Georgina Barton - Böcker

The teaching of the arts and literacy in schools is often at odds with one another. The desire for schools to improve results on high-stakes testing can lead to a narrow view of literacy rather than one that acknowledges the unique and distinct literacies that exist in other curriculum areas including the arts. With methods of communication becoming increasingly complex, it will be more and more important for students to be able to utilise all semiotic modes. Developing Literacy and the Arts in Schools investigates this key issue in education and offers a solution to the negative relationship between the arts and literacy. Drawing on interview data and evidence from diverse classrooms, it explores the pedagogies of effective arts practitioners and teachers, and how they relate to theoretical frameworks, to unpack the key elements of effective practice related to literacy and the arts. A model of arts-literacies is provided to assist arts and literacy educators in developing a common language that acknowledges and values these distinct arts-literacies. Themes of multimodality, diversity, aesthetics and reflection in relation to the arts and literacy are foregrounded throughout.This book will be of great value to postgraduate students of Education specialising in arts and literacy, education academics, teacher educators, and classroom and preservice teachers.

The teaching of the arts and literacy in schools is often at odds with one another. The desire for schools to improve results on high-stakes testing can lead to a narrow view of literacy rather than one that acknowledges the unique and distinct literacies that exist in other curriculum areas including the arts. With methods of communication becoming increasingly complex, it will be more and more important for students to be able to utilise all semiotic modes. Developing Literacy and the Arts in Schools investigates this key issue in education and offers a solution to the negative relationship between the arts and literacy. Drawing on interview data and evidence from diverse classrooms, it explores the pedagogies of effective arts practitioners and teachers, and how they relate to theoretical frameworks, to unpack the key elements of effective practice related to literacy and the arts. A model of arts-literacies is provided to assist arts and literacy educators in developing a common language that acknowledges and values these distinct arts-literacies. Themes of multimodality, diversity, aesthetics and reflection in relation to the arts and literacy are foregrounded throughout.This book will be of great value to postgraduate students of Education specialising in arts and literacy, education academics, teacher educators, and classroom and preservice teachers.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children’s learning and development.Kinaesthetic or hands-on active learning is extremely important for young children’s personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data.Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children’s learning and development.Kinaesthetic or hands-on active learning is extremely important for young children’s personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data.Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

Based on empirical evidence from authentic classroom data, this book promotes the value of aesthetic development in early childhood from a range of perspectives across the curriculum.Aesthetic development is crucial for the growth and learning of young children. Learning about aesthetics supports children’s compassionate view of themselves, others and the world around them. Using Housen’s model of aesthetic development as a guide, the book draws on qualitative research to provide both grounded insights and a robust theoretical framework on several topics related to aesthetic development and early childhood, including musical play, creative and social learning, research on nature and sustainability and aesthetic literacies. Through case studies, reflective practice and critical analysis, the book offers effective approaches to interpreting and enacting early childhood curriculum, placing aesthetic development at the heart of meaningful educational experiences. It also supports teachers in embracing creative and imaginative approaches to nurture children’s learning and development, encouraging practices that celebrate curiosity, expression and wonder.Bringing together research, theory and practical methods, this is an essential resource for early years teacher education as well as practitioners and researchers seeking a more nuanced understanding of how aesthetic experiences can enrich and support learning and development.

Based on empirical evidence from authentic classroom data, this book promotes the value of aesthetic development in early childhood from a range of perspectives across the curriculum.Aesthetic development is crucial for the growth and learning of young children. Learning about aesthetics supports children’s compassionate view of themselves, others and the world around them. Using Housen’s model of aesthetic development as a guide, the book draws on qualitative research to provide both grounded insights and a robust theoretical framework on several topics related to aesthetic development and early childhood, including musical play, creative and social learning, research on nature and sustainability and aesthetic literacies. Through case studies, reflective practice and critical analysis, the book offers effective approaches to interpreting and enacting early childhood curriculum, placing aesthetic development at the heart of meaningful educational experiences. It also supports teachers in embracing creative and imaginative approaches to nurture children’s learning and development, encouraging practices that celebrate curiosity, expression and wonder.Bringing together research, theory and practical methods, this is an essential resource for early years teacher education as well as practitioners and researchers seeking a more nuanced understanding of how aesthetic experiences can enrich and support learning and development.

This extensive Handbook addresses a range of contemporary issues related to arts education across the world. It is divided into six sections; Contextualising Arts Education, Globally and Locally; Arts Education, Curriculum, Policy and Schooling; Arts Education Across the Life Span; Arts Education for Social Justice: Indigenous and Community Practice; Health, Wellbeing and Arts Education and Arts-Based and Research-Informed Arts Education. The Handbook explores global debates within education in the areas of dance, drama, music, media and visual arts. Presenting wide-ranging research from pedagogies of adaptation developed in Uganda to ethnomusicology in Malaysia and community participatory arts to wellbeing in Canada the Handbook highlights the universal need for arts education and in particular the importance of indigenous (including both traditional and contemporary practice) arts education. With contributions from internationally renowned scholars andpractitioners and building on the World Alliance for Arts Education Global Summit in 2014, the Handbook creates an essential resource for arts education practices in and out of school alongside institutional, traditional and contemporary contexts. Students, teachers and practitioners across the arts disciplines will find the text invaluable for developing further opportunities to promote and study arts education.

Today’s secondary classrooms are increasingly diverse places and skilled English teachers need to be able to develop flexible teaching strategies that can be adapted to best serve diverse learners with divergent needs. This textbook for pre-service teachers gives them pragmatic guidance on the major aspects of literacy teaching, and how to draw insight research and apply it in diverse classrooms.

 Key coverage includes:

·         The fundamental aspects of teaching reading and writing to adolescent learners.

·         How to intelligently select and use literature with secondary students.

·         Multi-literacies and the use of technology in English teaching.

·         Assessment strategies for the classroom.

·         Teaching techniques for developing reading comprehension.

This is essential reading for anyone training to teach English in secondary classrooms, and for recently qualified teachers looking to sharpen their practice.

Today’s secondary classrooms are increasingly diverse places and skilled English teachers need to be able to develop flexible teaching strategies that can be adapted to best serve diverse learners with divergent needs. This textbook for pre-service teachers gives them pragmatic guidance on the major aspects of literacy teaching, and how to draw insight research and apply it in diverse classrooms.

 Key coverage includes:

·         The fundamental aspects of teaching reading and writing to adolescent learners.

·         How to intelligently select and use literature with secondary students.

·         Multi-literacies and the use of technology in English teaching.

·         Assessment strategies for the classroom.

·         Teaching techniques for developing reading comprehension.

This is essential reading for anyone training to teach English in secondary classrooms, and for recently qualified teachers looking to sharpen their practice.

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms.

This book explores the importance of compassion and empathy within educational contexts. This book shares several models of compassion and empathy that can be implemented in schooling contexts, also examining how these qualities are presented in children’s picture books, films and games.

This book explores the importance of compassion and empathy within educational contexts. This book shares several models of compassion and empathy that can be implemented in schooling contexts, also examining how these qualities are presented in children’s picture books, films and games.

This book investigates how arts-based research methods can positively influence people’s resilience and well-being, particularly in constraining environments.

This book investigates how arts-based research methods can positively influence people’s resilience and well-being, particularly in constraining environments.

This book introduces and explores a new pedagogical approach, Aesthetic Positive Pedagogy (APP), for teachers and students in a variety of educational contexts. The book is built on the need for educational institutions and communities to seriously consider a strong positive approach to learning and teaching, ultimately leading to a better world. Based on pre-existing philosophies such as positive pedagogy and critical pedagogy, APP encourages teachers to carefully consider their language use as well as other modal resources in the classroom. Using aesthetic experience as a core to learning, teachers can embed an approach to learning and teaching that supports wellbeing and resilience as well as caring and compassionate citizenship in their students. The authors outline what an APP approach to learning and teaching looks, feels and sounds like in different educational contexts such as in schools and higher education, and explore how it might be implemented in face-to-face as well as online learning. The book’s findings will apply to postgraduate students and academics in education and the creative arts, as well as teachers and leaders in schools.

This book explores the many dialogues that exist between the arts and literacy. It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts.

This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the questions: What does literacy look like in the arts? And what does it mean to be arts literate? It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship. It acknowledges that both the arts and literacy are open-textured concepts and notes how they accommodate each other, learn about, and from each other and can potentially make education ‘better’. It is when the two stretch each other that we see an educationally productive dialogic relationship emerge.

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning.

This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning.

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms.

This book argues the importance of aesthetic literacies in learning and teaching in schools for future work. Using various theoretical frames from both the arts and literacy fields, this book shares relevant pedagogies, theorisations and contexts where aesthetic literacies are at the core of learning.