Pamela COSTES-ONISHI is a Research Scientist (Lecturer) at the Center for Research in Pedagogy & Practice (CRPP) at the National Institute of Education (Singapore). Her research interests include arts in education, diversity in education, community arts, Southeast Asian music & cultures, teacher professional learning & development, and education for at-risk learners; she has published a number of papers in these areas.

• Part 1: Setting the Context.- 1 Introduction: Finding Evidences of Artistic Thinking in the Schools.- 2 Arts Policy, Practice and Education: Questions of use/r value/s.- Part II: Preparing Future-ready Teachers and Students through the Arts/in/Education: Teaching learning and professional development.- 3 Art Teachers as Reflective Practitioners in the Classroom.- 4 Enhancing Professional Knowledge and Professional Artistry of Arts and Music Teachers through Teacher Inquiry.- Part III: Preparing Future-ready Teachers and Students through the Arts/in/Education: Pedagogical frameworks.- 5 Art Inquiry: Creative Inquiry for Integration and Metacognition.- 6 Teaching contemporary choreography: A research and inquiry-based approach.- 7 Playing with Pedagogy: Teaching dance and embracing play as a pedagogical tool.- 8 What do we expect from in-depths art integration? Criteria for designing "aesthetic teaching" activities.- Part IV: Preparing Future-ready Teachers and Students through the Arts/in/Education: Artistic processes.- 9 Nurturing Future Ready Learners Through the Arts: A Case Study of an Exemplary Primary School Band.- 10 Nurturing personal and collaborative creativity through group playing by ear from recordings in formal music education.- 11 Community Music-based Structures of Learning (CoMu-based SL): Artistic Thinking and Processes.- Part V: Preparing Future-ready Teachers and Students through the Arts/in/Education: Benefits to at-risk students.- 12 Frameworks and Methodologies for Understanding Arts Integration with Culturally Diverse and Struggling Learners.- 13 The Role of Music-based Activities in Fostering Well-being of Adolescents: Insights from a Decade of Research (2008-2018).- Part VI: Preparing Future-ready Teachers and Students through the Arts/in/Education: Out-of-School Learning Contexts.- 14 Museum Education as Arts Education: Enhancing Museum Experience and the Learning of Art through the Vargas Museum Education Guide.- 15 Playbuilding: A platform for re-imagining and re-thinking identities and power.- Part VII: Synthesis.- 16 Conclusion: Evidences from Artistic Thinking in the Schools.

Pamela COSTES-ONISHI is a Research Scientist (Lecturer) at the Center for Research in Pedagogy & Practice (CRPP) at the National Institute of Education (Singapore). Her research interests include arts in education, diversity in education, community arts, Southeast Asian music & cultures, teacher professional learning & development, and education for at-risk learners; she has published a number of papers in these areas.

• Part 1: Setting the Context.- 1 Introduction: Finding Evidences of Artistic Thinking in the Schools.- 2 Arts Policy, Practice and Education: Questions of use/r value/s.- Part II: Preparing Future-ready Teachers and Students through the Arts/in/Education: Teaching learning and professional development.- 3 Art Teachers as Reflective Practitioners in the Classroom.- 4 Enhancing Professional Knowledge and Professional Artistry of Arts and Music Teachers through Teacher Inquiry.- Part III: Preparing Future-ready Teachers and Students through the Arts/in/Education: Pedagogical frameworks.- 5 Art Inquiry: Creative Inquiry for Integration and Metacognition.- 6 Teaching contemporary choreography: A research and inquiry-based approach.- 7 Playing with Pedagogy: Teaching dance and embracing play as a pedagogical tool.- 8 What do we expect from in-depths art integration? Criteria for designing "aesthetic teaching" activities.- Part IV: Preparing Future-ready Teachers and Students through the Arts/in/Education: Artistic processes.- 9 Nurturing Future Ready Learners Through the Arts: A Case Study of an Exemplary Primary School Band.- 10 Nurturing personal and collaborative creativity through group playing by ear from recordings in formal music education.- 11 Community Music-based Structures of Learning (CoMu-based SL): Artistic Thinking and Processes.- Part V: Preparing Future-ready Teachers and Students through the Arts/in/Education: Benefits to at-risk students.- 12 Frameworks and Methodologies for Understanding Arts Integration with Culturally Diverse and Struggling Learners.- 13 The Role of Music-based Activities in Fostering Well-being of Adolescents: Insights from a Decade of Research (2008-2018).- Part VI: Preparing Future-ready Teachers and Students through the Arts/in/Education: Out-of-School Learning Contexts.- 14 Museum Education as Arts Education: Enhancing Museum Experience and the Learning of Art through the Vargas Museum Education Guide.- 15 Playbuilding: A platform for re-imagining and re-thinking identities and power.- Part VII: Synthesis.- 16 Conclusion: Evidences from Artistic Thinking in the Schools.

Pamela COSTES-ONISHI is a Research Scientist (Lecturer) at the Center for Research in Pedagogy & Practice (CRPP) at the National Institute of Education (Singapore). Her research interests include arts in education, diversity in education, community arts, Southeast Asian music & cultures, teacher professional learning & development, and education for at-risk learners; she has published a number of papers in these areas.

• Part 1: Setting the Context.- 1 Introduction: Finding Evidences of Artistic Thinking in the Schools.- 2 Arts Policy, Practice and Education: Questions of use/r value/s.- Part II: Preparing Future-ready Teachers and Students through the Arts/in/Education: Teaching learning and professional development.- 3 Art Teachers as Reflective Practitioners in the Classroom.- 4 Enhancing Professional Knowledge and Professional Artistry of Arts and Music Teachers through Teacher Inquiry.- Part III: Preparing Future-ready Teachers and Students through the Arts/in/Education: Pedagogical frameworks.- 5 Art Inquiry: Creative Inquiry for Integration and Metacognition.- 6 Teaching contemporary choreography: A research and inquiry-based approach.- 7 Playing with Pedagogy: Teaching dance and embracing play as a pedagogical tool.- 8 What do we expect from in-depths art integration? Criteria for designing "aesthetic teaching" activities.- Part IV: Preparing Future-ready Teachers and Students through the Arts/in/Education: Artistic processes.- 9 Nurturing Future Ready Learners Through the Arts: A Case Study of an Exemplary Primary School Band.- 10 Nurturing personal and collaborative creativity through group playing by ear from recordings in formal music education.- 11 Community Music-based Structures of Learning (CoMu-based SL): Artistic Thinking and Processes.- Part V: Preparing Future-ready Teachers and Students through the Arts/in/Education: Benefits to at-risk students.- 12 Frameworks and Methodologies for Understanding Arts Integration with Culturally Diverse and Struggling Learners.- 13 The Role of Music-based Activities in Fostering Well-being of Adolescents: Insights from a Decade of Research (2008-2018).- Part VI: Preparing Future-ready Teachers and Students through the Arts/in/Education: Out-of-School Learning Contexts.- 14 Museum Education as Arts Education: Enhancing Museum Experience and the Learning of Art through the Vargas Museum Education Guide.- 15 Playbuilding: A platform for re-imagining and re-thinking identities and power.- Part VII: Synthesis.- 16 Conclusion: Evidences from Artistic Thinking in the Schools.