Chapter 1. Overview Chapter
Lead….No matter what the culture, ability, age, language, the arts are part of our everyday life supporting how we make meaning.
What do you see, hear…(Awaken them to the world)
(icons: SPED, ELL
Universality of the Arts
Dancers in Bangeledash, hip-hop in New York City, Masai tribal dancing from Kenya? and the Russian Royal Ballet Theatre? may
seem very different. But Look carefully at this short intro to this video [That’s Dancing] what do you see? How do you feel when you see
the different bodies moving? Did you see the common patterns of rhythm and repetition of movement. The art form of dance can be
appreciated within a culture, but also across cultures because the human expression of dance is a universal construct. The contrasting
ideological notion is that art is socially constructed and therefore unique to local cultures. But the universal constructs found in the
repetitions, dynamic variations, formalization, exaggeration and surprise found in music has influenced … Picasso painting Femmes
d’Avignon [ ] was influenced by African masks… Darwin, Dutton,
http://www.dvdmoviecentral.com/ReviewsText/thats_dancing.htm
Embodiment through The Arts
Think about an early learning experience in school, at home or in your neighborhood, one that you can recall vividly. Where are you?
Visualize the setting and what were you doing? How did you create something meaningful? How did it make you feel? Deep learning
involves both the mind and the body. You do not learn with just your brain. Everything you learn comes through your body, through
your senses and what you learn becomes part of your whole being. Learning about something is found throughout your whole
body/brain system. If you have learned the lyrics of song word for word, have danced to it, listened to it with others, sang it in your car
while driving – when you hear it again, you foot begins to tap, body or head moves and you begin to sing or hum along. The song is
embedded throughout your body and it feels good.
The arts engage the emotional, physical and cognitive parts of you simultaneously and that art experience can be pleasurable. Most of
you, when you recalled your early experience, thought….and that was fun! Now you are thinking, why was that fun? Engagement in the
arts Aesthetic and emotional aspects of meaning are fundamental - central to conceptual meaning and reason – and that arts show
meaning-making in its fullest realization. It is this ability of the arts to embody the whole person, that ability to create pleasure, that
make is seems like the arts are “less important”, just for fun. When in fact, the arts are the culmination of human attempts to find
meaning, but the arts, like play, are also the source of direct pleasure (Mark Johnson, 2007; Liora Bresler
“Ultimately, I see the arts as related to the development of a healthy democratic society, a primary goal of education. Healthy
democratic communities, both in and outside of schools, can only be made viable through a connection with aesthetic experience and a
reclaiming of art as a part of everyday life.” Kim Powell Penn State
Multi-literacies
Considering the ever increasing diversity of language and culture as well as exploding digital media tools such as hyperlinked internet
sources with audio and video communications, a broad view of a language a system is representative of the 21 st century skills children
need now and in the future. Since, literacy has taken on new meanings, our mission as teachers needs to be focused on “multiple
literacies” including visual and performing arts, music, video, photography as well as the traditional literacies of listening, speaking,
reading and writing.
Advancing Development through Art
Uniqueness of children (typical/atypical - abilities, disabilities)
The arts engage the whole child – every child - advancing all areas of development and the natural extension of
Self- regulation: The arts provide opportunities for self-regulation and decision-making through imitation, rehearsal, refinement, and
reflection.
The Brain - Imagination- mirror neurons
Learning in and through the Arts
Learning Cycle
Third Space
Transformative power of the arts
The ARTS (the structure of each art form as a Language)
 Structural aspect
 Functional aspect
 Aesthetic aspect
TEACHER ROLES
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Teacher as Guide: Focus on learning
Teacher as Researcher: Observing
Teacher as Artist: Having your own voice
Teacher as Designer:
Teacher as Advocate: Sharing your perspective
Chapter 2. Universality of the Arts
Dancers in Bangeledash, hip-hop in New York City, Masai tribal dancing from Kenya? and the Russian Royal Ballet Theatre? may
seem very different. But Look carefully at this short intro to this video [That’s Dancing] what do you see? How do you feel when you see
the different bodies moving? Did you see the common patterns of rhythm and repetition of movement. The art form of dance can be
appreciated within a culture, but also across cultures because the human expression of dance is a universal construct. The contrasting
ideological notion is that art is socially constructed and therefore unique to local cultures. But the universal constructs found in the
repetitions, dynamic variations, formalization, exaggeration and surprise found in music has influenced … Picasso painting Femmes
d’Avignon [ ] was influenced by African masks…
http://www.dvdmoviecentral.com/ReviewsText/thats_dancing.htm
CONTENT:
 Ecological Approach to Art – Mother-Child relationship – Rituals/Traditions – Culture – Arts
 Aesthetic Operations: Repetition, Formalization, Dynamic Variation, Exaggeration, Surprise
 Diversity
 Part of our Humanness: Personal experiences – Response to Art
 All of the ARTS
o Hip Hop Poetry
o Egypt: the play
Chapter 3. The Arts Advance Development
The arts engage the whole child advancing all areas of development and the natural extension of
Self-regulation………… The Whole Child …………. 21st Century Knowledge, Skills, and Dispositions
CONTENT:
 Developmental Sequence (Gardner, Kellog, Lowenfeld…
 The Brain
o Language and symbol systems
o Self-regulation & Imagination
 Mirror neurons
ARTS:
o Ways of Seeing: Drawing (Pat Paiewonsky)
o Drama: Storymaking
o Music
Chapter 4. Learning in and through the Arts…WHAT IF THIS WOULD BE TWO OR THREE CHAPTERS?
CONTENT: Focus on Learning
ARTS:
 Thinking like artists through the cycle–
o Preschool: Louise Nevelson project
o Landscapes (Jean Benfante)
a. Possible Boundaries and Boundless Possibilities, TEACHER: as Researcher as Artist as Designer
as Guide as
Advocate
b. The Essential Elements: Perception, Generation, Production
“Meaning Making” And “Mind Making” (Bloom),,,,,, Dynamics
of the Cycle: Cyclical, Transactional, Interactive, Integrative, Recursive
c. The Toolbox: Strategies and tools to scaffold learning through the CCTC- 4 S’s Support, Stimulate, Stretch, Spark
Chapter 5. Embodiment - emotional and Pleasurable aspects of arts meaning
Aesthetic and emotional aspects of meaning are fundamental - central to conceptual meaning and reason – and that arts show
meaning-making in its fullest realization. Arts are the culmination of human attempts to find meaning, but the arts, liked play, are also
the source of direct pleasure (Denis Dutton, 2009 ;Mark Johnson, 2007) the arts are embodied
CONTENT:
 Mind Body Connection
 Who am I? A sense of: Identity, Belonging, Competence, Meaning Making, Artifying
ARTS:
o Painting and Writing: finding a voice (Joy)
o Monsters, Inc. – Descriptive Writing and Drawing
o Dance?
Chapter 6. Arts Encompass Multi-literacies
Considering the ever increasing diversity of language and culture as well as exploding digital media tools such as hyperlinked internet
sources with audio and video communications, a broad view of a language a system is representative of the 21 st century skills children
need now and in the future. Since, literacy has taken on new meanings, our mission as teachers needs to be focused on “multiple
literacies” including visual and performing arts, music, video, photography as well as the traditional literacies of listening, speaking,
reading and writing.
CONTENT
 Art as a Language
 New technologies
o ART - Photography (Montessori preschool)
 Mixed Media
 Re-representing in different art forms
ART
o Nature’s Classroom – Rosemary
o DaVinci Genius Week
o Drama
Chapter 7. Collaboration with the Creative Community
The Integrated Self - Aesthetics, the Arts, Community, and Culture - The beginning of aesthetic intent – the Third Space
Creativity Ideas….
Chapter 8. Advancing Arts’ Aesthetic Links & Creative Abilities
Arts Integration Qualities: Why Integrate?...and some cautions; Approaches to Integration
Planning, Implementing, and Assessing Arts Integration
Diffusion, infusion dissect.. Introspection…connection…aesthetic link…..forensics…
Chapter 9. Creativity, Art, And Culture As Continuous Change
Generation of Students who are Creative Thinkers and Innovators
Interdisciplinary Professional Development in the Arts
…Ongoing Research to Support Creativity and Innovation
Advocacy for Creativity and Innovation: Changing Culture of ECE & Becoming a Leader
Action Research…