Readings

 

Anderson, T. (1997). A model for art criticism: Talking with kids about art. School Arts. 21-24

Ayers, W. & Alexander-Tanner, R. (2010). Chapter 1-Opening day the journey begins. In To Teach: the journey, in comics, [pp. 1-12]. New York, NY: Teachers College Press.

Briggs, P. (2002). Concerning the religious in art education. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 238-249). Upper Saddle River, NJ: Prentice Hall.

Congdon, K.G., Stewart, M., & White, J.H. (2002). Mapping identity for curriculum work. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 108-119). Upper Saddle River, NJ: Prentice Hall.

Consortium of National Arts Education Association. (2002). Authentic connections: Interdisciplinary work in the arts. 1-10.

Duncum, P. (2002). Clarifying visual culture. Art Education, 55(3), 6-11.

Eisner, E. (2002). Chapter 3 - Teaching the visual arts. In The Arts and the creation of the mind, [pp. 46-69]. New Haven & London: Yale University Press.

Eisner, E. (2002). Chapter 4 - What the arts teach and how it shows. In The Arts and the creation of the mind, [pp.70-92]. New Haven & London: Yale University Press.

Eisner, E. (2002). Chapter 6 - The centrality of curriculum and the function of standards. In The Arts and the creation of the mind, [pp. 148-177]. New Haven & London: Yale University Press.

Eisner, E. (2002). Chapter 8 - What education can learn from the arts. In The Arts and the creation of the mind, [pp. 196-208]. New Haven & London: Yale University Press.

Eisner, E. (2007). Chapter 26 - Assessment and evaluation in education and the arts. In L. Bresler (Ed.). International handbook of research in arts education. [pp. 423-426]. AA Dordrecht, The Netherlands: Springer.

Eisner, E. (2008). What education can learn from the arts: Lowenfeld lecture. NAEA National Convention, New Orleans, LA. Reston, VA: NAEA.

Goldberg, M. (2006). Communication, Expression, and Experience: Literacy and the Arts. In Integrating the Arts: An Approach to Teaching and Learning in Multicultural and Multilingual Settings, (3rd Ed.), (pp. 59-85). Allyn & Bacon.

Gude, O. (2004). Postmodern principles: In search for a 21st-century art education. Art Education, 56(1), 6-13.

Gude, O. (2007). Principles of possibilites: Considerations for a 21st-century art & culture curriculum. Art Education, 60(1), 6-17.

Guilfoil, J. (2002). Teaching art with historic places and civic memorials. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 250-263). Upper Saddle River, NJ: Prentice Hall

Hoffman Davis, J. (2005). Arts in education in the community. In Framing education as art: The octopus has a good day (pp. 124-172). New York, NY: Teachers College Press.

Hurwitz, A. & Day, M. (2000). Teaching methods to develop critical skills. In Children and their art: Methods for elementary schools, (7th Ed.). Belmont, CA: Wadsworth Publishing.

Hurwitz, A. & Day, M. (2007). Art education in contemporary classrooms: Issues and practices. In Children and their art: Methods for elementary schools, (7th Ed.). [pp-27-41]. Belmont, CA: Wadsworth Publishing.

Jenkins, H. (2006). Chapter 5 - Why Heather can write: Media literacy and the Harry Potter wars. In Convergence culture: Where old and new media collide. [pp. 175-216]. New York, NY: New York University Press.

Lynch, P. (2007). Making meaning many ways: An exploratory look at integrating the arts with classroom curriculum. Art Education, 60(4). 33-38.

Marshall, J. (2002). Exploring culture and identity through artifacts: Three art lessons derived from contemporary art practice. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 277-290). Upper Saddle River, NJ: Prentice Hall.

Milbrandt, M. (2002). Elementary instruction through Postmodern Art. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 317-326). Upper Saddle River, NJ: Prentice Hall.

Mitchell, C. & Reid-Walsh, J. (2002). Chapter 1 - Political Spaces: Contexts for researching children's popular culture. In Researching children's popular culture: The cultural spaces of childhood, [pp. 13-45]. New York, NY: Routledge.

Olshansky, B. (2008). Chapter 1 - Why build art into literacy learning? In The power of pictures: Creating pathways to literacy through art, grades K-6, [pp. 3-18]. San Fransisco, CA: Jossey-Bass.

Olshansky, B. (2008). Chapter 2 - Bringing words and pictures together: A new model. In The power of pictures: Creating pathways to literacy through art, grades K-6, [pp. 19-44]. San Fransisco, CA: Jossey-Bass.

Olshansky, B. (2008). Chapter 4 - Art: Thinking in pictures. In The power of pictures: Creating pathways to literacy through art, grades K-6, [pp. 55-70]. San Fransisco, CA: Jossey-Bass.

Pelo, A. (2007). General guidelines for studio explorations. In The language of art: Inquiry based studio practices in early childhood settings (pp. 7-20). St. Paul, MN: Redleaf Press.

            Incorporate inquiry-based practices into your early childhood classroom or family child care home. Inspired by an approach to teaching and learning born in Reggio Emilia, Italy, The Language of Art emphasizes investigation anchored by drawing, painting, and other art activities. Accessed from http://www.redleafpress.org/productdetails.cfm?PC=1119

Perkins, D. (1994). Art and the art of intelligence. In The intelligent eye: Learning to think by looking at art (pp. 1-6). Los Angeles, CA: The Getty Center for Education in the Arts.

Perkins, D. (1994). Knowledge gaps and intelligence traps. In The intelligent eye: Learning to think by looking at art (pp. 25-35). Los Angeles, CA: The Getty Center for Education in the Arts.

Perkins, D. (1994). Giving looking time. In The intelligent eye: Learning to think by looking at art (pp. 36-46). Los Angeles, CA: The Getty Center for Education in the Arts.

Sakatani, K. & Pistolesi E. (2009). Personal spaces: Students creating meaning through big ideas. Art Education, 62(1). 48-53.

Sturken, M. & Cartwright, L. (2001). Chapter 8 - Scientific looking, looking at science. In Practices of looking: An introduction to visual culture. [pp. 279-313]. New York, NY: Oxford University Press

Tarr, P. (2008). New visions: Art for early childhood. Art Education, 61(4), 19-24.

Thompson, C. M. (2006). Repositioning the visual arts in early childhood education: A decade of reconsideration. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 223-242). Mahwah, NJ: Lawrence Erlbaum Associates.

Unrath, K. & Luehrman, M. (2009). Bringing children to art: Bringing art to children. Art Education, 62(1). 41-47.

Wachowiak, F. & Clement, R.D. (2006). Introduction & Chapter 1: Art in society and the schools. In Emphasis art: A qualitative art program for elementary and middle schools, (8th Ed.). Boston, MA: Allyn & Bacon.

            This beautifully illustrated text reflects the latest trends in art education and demonstrates how to motivate students to learn by integrating art with other content areas. Emphasis Art, 8/e focuses on the intrinsic worth of art-studio experience through its Discipline-Based Art Education approach, as well as on the process of implementing art education into classroom practice. Useful for both general classroom teachers and art specialists, this popular text promotes art appreciation while providing a wealth of creative ideas and clear technical direction, including lesson plans that incorporate instructional objectives. Features of the eighth edition include a new emphasis on integrating art instruction in the general classroom, National Art Educators Association Standards correlated to chapter content, and expanded emphasis on social and cultural issues. Accessed from Amazon.com

Wilson & Wilson, (1979). Children's story drawings: Reinventing worlds. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author.School Arts, 78(8), 6-11.

Wilson & Wilson, (1979). Drawing realities: The themes of children's story drawings. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author.School Arts, 78(9), 12-17.

Wilson & Wilson, (2009). Chapter 2 - Why children draw. In Teaching kids to draw, [pp. 19-41]. Worcester, MA: Davis Publications.

Wilson & Wilson, (2009). Chapter 3 - Learning to draw: Nurturing the natural. In Teaching kids to draw, [pp. 43-63]. Worcester, MA: Davis Publications.

Wilson & Wilson, (2009). Chapter 4 - Learning to draw: Cultural aspects of graphic development. In Teaching kids to draw, [pp. 65-87]. Worcester, MA: Davis Publications.

Wilson & Wilson, (2009). Chapter 6 - And what happens next? Telling stories through drawing. In Teaching kids to draw, [pp. 109-131]. Worcester, MA: Davis Publications.

Wyrick, M. (2002). Art for issues' sake: A framework for the selection of art content for the elementary classroom. In Y. Gaudelius & P. Speirs (Eds.). Contemporary issues in art education (pp. 212-225). Upper Saddle River, NJ: Prentice Hall.

 

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