Gail Humphries Mardirosian is the dean of the School of Performing Arts at Stephens College in Columbia, Missouri.Yvonne Pelletier Lewis is an education consultant for Imagination Stage in Bethesda, Maryland, and adjunct instructor in the Department of Performing Arts in the College of Arts and Sciences at American University in Washington, DC.

'The authors deftly demonstrate that when skilled teaching artists and thoughtful classroom teachers partner, their dynamic exchange impacts both teacher practice and student learning.   Classrooms become active, vibrant studios of creative exploration, informed by genuine content and modeled after the artistic process of ongoing reflection and revision.'

• ForewordAcknowledgmentsIntroduction: Teachers FirstYvonne Pelletier Lewis and Gail Humphries Mardirosian, Ph.D.Section I: Theory: Foundations of Arts Integration and Teacher TrainingReflection: Cognitive and Affective Frameworks for Arts-Based Teaching and Teacher ChangeGail Humphries Mardirosian, Ph.D.Chapter 1: Cognition, Knowledge Construction, and Motivation to Learn: Models and TheoriesLynn H. Fox, Ph.D.Chapter 2: Creativity, Collaboration, and Integration: The Ideas of Howard Gardner for Education in the ArtsAnne Fletcher, Ph.D. and Seymour Simmons, III, Ed.D.Chapter 3: Emotional Aspects of the Theoretical Dimensions of ArtsNancy Thorndike Greenspan and Jacob C. GreenspanChapter 4: School Reform with a Brain: The Neuropsychological Foundations for Arts IntegrationWilliam R. Stixrud, Ph.D. and Bruce A. Marlowe, Ph.D.Section II: Impact: Training Teachers and Teaching Artists in Arts IntegrationReflection: Transform the Teacher, Transform TeachingYvonne Pelletier LewisChapter 5: The Imagination Quest (IQ ) Way of Teaching and LearningGail Humphries Mardirosian, Ph.D.Chapter 6: The Passion and Purpose of the Teaching Artist: A Connective and Transformative PowerDavid MarkeyChapter 7: Prepare the Teacher, Prepare the Student: Arts-Based Pre-Service Teacher TrainingRaina AmesChapter 8: Drama and Action Techniques in University TeachingSally BaileyChapter 9: The Use of Drama in Teacher Training: A Czech PerspectiveHana Kasíková, Ph.D.Chapter 10: Culture Clashes and Arts Integration at the UniversityMartha Harrison, Ph.D.Chapter 11: Training Teachers in the Classics: Shakespeare in Action in the ClassroomLucretia M. AndersonChapter 12: Training Teachers in Science Through Theater: How Did They Do That?Willa J. TaylorChapter 13: Embracing the Energy of the Early Years: Training to Teach Through TheaterBethany Lynn CoreyChapter 14: Transformative Education Processes: Difficult Dialogues and Global CitizenryKaren Berman, Ph.D.Section III: Practice: Arts Integration in the Classroom, the School, the Community Reflection: Systemic Activation of Change: From Teacher to School to CommunityGail Humphries Mardirosian, Ph.D.Chapter 15: Arts Integration for School ChangeTanya ThomasChapter 16: Reenergizing School and Community Through the Arts: The Little School that CouldPatrick N. Pope and Carol FosterChapter 17: Engagement in Learning: Inclusive Arts Integration InterventionsAlida Anderson, Ph.D.Chapter 18: Engaging Students in Learning Through Theater Skills and StrategiesMarjorie GainesChapter 19: Dancing with the Brain: Brain-Compatible Dance Education in University-Level Teaching and Community Outreach ProgramsSusan Taylor LennonChapter 20: A Story Impact on Pedagogy: Why New Orleans MattersTopher KandikChapter 21: Tell Me Your Story and I’ll Tell You Mine: Transformation Through Writing and PerformanceCaleen Sinette JenningsChapter 22: Personal Stories as Motivators: The Playback Theatre ExperienceTim Reagan, Ph.D.Chapter 23: Science Learning Through Arts-Based InstructionLeslie J. McRobieChapter 24: The Bilingual Classroom: Teaching Through Verbal and Physical LanguageElena VelascoChapter 25: Arts Education: Systemic Change and SustainabilityKathi R. LevinConclusion: Looking Forward: Infinite Possibilities for Teaching and LearningYvonne Pelletier LewisEditorsContributorsIndex