecture and Coinage: Heads or Tails Lesson 1: Toss a Coin and Make a Wish, Storytelling and Introduction Lesson 2: Engineer and Designing an Arch, Drawing Exercise Lesson 3: Painting Personal Rainbow Arches, Watercolor Painting Experience Lesson 4: Show me the Money, Making an Embossed Coin Chapter 2: Roman Mosaics: Pieces of Culture Lesson 1: Pablo’s Discovery, Storytelling and Introduction Lesson 2: Discovering Mosaics, Observing and Discussing Mosaics Lesson 3: Putting the Pieces Together, Making a Mosaic Chapter 3: Realistic Roman Portrait: Pursuit of Truth Lesson 1: I Feel the Earth Shake Under My Feet, Storytelling and Introduction Lesson 2: Pursuit of Truth with a Twist, Biography vs. Portrait Lesson 3: Finding Truth in a Mirror Image, Creating Portraits Lesson 4: Split Mirror Imagery, Making a Portrait Unit 2: Middle Ages: The Century Builders Chapter 4: Sculptural Gargoyles: Form, Function and Fantasy Lesson 1: The Comic Book Artist, Storytelling and Introduction Lesson 2: Devising a Disguise by Designing and Structural Embellishment Lesson 3: Making a Gargoyle Design Lesson 4: Making a Clay Gargoyle Chapter 5: Castles and Churches: Buildings for Centuries Lesson 1: The Soldier who Saved the Cathedral Notre-Dame de Chartes, Storytelling and Introduction Lesson 2: A Pictorial Collage Painting with Gothic and Romanesque Buildings and a Touch of Red Grooms Lesson 3: Bring in the Light, an Activity on Stain-Glass Windows Lesson 4: Reimagining a Knight in Armour, Making a Textured Drawing Lesson 5: Coat of Arms in Watercolor Chapter 6: Decorative Arts: Tapestries, Beauty and Beasts Lesson 1: Fabricating a Special Story, A Day with Lucy, Storytelling and Introduction Lesson 2: Tapestry Art, Making a Tapestry Narrative Lesson 3: Designing an Illuminated Name UNIT 3: The Renaissance: Glory, Faith, and Art Chapter 7: Renaissance Painting: Painting, Perseverance and Praise Lesson 1: Perseverance 68 Feet High, Storytelling and Introduction Lesson 2: Discovering Chiaroscuro and Creating Charcoal Shapes Lesson 3: Making A Drawing and Oil Pastel Painting Using A Grid Lesson 4: The Guild System, Role Playing Activity Lesson 6: Getting the Right Perspective (One-Point Perspective) Chapter 8: Printmaking Pathways: Image Evolution Lesson 1: What’s All the Chatter About the Rhinoceros?, Storytelling and Introduction Lesson 2: Carving Out Your Personal Style, Creating a Prints Lesson 3: From Gothic to Gutenberg, Making Books Chapter 9: Altering, Inventing and Modifying Art: Eye for Ingenuity Lesson 1: Influential Inventions, Man Vs. Machine and Storytelling, The Pages from the Lost Notebook Lesson 2: Collographic Buildings, Man Vs. Physical Environment Lesson 3: Modified Forms, Man Vs. Nature Appendix A: Handouts for Chapter 1-9 Appendix B: Foundations Lessons and Technical Reference Sheets Concepts in Arts and Principles of Design Exploring Color and Creating a Color Wheel Designing with Texture Building Blocks of Shapes The Value of Values Basics for Graphite Pencil Drawing Basics for Colored Pencil Drawing Basics for Charcoal Drawing Basics on Pastels (Hard and Soft Pastels) Basics on Oil Pastels Basics on Colored Makers Watercolor Painting (transparent painting medium) Basics on Oil, Acrylic, Tempera and Fresco Painting Basics on Mixed Media and Collage Basics on Clay Hand Building Basics on Mosaic Making Appendix C: Handouts for Foundation Lessons Appendix D: Figures for Chapters 1-9 About the Authors

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Book SynopsisThis book is an interdisciplinary guide to connect art lessons with core curriculum. Social studies, language arts, math, and/or science are supported in every unit. It is an ideal source for elementary and middle school teachers to enrich their curriculum. It is an invaluable tool for art teachers to provide an interdisciplinary art curriculum that connects 21st Century Skills and National Standards. Problem solving, cooperative learning, and inquiry-based experiences are explored in every lesson.Trade ReviewCombining art education with the humanities is a natural fit. The products created with this teaching method do not simply display technique but also an understanding of other cultures and periods. The art work that Frances Flicker drew from her students was impressive; there were a number of pieces I wanted to take home! -- Lisa Ehrle, retired school librarianIf art education has always baffled you, this book is the key to unlock its mysteries. Frances Flicker takes you on a journey to discover the secrets to producing quality work from your students, and quite possibly, yourself. Join me on this treasure hunt and use the lessons outlined in this, and future books, in the series. -- Julie Cummings, educator, and author of “Ride of My Life”As an experienced middle school art teacher, Frances Flicker knows that, in order to for students to think creatively and become innovative problem solvers, it is imperative that educators teach creatively and innovatively. Innovations and Influences, the first book in the Creating Art through the Ages Series allows teachers to do just that. With art from a specific time period featured as the centerpiece, each well-crafted interdisciplinary lesson contains everything a classroom teacher needs, including the necessary background knowledge and engaging stories to share with students, as well as experiences in language arts, math and social studies. This book provides art projects from prehistoric cave drawings to ancient Greek masks. Art isn’t created in a vacuum, why should it be taught in one? The answer is simple. It shouldn’t. And if you use this book, it won’t be! -- Julie Danneberg, middle school social studies and language arts teacher and best-selling author of children’s books, including “First Day Jitters”Table of ContentsAcknowledgments Book Overview Unit 1: Prehistoric Times and Civilizations: And the Journey Begins… Chapter 1: Cave Paintings: The First Marks of Man Lesson 1: Storytelling and Introduction, Four Boys, a Dog, a Cave and a Big Adventure Lesson 2: Role Playing Activities Lesson 3: Creating a Cave Painting Lesson 4: Making the Artwork, Fusion of Prehistoric and Futuristic Painting Lesson 5: Comparative Artwork Experience Watercolor: Modern Day Murals and Graffiti Painting Lesson 6: Venus of Willendorf, the First Sculpture, It Started with a Rock Chapter 2: Sumerian Clay Statues: Dedicated to the One I Love Lesson 1: Storytelling and Introduction, Can I Make a Statue Too? Lesson 2: Activity “20 Squares” Board Game Lesson 3: The Standard of Ur, Exploring Contradictions and Conflicts in Society Lesson 4: Making the Artwork, Clay Votive Statue Lesson 5: The Epic of Gilgamesh Explored Chapter 3: Flower Design: Hanging Gardens of Babylon Lesson 1: Storytelling and Introduction Lesson 2: Preserve in Plaster Lesson 3: Botanical Art: Making a Botanical Illustration, Art Meets Science Lesson 4: Hanging Gardens Mixed Media Collage Unit 2: Egyptian Art and Civilization: Protection and Preservation Chapter 4: What’s in a Name? Lucky Charms: Creating a Cartouche and Making an Amulet Lesson 1: Storytelling and Introduction, “Cracking the Code” Lesson 2: Group Game: Code, Code, Crack and Create Lesson 3: Making Your Own Cartouche Lesson 4: Discovering Amulets Lesson 5: Getting Personal with Pyramids, Making a Paper Pyramid Sculpture Chapter 5: Pots for Prosperity: Making Canopic Jars Lesson 1: Storytelling and Introduction, You Saw What at the Museum? Lesson 2: Creating the Clay Canopic Jar Lesson 3: Canopic Jars Made from Recyclable Materials Chapter 6: A Picture is Worth a Thousand Words: Creating a Narrative Painting Lesson 1: Observations, Storytelling, “I Dig Archaeology” and a Creative Activity Lesson 2: “A Picture is Worth a Thousand Words,” Making a Narrative Painting Lesson 3: It’s All in Your Hat, Making a Hat Collage Unit 3: Greek Art and Civilization: Creating a Legacy Chapter 7: Masters of Pottery: Making a Greek Vase Lesson 1: Storytelling, A John Keats’s Inspired Tale of a Grecian Pot Lesson 2: Making Pottery Inspired by the Ancient Greeks Chapter 8: Pillars of Greek Architecture: Pillars of Greece and Piet Mondrian Lesson 1: Storytelling, The Contest of Athena and Poseidon Lesson 2: Making a Greek Architectural Watercolor with a Trace of Piet Mondrian Chapter 9: Masks of Mythology and Theater: Masks, Myths and Magic Lesson 1: Storytelling, “Pygmalion Again and Again” Lesson 2: Olympic Games, Role Playing “Let’s Make a Game of It” Lesson 3: Mask Making Appendix A: Handouts for Chapters 1–9 Appendix B: Foundation Lessons and Technical Reference Sheets Lesson 1: Concepts in Arts and Principles of Design Lesson 2: Exploring Color and Creating a Color Wheel Lesson 3: Designing with Texture Lesson 4: Basics for Graphite Pencil Drawing Lesson 5: Basics for Colored Pencil Drawing Lesson 6: Basics for Charcoal Drawing Lesson 7: Basics on Pastels (Hard and Soft Pastels) Lesson 8: Basics on Oil Pastels Lesson 9: Basics on Colored Makers Lesson 10: Acrylic and Tempera Painting Lesson 11: Basics on Watercolor Painting (Transparent Painting Medium) Lesson 12: Building Blocks of Shapes Lesson 13: Basics on Mixed Media and Collage Lesson 14: Basics on Clay Hand Building Appendix C: Handouts for Foundation Lessons and Technical Reference Sheets Appendix D: Figures Works Cited About the Authors About the Contributor

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Book SynopsisThis book is an interdisciplinary guide to connect art lessons with core curriculum. Social studies, language arts, math, and/or science are supported in every unit. It is an ideal source for elementary and middle school teachers to enrich their curriculum. It is an invaluable tool for art teachers to provide an interdisciplinary art curriculum that connects 21st Century Skills and National Standards. Problem solving, cooperative learning, and inquiry-based experiences are explored in every lesson.Trade ReviewCombining art education with the humanities is a natural fit. The products created with this teaching method do not simply display technique but also an understanding of other cultures and periods. The art work that Frances Flicker drew from her students was impressive; there were a number of pieces I wanted to take home! -- Lisa Ehrle, retired school librarianIf art education has always baffled you, this book is the key to unlock its mysteries. Frances Flicker takes you on a journey to discover the secrets to producing quality work from your students, and quite possibly, yourself. Join me on this treasure hunt and use the lessons outlined in this, and future books, in the series. -- Julie Cummings, educator, and author of “Ride of My Life”As an experienced middle school art teacher, Frances Flicker knows that, in order to for students to think creatively and become innovative problem solvers, it is imperative that educators teach creatively and innovatively. Innovations and Influences, the first book in the Creating Art through the Ages Series allows teachers to do just that. With art from a specific time period featured as the centerpiece, each well-crafted interdisciplinary lesson contains everything a classroom teacher needs, including the necessary background knowledge and engaging stories to share with students, as well as experiences in language arts, math and social studies. This book provides art projects from prehistoric cave drawings to ancient Greek masks. Art isn’t created in a vacuum, why should it be taught in one? The answer is simple. It shouldn’t. And if you use this book, it won’t be! -- Julie Danneberg, middle school social studies and language arts teacher and best-selling author of children’s books, including “First Day Jitters”Table of ContentsAcknowledgments Book Overview Unit 1: Prehistoric Times and Civilizations: And the Journey Begins… Chapter 1: Cave Paintings: The First Marks of Man Lesson 1: Storytelling and Introduction, Four Boys, a Dog, a Cave and a Big Adventure Lesson 2: Role Playing Activities Lesson 3: Creating a Cave Painting Lesson 4: Making the Artwork, Fusion of Prehistoric and Futuristic Painting Lesson 5: Comparative Artwork Experience Watercolor: Modern Day Murals and Graffiti Painting Lesson 6: Venus of Willendorf, the First Sculpture, It Started with a Rock Chapter 2: Sumerian Clay Statues: Dedicated to the One I Love Lesson 1: Storytelling and Introduction, Can I Make a Statue Too? Lesson 2: Activity “20 Squares” Board Game Lesson 3: The Standard of Ur, Exploring Contradictions and Conflicts in Society Lesson 4: Making the Artwork, Clay Votive Statue Lesson 5: The Epic of Gilgamesh Explored Chapter 3: Flower Design: Hanging Gardens of Babylon Lesson 1: Storytelling and Introduction Lesson 2: Preserve in Plaster Lesson 3: Botanical Art: Making a Botanical Illustration, Art Meets Science Lesson 4: Hanging Gardens Mixed Media Collage Unit 2: Egyptian Art and Civilization: Protection and Preservation Chapter 4: What’s in a Name? Lucky Charms: Creating a Cartouche and Making an Amulet Lesson 1: Storytelling and Introduction, “Cracking the Code” Lesson 2: Group Game: Code, Code, Crack and Create Lesson 3: Making Your Own Cartouche Lesson 4: Discovering Amulets Lesson 5: Getting Personal with Pyramids, Making a Paper Pyramid Sculpture Chapter 5: Pots for Prosperity: Making Canopic Jars Lesson 1: Storytelling and Introduction, You Saw What at the Museum? Lesson 2: Creating the Clay Canopic Jar Lesson 3: Canopic Jars Made from Recyclable Materials Chapter 6: A Picture is Worth a Thousand Words: Creating a Narrative Painting Lesson 1: Observations, Storytelling, “I Dig Archaeology” and a Creative Activity Lesson 2: “A Picture is Worth a Thousand Words,” Making a Narrative Painting Lesson 3: It’s All in Your Hat, Making a Hat Collage Unit 3: Greek Art and Civilization: Creating a Legacy Chapter 7: Masters of Pottery: Making a Greek Vase Lesson 1: Storytelling, A John Keats’s Inspired Tale of a Grecian Pot Lesson 2: Making Pottery Inspired by the Ancient Greeks Chapter 8: Pillars of Greek Architecture: Pillars of Greece and Piet Mondrian Lesson 1: Storytelling, The Contest of Athena and Poseidon Lesson 2: Making a Greek Architectural Watercolor with a Trace of Piet Mondrian Chapter 9: Masks of Mythology and Theater: Masks, Myths and Magic Lesson 1: Storytelling, “Pygmalion Again and Again” Lesson 2: Olympic Games, Role Playing “Let’s Make a Game of It” Lesson 3: Mask Making Appendix A: Handouts for Chapters 1–9 Appendix B: Foundation Lessons and Technical Reference Sheets Lesson 1: Concepts in Arts and Principles of Design Lesson 2: Exploring Color and Creating a Color Wheel Lesson 3: Designing with Texture Lesson 4: Basics for Graphite Pencil Drawing Lesson 5: Basics for Colored Pencil Drawing Lesson 6: Basics for Charcoal Drawing Lesson 7: Basics on Pastels (Hard and Soft Pastels) Lesson 8: Basics on Oil Pastels Lesson 9: Basics on Colored Makers Lesson 10: Acrylic and Tempera Painting Lesson 11: Basics on Watercolor Painting (Transparent Painting Medium) Lesson 12: Building Blocks of Shapes Lesson 13: Basics on Mixed Media and Collage Lesson 14: Basics on Clay Hand Building Appendix C: Handouts for Foundation Lessons and Technical Reference Sheets Appendix D: Figures Works Cited About the Authors About the Contributor

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Book SynopsisThis is book one of a series of three books. The series takes students on an interdisciplinary cross content journey entitled, Creating Art for All Ages. Each book provides experiences in language arts, social studies, math, and art as students investigate ancient and modern civilizations.Industry and Imagination in Ancient and Modern Civilizations is the third book of the series and examines the generations of the Industrial Revolution, society during WWI and WWII, and Modern and Contemporary times. During the era of the Industrial Revolution, the role of the artist transformed as the patronage changed and advancements in photography were able to portray likenesses. The artist sought new avenues by using art as an expressive tool. As time progressed, artistic expression navigated the art into innovative, imaginative, and unique styles. Art became whatever the artist intended it to be.Table of ContentsAcknowledgementsBook OverviewUnit 1- The Industrial Revolution: The Beginning of the Modern AgeChapter 1- Rococo, Neoclassicism, Romanticism, and Realism: Enlightened Visions and DifferencesLesson 1- Storytelling and Introduction: “A Visit to the Prado”Lesson 2- Getting Good with Composition: Configured in Three PartsLesson 3- Seen from a Scene, an Allegorical Narrative CollageChapter 2- Finding Art in Science: Technology and Nature in the 19th CenturyLesson 1- Storytelling: “A Budding Imagination”Lesson 2- Brave New Balloons: Steampunk DesignLesson 3- Biomimicry in Art: Designing from NatureLesson 4- Photography: Postcards from the HeartChapter 3- Impressionism: Bringing in the LightLesson 1- Storytelling: “Monet’s Japanese Bridge”Lesson 2- Inspired by Nature: Monet’s Bridge in Mixed-MediaLesson 3- Cultural Links: Making Japanese Lanterns with an Impressionistic FlairLesson 4- Dancing Degas: Creating a Pastel Painting with a Close-up View of NatureUnit 2- The World at Conflict: Art RespondsChapter 4- Pointillism and Post-Impressionism: Defining Shape DifferentlyLesson 1- Storytelling: Paintings to Posters, An Art of the Industrial AgeLesson 2- Getting the Point with Pointillism: Making a Pointillist PaintingLesson 3- Vincent Van Gogh, Post-Impressionism: A Variation on Starry NightLesson 4- Setting the Table with Cezanne: Creating a DioramaChapter 5- Fauvism, Cubism and Expressionism: A Voice of ArtLesson 1- Storytelling: “Guernica!” Yelled PicassoLesson 2- Fauvism: The Wild Side of Shape and ColorLesson 3- Cubism: Putting Together the Pieces, Making a Cubist Still LifeLesson 4- ExpressionismChapter 6- Surrealism and Abstract-Expressionism: Get Real!Lesson 1- Storytelling: Art is a Symphony in Colors, Lines and ShapesLesson 2- Abstract-Expressionism: Feeling with Colors, Lines, Shapes and TexturesLesson 3- Dada Makes No Sense: Making a Dada ImageLesson 4- Beyond Reality: Making Surrealistic ArtworkLesson 5- Abstract-Expressionism: What’s Art Got to Do with It Anyway?Unit 3- What is Art? Art Makes Us HumanChapter 7- Cartoon Characters and “POP” Goes the ArtLesson 1- Storytelling: What Makes Art Go “POP”?Lesson 2- Making a Pop Art Combined Painting CollageLesson 3- Say it with a Cartoon: Crafting a Cartoon NameChapter 8- Post WWII through Contemporary Era: Constructing EnvironmentsLesson 1- Storytelling: “A Special Place”Lesson 2- Envision a Building of your own Design: Activity on Two-Point PerspectiveLesson 3- Color Field Paintings: An Intuitive ArtLesson 4- Shadow Box DesignChapter 9- Art is EverywhereLesson 1- Storytelling: Art is for EveryoneLesson 2- Making the Most of Minimal Art: Creating a CollageLesson 3- Installation Art: Transforming ArtLesson 4- A Banquet for All Ages: Connecting CivilizationsAppendix A: Handouts for Chapters 1-9Appendix B: Foundation Lessons and Technical Reference SheetsLesson 1: Concepts in Art (Elements of Art and Principles of Design)Lesson 2: Basics in Visual CompositionLesson 3: Exploring the Emotional Impact of ColorLesson 4: Designing with TexturesLesson 5: Building Blocks of ShapesLesson 6: The Value of ValuesLesson 7: Basics for Graphite Pencil DrawingLesson 8: Basics for Colored Pencil DrawingLesson 9: Basics in Charcoal DrawingLesson 10: Basics on Pastels (Hard and Soft)Lesson 11: Basics on Oil PastelsLesson 12: Basics on Watercolor PaintingLesson 13: Acrylic and Tempera PaintingLesson 14: Basics on Mixed Media and CollageLesson 15: Basics on Clay Hand-BuildingLesson 16: Basics in CartooningAppendix C: Handouts for Book Overview, Foundation Lessons and Technical Reference SheetsAppendix D: Figures for Chapters 1-9BibliographyAbout the Authors

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Book SynopsisThis is book one of a series of three books. The series takes students on an interdisciplinary cross content journey entitled, Creating Art for All Ages. Each book provides experiences in language arts, social studies, math, and art as students investigate ancient and modern civilizations.Industry and Imagination in Ancient and Modern Civilizations is the third book of the series and examines the generations of the Industrial Revolution, society during WWI and WWII, and Modern and Contemporary times. During the era of the Industrial Revolution, the role of the artist transformed as the patronage changed and advancements in photography were able to portray likenesses. The artist sought new avenues by using art as an expressive tool. As time progressed, artistic expression navigated the art into innovative, imaginative, and unique styles. Art became whatever the artist intended it to be.Table of ContentsAcknowledgementsBook OverviewUnit 1- The Industrial Revolution: The Beginning of the Modern AgeChapter 1- Rococo, Neoclassicism, Romanticism, and Realism: Enlightened Visions and DifferencesLesson 1- Storytelling and Introduction: “A Visit to the Prado”Lesson 2- Getting Good with Composition: Configured in Three PartsLesson 3- Seen from a Scene, an Allegorical Narrative CollageChapter 2- Finding Art in Science: Technology and Nature in the 19th CenturyLesson 1- Storytelling: “A Budding Imagination”Lesson 2- Brave New Balloons: Steampunk DesignLesson 3- Biomimicry in Art: Designing from NatureLesson 4- Photography: Postcards from the HeartChapter 3- Impressionism: Bringing in the LightLesson 1- Storytelling: “Monet’s Japanese Bridge”Lesson 2- Inspired by Nature: Monet’s Bridge in Mixed-MediaLesson 3- Cultural Links: Making Japanese Lanterns with an Impressionistic FlairLesson 4- Dancing Degas: Creating a Pastel Painting with a Close-up View of NatureUnit 2- The World at Conflict: Art RespondsChapter 4- Pointillism and Post-Impressionism: Defining Shape DifferentlyLesson 1- Storytelling: Paintings to Posters, An Art of the Industrial AgeLesson 2- Getting the Point with Pointillism: Making a Pointillist PaintingLesson 3- Vincent Van Gogh, Post-Impressionism: A Variation on Starry NightLesson 4- Setting the Table with Cezanne: Creating a DioramaChapter 5- Fauvism, Cubism and Expressionism: A Voice of ArtLesson 1- Storytelling: “Guernica!” Yelled PicassoLesson 2- Fauvism: The Wild Side of Shape and ColorLesson 3- Cubism: Putting Together the Pieces, Making a Cubist Still LifeLesson 4- ExpressionismChapter 6- Surrealism and Abstract-Expressionism: Get Real!Lesson 1- Storytelling: Art is a Symphony in Colors, Lines and ShapesLesson 2- Abstract-Expressionism: Feeling with Colors, Lines, Shapes and TexturesLesson 3- Dada Makes No Sense: Making a Dada ImageLesson 4- Beyond Reality: Making Surrealistic ArtworkLesson 5- Abstract-Expressionism: What’s Art Got to Do with It Anyway?Unit 3- What is Art? Art Makes Us HumanChapter 7- Cartoon Characters and “POP” Goes the ArtLesson 1- Storytelling: What Makes Art Go “POP”?Lesson 2- Making a Pop Art Combined Painting CollageLesson 3- Say it with a Cartoon: Crafting a Cartoon NameChapter 8- Post WWII through Contemporary Era: Constructing EnvironmentsLesson 1- Storytelling: “A Special Place”Lesson 2- Envision a Building of your own Design: Activity on Two-Point PerspectiveLesson 3- Color Field Paintings: An Intuitive ArtLesson 4- Shadow Box DesignChapter 9- Art is EverywhereLesson 1- Storytelling: Art is for EveryoneLesson 2- Making the Most of Minimal Art: Creating a CollageLesson 3- Installation Art: Transforming ArtLesson 4- A Banquet for All Ages: Connecting CivilizationsAppendix A: Handouts for Chapters 1-9Appendix B: Foundation Lessons and Technical Reference SheetsLesson 1: Concepts in Art (Elements of Art and Principles of Design)Lesson 2: Basics in Visual CompositionLesson 3: Exploring the Emotional Impact of ColorLesson 4: Designing with TexturesLesson 5: Building Blocks of ShapesLesson 6: The Value of ValuesLesson 7: Basics for Graphite Pencil DrawingLesson 8: Basics for Colored Pencil DrawingLesson 9: Basics in Charcoal DrawingLesson 10: Basics on Pastels (Hard and Soft)Lesson 11: Basics on Oil PastelsLesson 12: Basics on Watercolor PaintingLesson 13: Acrylic and Tempera PaintingLesson 14: Basics on Mixed Media and CollageLesson 15: Basics on Clay Hand-BuildingLesson 16: Basics in CartooningAppendix C: Handouts for Book Overview, Foundation Lessons and Technical Reference SheetsAppendix D: Figures for Chapters 1-9BibliographyAbout the Authors

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Book SynopsisThe More We Look, the Deeper It Gets: Transforming the Curriculum through Art provides inspiration and practical guidance for teaching with works of art in order to deepen engagement and improve student learning. The book introduces the Pyramid of Inquiry, a flexible framework that teachers of all subject areas can use to support connections between students' lives, academic curriculum, and works of art from across time and place. Based on three years of research with New York City K-12 public school students and educators at the Metropolitan Museum of Art, the book highlights best practices for teaching with works of art and shares exemplars from diverse classrooms. Readers will gain valuable insights, strategies and resources for leveraging the power of art to reach all learners.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 SynopsisThis book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the beliefs of the people the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we nTable of ContentsSeries Preface - Dominic Scibilia Foreword - Michael Duffy Introduction - Jane Bleasdale Chapter 1: Ethics -some words on writing - Julie A. Sullivan Interlude - Jane Bleasdale Chapter 2: Processing our beliefs - Nancy James Interlude - Jane Bleasdale Chapter 3: Humanistic social emotional learning -Margaret Peterson Interlude - Jane Bleasdale Chapter 4: Teaching digital ethics - Nicole Cuadro Interlude - Jane Bleasdale Chapter 5: Espousing equity and inclusion in an english class - Austin Pidgeon Interlude - Jane Bleasdale Chapter 6: Ethical decision making from the roman catholic tradition - Alex McMillan Interlude - Jane Bleasdale Chapter 7: US History: an ethical perspective - Tricia Land. Interlude - Jane Bleasdale Chapter 8: Ethics in mathematics class discussions - Robert Bonfiglio Interlude - Jane Bleasdale Chapter 9: Healthcare: ethics for adolescents - Rich Marfuggi Interlude - Jane Bleasdale Epilogue - Dominic Scibilia

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Book SynopsisThis book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the beliefs of the people the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we nTable of ContentsSeries Preface - Dominic Scibilia Foreword - Michael Duffy Introduction - Jane Bleasdale Chapter 1: Ethics -some words on writing - Julie A. Sullivan Interlude - Jane Bleasdale Chapter 2: Processing our beliefs - Nancy James Interlude - Jane Bleasdale Chapter 3: Humanistic social emotional learning -Margaret Peterson Interlude - Jane Bleasdale Chapter 4: Teaching digital ethics - Nicole Cuadro Interlude - Jane Bleasdale Chapter 5: Espousing equity and inclusion in an english class - Austin Pidgeon Interlude - Jane Bleasdale Chapter 6: Ethical decision making from the roman catholic tradition - Alex McMillan Interlude - Jane Bleasdale Chapter 7: US History: an ethical perspective - Tricia Land. Interlude - Jane Bleasdale Chapter 8: Ethics in mathematics class discussions - Robert Bonfiglio Interlude - Jane Bleasdale Chapter 9: Healthcare: ethics for adolescents - Rich Marfuggi Interlude - Jane Bleasdale Epilogue - Dominic Scibilia

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Book SynopsisThe digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world?This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.Table of ContentsSeries Preface Dominic Scibilia Foreword Antero Garcia Introduction Kristen Hawley Turner Section 1: Ethical Contexts Chapter 1: Meditation Nicole Mirra Chapter 2: Access, Readiness, and the Ethical Imperative of Advocacy Lauren King and Kristen Hawley Turner Chapter 3: Seeing Each Other Ethically Online Derek Burtch and Amanda Gordon Section Reflection Kristen Hawley Turner Section 2: Ethical Selves Chapter 4: Meditation Sara B. Kajder Chapter 5: The Ethical Mandate for Shaping Digital Footprints: Reflections from Teachers Susan Luft and Paul Tomizawa Chapter 6: The Ethics of Composing: Identity Performances in Digital Spaces Brandon Sams and Mike P. Cook Chapter 7: Creatures of Habit: Self Reflexive Practices as an Ethical Pathway to Digital Literacy Andrea L. Zellner and Leigh Graves Wolf Section Reflection Kristen Hawley Turner Section 3: Ethical Communities Chapter 8: Meditation W. Ian O’Byrne Chapter 9: Creating Online Communities: Fostering Understanding of Ethics and Digital Citizenship Jade Feliciano Chapter 10: Moving Beyond Troll Rhetoric and Facilitating Productive Online Discourse Priscilla Thomas and Alex Corbitt Chapter 11: Fostering Cosmopolitan Dispositions through Collaborative Classroom Activities: Ethical Digital Engagement of K-12 Learners Aaron R. Gierhart, Sarah Bonner, Anna Smith, and Robyn Seglem Chapter 12: Online with Intention: Promoting Digital Health and Wellness in the Classroom Lauren Zucker and Nicole Damico Section Reflection Kristen Hawley Turner Section 4: Ethical Stances Chapter 13: Meditation Troy Hicks Chapter 14: Designing for Power, Agency, and Equity in Digital Literacies: New Tools, Same Problems Katie Henry and Bud Hunt Chapter 15: Educators discussing ethics, equity, and literacy through collaborative annotation Jeremiah H. Kalir and Joe Dillon Chapter 16: “It’s Whatever”: Students’ Digital Literacy Experiences in a Title 1 High School Lisa Scherff Section Reflection Kristen Hawley Turner Section 5: Ethical Practice Chapter 17: Meditation Renee Hobbs Chapter 18: “Where did I find that?” Helping Students Develop Ethical Practices in Digital Writing Kristen Hawley Turner Chapter 19: Beyond quotations: Fostering Original Thinking during Research in the Digital Era Michelle C. Walker, Monica Sheehan, and Ramona Biondi Chapter 20: The Ethical Dilemma of Satire in an Era of Fake News and the Brave New World of Social Media P. L. Thomas Section Reflection Kristen Hawley Turner

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Book SynopsisThe digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world?This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.Table of ContentsSeries Preface Dominic Scibilia Foreword Antero Garcia Introduction Kristen Hawley Turner Section 1: Ethical Contexts Chapter 1: Meditation Nicole Mirra Chapter 2: Access, Readiness, and the Ethical Imperative of Advocacy Lauren King and Kristen Hawley Turner Chapter 3: Seeing Each Other Ethically Online Derek Burtch and Amanda Gordon Section Reflection Kristen Hawley Turner Section 2: Ethical Selves Chapter 4: Meditation Sara B. Kajder Chapter 5: The Ethical Mandate for Shaping Digital Footprints: Reflections from Teachers Susan Luft and Paul Tomizawa Chapter 6: The Ethics of Composing: Identity Performances in Digital Spaces Brandon Sams and Mike P. Cook Chapter 7: Creatures of Habit: Self Reflexive Practices as an Ethical Pathway to Digital Literacy Andrea L. Zellner and Leigh Graves Wolf Section Reflection Kristen Hawley Turner Section 3: Ethical Communities Chapter 8: Meditation W. Ian O’Byrne Chapter 9: Creating Online Communities: Fostering Understanding of Ethics and Digital Citizenship Jade Feliciano Chapter 10: Moving Beyond Troll Rhetoric and Facilitating Productive Online Discourse Priscilla Thomas and Alex Corbitt Chapter 11: Fostering Cosmopolitan Dispositions through Collaborative Classroom Activities: Ethical Digital Engagement of K-12 Learners Aaron R. Gierhart, Sarah Bonner, Anna Smith, and Robyn Seglem Chapter 12: Online with Intention: Promoting Digital Health and Wellness in the Classroom Lauren Zucker and Nicole Damico Section Reflection Kristen Hawley Turner Section 4: Ethical Stances Chapter 13: Meditation Troy Hicks Chapter 14: Designing for Power, Agency, and Equity in Digital Literacies: New Tools, Same Problems Katie Henry and Bud Hunt Chapter 15: Educators discussing ethics, equity, and literacy through collaborative annotation Jeremiah H. Kalir and Joe Dillon Chapter 16: “It’s Whatever”: Students’ Digital Literacy Experiences in a Title 1 High School Lisa Scherff Section Reflection Kristen Hawley Turner Section 5: Ethical Practice Chapter 17: Meditation Renee Hobbs Chapter 18: “Where did I find that?” Helping Students Develop Ethical Practices in Digital Writing Kristen Hawley Turner Chapter 19: Beyond quotations: Fostering Original Thinking during Research in the Digital Era Michelle C. Walker, Monica Sheehan, and Ramona Biondi Chapter 20: The Ethical Dilemma of Satire in an Era of Fake News and the Brave New World of Social Media P. L. Thomas Section Reflection Kristen Hawley Turner

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Book SynopsisThe Jazz Rhythm Section introduces the basics of this very important part of the jazz ensemble. They are the foundation of any jazz group, so improving the rhythm section will result in a stronger sounding band. This book is intended to be a practical guide with chapters on each of the primary instruments in the rhythm section: bass, drums, piano and guitar. Key topics include:?Equipment and setup issues: from drum heads to bass amps to guitar pickups to mic'ing a piano on stage, each instrument presents unique equipment issues that the director must face.?Performance practice: including tips on constructing walking bass lines, learning voicings and comping rhythms and creating drummer's setup fills. Additionally, there is a chapter on the rhythm section itself that details all of the inter-relationships, suggestions for count-offs and metronome exercises that will help improve your band. The Jazz Rhythm Section is intended for novice directors, but directors of all levels will benefitTrade ReviewFumi Tomita has written The Jazz Rhythm Section, for all Band Directors that answers many important Pedagogical Questions! I recommend it to all Band Directors, as a reference guide, to a more meaningful understanding of the Roles, Function and Importance of a Jazz Rhythm Section! -- Justin DiCioccio, Jazz Artist, Performer, Conductor, Pedagogue, Clinician; Associate Dean Emeritus, Manhattan School of Music Jazz Arts ProgramThis book is a welcome addition to the subject of Jazz Pedagogy. Thorough and well laid out with clear and necessary information for anyone leading a jazz ensemble. -- Dave Rivello, Assistant Professor of Jazz and Contemporary Media - Eastman School of MusicTable of ContentsIntroduction Chapter 1: Rhythm section basics Chapter 2: Bass Chapter 3: Drum Set Chapter 4: Piano Chapter 5: Guitar Appendix A: ii-V-I Appendix B: Recordings About the Author

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Book SynopsisThe Jazz Rhythm Section introduces the basics of this very important part of the jazz ensemble. They are the foundation of any jazz group, so improving the rhythm section will result in a stronger sounding band. This book is intended to be a practical guide with chapters on each of the primary instruments in the rhythm section: bass, drums, piano and guitar. Key topics include:?Equipment and setup issues: from drum heads to bass amps to guitar pickups to mic'ing a piano on stage, each instrument presents unique equipment issues that the director must face.?Performance practice: including tips on constructing walking bass lines, learning voicings and comping rhythms and creating drummer's setup fills. Additionally, there is a chapter on the rhythm section itself that details all of the inter-relationships, suggestions for count-offs and metronome exercises that will help improve your band. The Jazz Rhythm Section is intended for novice directors, but directors of all levels will benefitTrade ReviewFumi Tomita has written The Jazz Rhythm Section, for all Band Directors that answers many important Pedagogical Questions! I recommend it to all Band Directors, as a reference guide, to a more meaningful understanding of the Roles, Function and Importance of a Jazz Rhythm Section! -- Justin DiCioccio, Jazz Artist, Performer, Conductor, Pedagogue, Clinician; Associate Dean Emeritus, Manhattan School of Music Jazz Arts ProgramThis book is a welcome addition to the subject of Jazz Pedagogy. Thorough and well laid out with clear and necessary information for anyone leading a jazz ensemble. -- Dave Rivello, Assistant Professor of Jazz and Contemporary Media - Eastman School of MusicTable of ContentsIntroduction Chapter 1: Rhythm section basics Chapter 2: Bass Chapter 3: Drum Set Chapter 4: Piano Chapter 5: Guitar Appendix A: ii-V-I Appendix B: Recordings About the Author

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Book SynopsisWith the aim to help teachers design and deliver instruction around world films featuring child protagonists, Cultivating Creativity through World Films guides readers to understand the importance of fostering creativity in the lives of youth. It is expected that by teaching students about world films through the eyes of characters that resemble them, they will gain insight into cultures that might be otherwise unknown to them and learn to analyze what they see. Teachers can use these films to examine and reflect on differences and commonalities rooted in culture, social class, gender, language, religion, etc., through guided questions for class discussion. The framework of this book is conceived to help teachers develop students' ability to evaluate, analyze, synthesize and interpret. The proposed activities seek to incite reflection and creativity in students, and can be used as a model for teachers in designing future lessons on other films.Table of ContentsAuthor’s Note Preface Part I. The Role of Film in Cultivating Creativity Introduction Benefits of Creativity Target Audience Why These Films Structure of the Book Chapter 1: The Case for Teaching Film in the Classroom Films Are a Familiar Outlet for Youth Young People Can Make Powerful Connections with Films Youth Rarely Have Opportunities to Study Films in School Chapter 2: Film as a Visual Textbook Films Can Be Used to Teach a Wide Range of Concepts Films Can Be Used to Spark Critical Thinking Films Can Be Used to Encourage Youth to Be Informed Consumers Chapter 3: Creativity in Young People’s Lives Definition of Creativity The Creativity Gap in the Classroom The Need for Creative Practices in the Classroom Chapter 4: Instructional Considerations When Using Films Copyright Issues and Other Caveats Design and Delivery of Lessons About Films Part II. Eight World Films Chapter 5- The Bicycle Thieves (1948) Chapter 6- The 400 Blows (1959) Chapter 7- Kes (1969) Chapter 8- Children of Heaven (1997) Chapter 9- Ma vie en rose (1997) Chapter 10- Central Station (1998) Chapter 11- Wadjda (2012) Chapter 12- Theeb (2015) References About the Authors Index

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Book SynopsisWith the aim to help teachers design and deliver instruction around world films featuring child protagonists, Cultivating Creativity through World Films guides readers to understand the importance of fostering creativity in the lives of youth. It is expected that by teaching students about world films through the eyes of characters that resemble them, they will gain insight into cultures that might be otherwise unknown to them and learn to analyze what they see. Teachers can use these films to examine and reflect on differences and commonalities rooted in culture, social class, gender, language, religion, etc., through guided questions for class discussion. The framework of this book is conceived to help teachers develop students' ability to evaluate, analyze, synthesize and interpret. The proposed activities seek to incite reflection and creativity in students, and can be used as a model for teachers in designing future lessons on other films.Table of ContentsAuthor’s Note Preface Part I. The Role of Film in Cultivating Creativity Introduction Benefits of Creativity Target Audience Why These Films Structure of the Book Chapter 1: The Case for Teaching Film in the Classroom Films Are a Familiar Outlet for Youth Young People Can Make Powerful Connections with Films Youth Rarely Have Opportunities to Study Films in School Chapter 2: Film as a Visual Textbook Films Can Be Used to Teach a Wide Range of Concepts Films Can Be Used to Spark Critical Thinking Films Can Be Used to Encourage Youth to Be Informed Consumers Chapter 3: Creativity in Young People’s Lives Definition of Creativity The Creativity Gap in the Classroom The Need for Creative Practices in the Classroom Chapter 4: Instructional Considerations When Using Films Copyright Issues and Other Caveats Design and Delivery of Lessons About Films Part II. Eight World Films Chapter 5- The Bicycle Thieves (1948) Chapter 6- The 400 Blows (1959) Chapter 7- Kes (1969) Chapter 8- Children of Heaven (1997) Chapter 9- Ma vie en rose (1997) Chapter 10- Central Station (1998) Chapter 11- Wadjda (2012) Chapter 12- Theeb (2015) References About the Authors Index

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Book SynopsisAll the Classroom's a Stage reveals how teachers can apply theater skills to the craft of teaching and enhance their ability to engage and motivate students, cultivate collaborative learning, and become stronger and more dynamic performers' in the classroom. This book illustrates how to use theater techniques to invigorate the craft of teaching in college classrooms across multiple disciplines. The book shows readers how to explore and apply improvisation, actor-training, and directing techniques to their classroom. By using discipline-specific examples, case studies, and a breadth of theater and teacher-training experience, the book reveals how theatre can strengthen teaching and learning, improve attendance, retention, and students' commitment to their education and to each other. Whether a new teacher navigating the job for the first time or an experienced veteran hungry for new teaching methods, All the Classroom's a Stage will transform a traditional classrTrade ReviewReflecting a combined 45 years of its authors' theatrical and teaching experience, All the Classroom’s a Stage cuts to the chase that lies at the heart of both drama and education: the empathetic and imaginative telling of the human story. The great theater of the human experience and memory is hardwired into all of us (actors, directors and educators). We just need to discover how to tap into it. Flanagan and Bonczek have given us the tools to do exactly that. Sharing solid theory and numerous practical and collaborative exercises rooted in years of personal experience (their marvelous “war stories” alone are worth the price of the book!) and resting upon impressive scholarship reflected in the book’s valuable and extensive bibliography, the authors have provided all educators with an inspiring guide for student / learner success. -- Joseph McGraw, adjunct professor of history, Stevenson UniversityWhile everyone is fretting about “flipping classrooms” so technology can save us all, Bonczek and Flanagan remind us humanity is the greatest teacher’s aid. Merging the pathos of the theater with the logos of the classroom, they present us with the incredible, imagination-freeing, idea-multiplying, human-connecting power of group storytelling. The true beauty of it? No discipline is immune to the power of ensemble learning. -- Christian De Matteo, English and creative writing professor, St. Mary’s College of California; founder: Tellworthy Creative Writing Services and co-founder, Fugitive PoemsIf you're looking to ignite your classroom, look no further. This clear-cut guide offers a renewed (and quite possibly brand new) passion for teaching. The clarity of the authors gives confidence to apply their techniques to the craft of teaching any subject with complete conviction. Their methods are sure to develop a trust between student and teacher that is the foundation for all good learning. And perhaps most importantly, it inspires young minds to engage in their education in ways that are both challenging and welcoming. I couldn't wait to begin teaching this Fall! -- Roger Manix, co-founder, Ludolo, experiential platform for leadership development & team-building; adjunct lecturer,The New School, Global Executive Masters in Strategic Design and ManagementThis book is a valuable addition to curriculum materials in the high school and community college Introduction to Speech course. Its exercises give the teacher fun and useful ways to get students to address and abolish fear of “performing” in front of others, as well as ways to enter into fun collaborations with each other in the classroom. Students open up, rather than shut down. Great work! -- Helen Huff, professor, speech, communications, and theatre department, Borough of Manhattan Community College, City University of New YorkTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1: Theatrical Concepts Applied To The ClassroomChapter 2: The Teacher as Performance ArtistChapter 3: Creating The Story—Abandoning The Traditional LectureChapter 4: All Of Your Classroom Is A StageChapter 5: Your Students As Your Acting PartnerChapter 6: The Educator As DirectorChapter 7: Your Stage In Action: Using Theater To Teach WritingAppendicesBibliographyAbout the Contributors

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Book SynopsisAll the Classroom's a Stage reveals how teachers can apply theater skills to the craft of teaching and enhance their ability to engage and motivate students, cultivate collaborative learning, and become stronger and more dynamic performers' in the classroom.This bookillustrates how to use theater techniques to invigorate the craft of teaching in college classrooms across multiple disciplines. The book shows readers how to explore and apply improvisation, actor-training, and directing techniques to their classroom. By using discipline-specific examples, case studies, and a breadth of theater and teacher-training experience, the book reveals how theatre can strengthen teaching and learning, improve attendance, retention, and students' commitment to their education and to each other. Whether a new teacher navigating the job for the first time or an experienced veteran hungry for new teaching methods, All the Classroom's a Stage will transform a traditional classroo

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Book SynopsisGetting Started with Middle School Chorus is designed to help you get started in a new position. As you approach your new experience, you may be filled with anticipation and, perhaps, feel some anxiety at the same time. This book is here to point you in the right directions. There is enough specific information here to get you started and on your way! The third edition of Getting Started with Middle School Chorus is thoroughly grounded in research and incorporates new information about working with young adolescent changing voices, designing optimal rehearsals for middle-schoolers, managing growing choral programs, and helping youngsters gain musical skills they can carry with them for a lifetime of making music. Getting Started with Middle School Chorus provides strategies to build your confidence as you take on the new responsibilities associated with teaching middle school chorus. Table of ContentsIntroductionChapter 1 – In the BeginningChapter 2 – Your School’s Choral ProgramChapter 3 – Budget and EquipmentChapter 4 – Developing Your ScheduleChapter 5 – Finding and Choosing Choral RepertoireChapter 6 – Recruiting SingersChapter 7 – The Young AdolescentChapter 8 – The Young Adolescent VoiceChapter 9 – Revoicing Choral Repertoire for Young Adolescent SingersChapter 10 – Rehearsal PlanningChapter 11 – Teaching Strategies for RehearsalsChapter 12 – Performances and ContestsChapter 13 – Teaching Tomorrow’s Adult …. TodayChapter 14 – Get Started and Keep GoingBibliographyAbout the Author

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Book SynopsisThis book offers a clarion call, in the words of Franklin Roosevelt, to try something! And not just any something. A systematic, integrated, chronological, multi-disciplinary approach to reinvigorate the teaching of the liberal arts and put them back where they belongat the center of a student's educational experience. It does not pretend to offer a cure-all or a one-size-fits-all solution to everything that is ailing American higher education, or even secondary education. It does, however, offer a place to begin a discussion, to invite experimentation, and to initiate reform based on solid pedagogy and 2,500 years of time-tested wisdom in the human experience. As such it should be of interest to many people. Those in higher education serious about the crisis facing their institutions could benefit from taking up the gauntlet this volume throws down. For students and parents, the book raises alternatives and poses some hard questions that they should be asking not only as they considerTable of ContentsPrefaceAcknowledgements Introduction: “If I Could Do It All Over Again . . .” Chapter 1: The Current Crisis in Higher Education Chapter 2: The Cost of Doing BusinessChapter 3: What Should Be Common Sense about EducationChapter 4: A Radical ProposalChapter 5: Addressing Objections to the Proposal Chapter 6: The First Two Years of the Program: A Student’s Eye ViewChapter 7: To Graduation and Beyond: A Student’s Eye View ContinuedChapter 8: Beyond Platitudes: Remembering What It Is All AboutBibliography

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Book SynopsisThis book offers a clarion call, in the words of Franklin Roosevelt, to try something! And not just any something. A systematic, integrated, chronological, multi-disciplinary approach to reinvigorate the teaching of the liberal arts and put them back where they belongat the center of a student's educational experience. It does not pretend to offer a cure-all or a one-size-fits-all solution to everything that is ailing American higher education, or even secondary education. It does, however, offer a place to begin a discussion, to invite experimentation, and to initiate reform based on solid pedagogy and 2,500 years of time-tested wisdom in the human experience. As such it should be of interest to many people. Those in higher education serious about the crisis facing their institutions could benefit from taking up the gauntlet this volume throws down. For students and parents, the book raises alternatives and poses some hard questions that they should be asking not only as they considerTable of ContentsPrefaceAcknowledgements Introduction: “If I Could Do It All Over Again . . .” Chapter 1: The Current Crisis in Higher Education Chapter 2: The Cost of Doing BusinessChapter 3: What Should Be Common Sense about EducationChapter 4: A Radical ProposalChapter 5: Addressing Objections to the Proposal Chapter 6: The First Two Years of the Program: A Student’s Eye ViewChapter 7: To Graduation and Beyond: A Student’s Eye View ContinuedChapter 8: Beyond Platitudes: Remembering What It Is All AboutBibliography

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