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Author: Meleanna Aluli Meyer Publisher: Equinox Publishing (UK) ISBN: 9781845536558 Category : Arts Languages : en Pages : 0
Book Description
This book presents an integrated approach to the education of children that teaches them how to see and describe their world - both the natural world around them and their own culture and identity - through linking the media of art and language, considered as parallel creative-expressive processes of arting (representation in visual images) and writing (representation in words). The work presents conceptual background and practical materials developed in a collaboration by two Hawai'i elementary teachers, one with a doctorate in Education from the University of Hawai'i (Anna Sumida) and one an Education Design Specialist (Miki Maeshiro), and a well-known Hawaiian artist and educator (Meleanna Meyer). This team of three authors, who evolved their curriculum ideas and instructional activities over several years teaching at the Kamehameha Schools in Honolulu and in community education programs throughout the state, merges interests and expertise in literacy and culture, art and science in a pedagogy that is culturally and ecologically responsive and that bridges across different areas of knowledge and skill. Their goal is one of transformative education based on the combined power and synergy of arting and writing processes. The authors use their own personal stories to illustrate what it is like growing up outside the cultural mainstream and how empowering it is to feel a sense of one's own identity, capabilities, and place in the world. The conceptual background they provide in Part I suggests how the learning of bodies of knowledge and practical skills in school can be raised to a higher level of exploration and personalized learning that leads to a situated and empowered sense of self, through arting-and-writing projects which center on local ecology and culture and on students' own lives and interests. Part II describes arting and writing processes in detail, focusing on commonalities and offering what amounts to a series of chapter by chapter mini-tutorials on the stages artists and writers go through in evolving their work, each one culminating in a reflection on how arting and writing processes can work together and be mutually reinforcing. Part III provides two extensive multi-lesson units, complete with objectives, lesson plans, and printable exercise sheets given in appendices. These units illustrate the authors' integrated arting-writing approach as applied in the Hawaiian context and as can be adapted for use in elementary and middle-school classes in other contexts. Hawaiian ecology and stories about the land offer illustrations of how teachers can integrate learning in students' home language and culture with mainstream English language and culture. Further illustrative lesson material shows how students can explore their own cultural identity as connected to family and place through arting and writing activities. The book is inspirational in content, suggesting an approach to educating children that will be enjoyable to teach and will engage learners in many ways and help them realize their full potential. It is also visually inspirational, richly illustrated in color with examples of student work and the work of artists and teachers, including that of the authors themselves.
Author: Meleanna Aluli Meyer Publisher: Equinox Publishing (UK) ISBN: 9781845536558 Category : Arts Languages : en Pages : 0
Book Description
This book presents an integrated approach to the education of children that teaches them how to see and describe their world - both the natural world around them and their own culture and identity - through linking the media of art and language, considered as parallel creative-expressive processes of arting (representation in visual images) and writing (representation in words). The work presents conceptual background and practical materials developed in a collaboration by two Hawai'i elementary teachers, one with a doctorate in Education from the University of Hawai'i (Anna Sumida) and one an Education Design Specialist (Miki Maeshiro), and a well-known Hawaiian artist and educator (Meleanna Meyer). This team of three authors, who evolved their curriculum ideas and instructional activities over several years teaching at the Kamehameha Schools in Honolulu and in community education programs throughout the state, merges interests and expertise in literacy and culture, art and science in a pedagogy that is culturally and ecologically responsive and that bridges across different areas of knowledge and skill. Their goal is one of transformative education based on the combined power and synergy of arting and writing processes. The authors use their own personal stories to illustrate what it is like growing up outside the cultural mainstream and how empowering it is to feel a sense of one's own identity, capabilities, and place in the world. The conceptual background they provide in Part I suggests how the learning of bodies of knowledge and practical skills in school can be raised to a higher level of exploration and personalized learning that leads to a situated and empowered sense of self, through arting-and-writing projects which center on local ecology and culture and on students' own lives and interests. Part II describes arting and writing processes in detail, focusing on commonalities and offering what amounts to a series of chapter by chapter mini-tutorials on the stages artists and writers go through in evolving their work, each one culminating in a reflection on how arting and writing processes can work together and be mutually reinforcing. Part III provides two extensive multi-lesson units, complete with objectives, lesson plans, and printable exercise sheets given in appendices. These units illustrate the authors' integrated arting-writing approach as applied in the Hawaiian context and as can be adapted for use in elementary and middle-school classes in other contexts. Hawaiian ecology and stories about the land offer illustrations of how teachers can integrate learning in students' home language and culture with mainstream English language and culture. Further illustrative lesson material shows how students can explore their own cultural identity as connected to family and place through arting and writing activities. The book is inspirational in content, suggesting an approach to educating children that will be enjoyable to teach and will engage learners in many ways and help them realize their full potential. It is also visually inspirational, richly illustrated in color with examples of student work and the work of artists and teachers, including that of the authors themselves.
Author: Joseph Shaules Publisher: Bloomsbury Publishing ISBN: 1350254509 Category : Education Languages : en Pages : 241
Book Description
This volume introduces pedagogical approaches and empirical studies that emphasize deeper, embodied engagement with language, the transformative potential of the language learning experience, and the importance of learner and teacher well-being. A deep learning orientation sees foreign language learning not as a psychologically neutral process of internalising linguistic rules but as an embodied process that is intimately tied to learners' experience of self, including emotion, body states, metaphoric understanding, aesthetic sensibilities, and moral intuitions. This volume challenges language teachers and teacher trainers to move beyond instrumentalist views of language learning, to recognise the deeply impactful nature of the language learning experience, and to consider how language pedagogy can contribute to the development of the learner as a whole person. Chapters in this volume consider the enactment of deep learning from diverse theoretical perspectives, including positive psychology, embodied cognition, cognitive linguistics, motivational theory, literary theory, and moral psychology. The volume provides language teachers, teacher trainers and applied linguists with concrete insights into the multidisciplinary foundations of conceptualizing, planning, and implementing deep learning in language classrooms.
Author: Erica Rosenfeld Halverson Publisher: Teachers College Press ISBN: 0807765724 Category : Education Languages : en Pages : 169
Book Description
"A comprehensive look at how the arts (broadly conceived) can improve teaching, learning, and curriculum for all students, written in accessible language for non-academics and non-experts. It contains many evocative examples to illustrate the power of the arts to change education"--
Author: Stephanie Jones Publisher: Teachers College Press ISBN: 0807772828 Category : Language Arts & Disciplines Languages : en Pages : 161
Book Description
Perfect for use in teacher preparation courses and professional learning groups, this book shows what critical pedagogy looks like and identifies the conditions needed for it to emerge in the K–12 classroom. Focusing on and documenting their experiences with one of their most disenfranchised students, six teachers analyze and rethink what they do in the classroom and why they do it. In so doing, each comes to re-imagine who they are as teachers and as individuals. This engaging collection illuminates writing as a powerful tool for thinking deeply about how and why teachers respond to students in particular ways. Book Features: Prompts and suggested writing exercises at the end of each chapter to support teacher-writer groups. Guiding questions at the end of each chapter to support the instructional practices of K-12 teachers. Powerful stories of teachers' and students' experiences with standards, tracking practices, evaluation practices, and life. Helpful appendices, including books for further reading and an essay about the Oral Inquiry Process by Bob Fecho. “This is an important book for all teachers to read—beginners and experienced, as it confronts all of us as teachers to pay attention to the social and political contexts within which we work and consider what we often ignore—our student’s lives outside of school.” —From the Foreword by Ann Lieberman, Senior Scholar at Stanford University “Kudos to Stephanie Jones and her colleagues for making moral sense of the day-to-day craft of education.” —Carl Glickman, educator and author of The Trembling Field: Stories of Wonder, Possibilities, and Downright Craziness Stephanie Jones is associate professor in the department of educational theory and practice at The University of Georgia, and co-director of the Red Clay Writing Project. Her books include The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction.
Author: Kelly K. Wissman Publisher: Teachers College Press ISBN: 0807782777 Category : Language Arts & Disciplines Languages : en Pages : 160
Book Description
Envisioned as a story, a guide, a resource, and an aesthetic experience, this book features the work of a multigenerational collective of K–12 educators, students, and teaching artists seeking educational justice. This multivocal approach illustrates how bringing together arts-infused writing pedagogies, with the visionary and intellectual force of freedom dreaming, can create more luminous and socially transformative educational spaces. Through vivid vignettes, compelling first-person narratives, mixed media artwork, and detailed lesson plans, readers will experience schools as places of joy, belonging, and justice. As an act of radical hope during the turmoil and trauma of post-pandemic times, this book invites readers to draw on the principles of freedom dreaming and abolitionist teaching to imagine and enact arts-infused writing pedagogies across a multitude of settings. Authors offer guidance for teachers, teacher educators, and professional development leaders wishing to take up this work in their own contexts. Book Features: Provides detailed guidelines and principles for enacting arts-infused writing pedagogies, adaptable to a range of contexts.Showcases original artwork by K–12 students and educators, many in full color. Includes insights on teaching writing and engaging in inquiry-based professional learning from a local site of the National Writing Project.Highlights the role of teaching artists in enhancing teacher and student learning.Illuminates the potential of a/r/tography, affect, and wonder in qualitative inquiry.Contains visually arresting and narratively powerful contributions from students as young as 6 years old to teachers nearing retirement, as well as professional artists and novelists. Contributors: Marcus Kwame Anderson, Mandy Berghela, Dana Corcoran, Cheryl L. Dozier, Tammy Ellis-Robinson , Brittany Gonzalez-Barone, Emily Hass, Rana Hughes, H. D. Hunter, Patricia Poole Jeffress, Rae Johnson, Maria Latorre, Kyle McHugh, Gina M. Mooney, Christina Pepe, Matt Pinchinat, Brandon Porter, Camille Ramos, Amy Salamone, Fatima Shah, Alisa Sikelianos-Carter, Christina Taylor, Hanum Tyagita, Alicia Wein, Leah Werther, Vanessia Wilkins, Kelly K. Wissman , Jacquelyn Woods, Shania Yearwood
Author: Beverly Naidus Publisher: NYU Press ISBN: 1613320051 Category : Art Languages : en Pages : 257
Book Description
Arts for Change presents strategies and theory for teaching socially engaged art with an historical and contemporary overview of the field. The book features interviews with over thirty maverick artists/faculty from colleges and universities in the United States, Canada, and Great Britain, whose pedagogy is drawn from and informs activist arts practice. The issues these teaching artists address are provocative and diverse. Some came to this work through personal healing from injustice and trauma or by witnessing oppressions that became intolerable. Many have taught for decades, deeply influenced by social movements of the 1960s and 1970s, yet because the work is controversial, tenured positions are rare.
Author: Anne Herrington Publisher: Teachers College Press ISBN: 9780807749647 Category : Education Languages : en Pages : 0
Book Description
How has the teaching of writing changed in the 21st century? In this innovative guide, real teachers share their stories, successful practices, and vivid examples of their students’ creative and expository writing from online and multimedia projects, such as blogs, wikis, podcasts, electronic poetry, and more. The book also addresses assessment: How can teachers navigate the reductive definitions of writing in current national and statewide testing? What are teachers’ goals for their students’ learning—and how have they changed in the past 20 years? What is “the new writing”? How do digital writers revise and publish? What are the implications for the future of writing instruction? The contributing authors are teachers from public, independent, rural, urban, and suburban schools. Whether writing instructors embrace digital literacy now or see the inevitable future ahead, this groundbreaking book (appropriate for the elementary through college level) will both instruct and inspire.
Author: Jennifer Klein Publisher: Rowman & Littlefield ISBN: 1475839944 Category : Education Languages : en Pages : 203
Book Description
Our 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 world around them. In addition, we will discuss the revision and editing process. Art is an exciting and engaging subject for students. This book will allow children to transfer their knowledge of how artists use the traits, to how writers use the traits, and then to how they can utilize the traits in their own writing, to better communicate with their audience and process the world around them.
Author: Christa Boske Publisher: IAP ISBN: 1641138416 Category : Education Languages : en Pages : 233
Book Description
This book captures the experiences of children in U.S. public schools and how they utilize artmaking to disrupt injustices they face. These first-time authors, who represent school children, parents, teachers, and community leaders, focus on artmaking for social change. Their first-tellings provide thought-provoking insights regarding the impact of artmaking on their capacity to promote social justice-oriented work in K-12 school communities. As the U.S. continues to experience significant demographic shifts, including increases of homeless children, children identified with learning differences, thousands of refugees and immigrants, children living in poverty, children in foster care, and increasing numbers of Children of Color, those who work in schools will need to know how to address disparities facing these underserved communities. These U.S. demographic shifts and issues facing underserved populations provide opportunities for children, teachers, families, and school leaders to deepen their understanding regarding their experiences within their communities and K-12 schools as well as ways to interrupt oppressive practices and policies they face every day through art as social action. Authors call upon decision-makers who serve children from disenfranchised populations to utilize artmaking to create equal access for children to explore social justice, equity, reflective practices, and promote authentic social action and change through artmaking. Authors reflect on this artmaking process as a catalyst for increasing consciousness, creating imaginative possibilities, and facilitating meaningful change in schools. Authors urge readers to create equal access art spaces to build bridges among schools, families, and communities. Together, they contend that artmaking promotes courageous conversations and encourages the exploration of what it means to live this significant work. Praise for Standing Still Is Not an Option Standing Still Is Not an Option is a non-traditional leadership text, not just in words, but in deeds. It took courage for student, first-authors to write/perform this text, and it takes courage for us as educators to read it because our youth want us to speak up more and act differently. To quote one student-first –author:“It was all new to me. I never did anything like this before. If I could go back in time, I would tell the principals that they need to care about all of the kids, not just the favorites. If they could actually take the time and talk to me, maybe you would actually care because you would get to know me. I think they would learn I have a lot on my plate and they need to know about these things. It would have really helped me if they would have listened to me, talked to me, and actually showed me they care. If a principal would have shown me they cared, I wouldn’t be where I am today.” Isn’t it past time that teachers and administrators learned to become their art and let their art remake them? Ira Bogotch Professor, Florida Atlantic University This book dares to explore the multi-faceted nature of voice and its importance in narrating the experiences that have contoured the lives of persons who are so often conditioned, socialized and placed in a voiceless space by educational institutions. The use of artmaking to articulate hopes and fears, in a non-judgmental space that calls for a socially just education, shifts the focus from traditional notions of narrative to the creative power of expression through art. This work breaks new ground in pushing educational power brokers to come to grips with the multiple ways asymmetric power relations are propagated through traditional structures and how the power of creativity can respond to and disrupt these structures. Michael Dantley Dean Professor, Miami of Ohio University Christa Boske’s edited volume provides an extraordinary service to educational leaders, policy makers, and those who care about the education stakeholders. Through the chapters in this book, Boske and her authors demonstrate the power of artistic storytelling and representation to the development and empowerment of young minds. For those who care about the education of children and youth this is an essential read. Michelle Young Professor, University of Virginia former Executive Director of the University Council for Educational Administration (UCEA)
Author: Meleanna Aluli Meyer
Author: Meleanna Aluli Meyer
Author: Joseph Shaules
Author: Erica Rosenfeld Halverson
Author: Stephanie Jones
Author: Kelly K. Wissman
Author: Lucy Calkins
Author: Beverly Naidus
Author: Anne Herrington
Author: Jennifer Klein
Author: Christa Boske