Identity, Learning, and the Liberal Arts by
(New directions for teaching and learning ; no. 103) This book argues that we must foster a conversation between those in liberal studies and those who work with student development theory. This conversation reveals that the skills of academic inquiry inherent in liberal learning are the skills of personal development inherent in student development theory. This issue tackles the ideas of liberal learning and outlines a pedagogical direction to realize them.
The Music and Literacy Connection by
The second edition of The Music and Literacy Connection expands our understanding of the links between reading and music by examining those skills and learning processes that are directly parallel for music learning and language arts literacy in the pre-K, elementary, and secondary levels. This edition includes two new chapters: one dedicated to secondary music education and teacher evaluation, and another that offers a literature review of latest literacy research in education, neuroscience, and neuropsychology. Readers will find extensive instructional examples for music and reading teachers so that they may enrich and support each other in alignment with current initiatives for twenty-first-century curricula. Instructional examples are aligned with The National Core Music Standards and the Common Core State Standards for English Language Arts and Media Arts. Readers will find an in-depth review of the benefits of music learning in the listening, viewing, speaking and writing literacy as well as comprehensive information for children with special needs. The Music and Literacy Connection is a valuable resource for professional development, college literacy courses, and curriculum administrators.
Play, Make, Create, a Process-Art Handbook : with 43 art invitations for kids by 
Strong Arts, Strong Schools: the promising potential and shortsighted disregard of the arts in American schooling by 
Studio Thinking : the real benefits of visual arts education by 
Teaching with the Brain in Mind by
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement.
In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, optimal educational environments, emotions, and memory. He offers fascinating insights on a number of specific issues, including
* How to tap into the brain's natural reward system.
* The value of feedback.
* The importance of prior knowledge and mental models.
* The vital link between movement and cognition.
* Why stress impedes learning.
* How social interaction affects the brain.
* How to boost students' ability to encode, maintain, and retrieve learning.
* Ways to connect brain research to curriculum, assessment, and staff development.
Jensen's repeated message to educators is simple: You have far more influence on students' brains than you realize . . . and you have an obligation to take advantage of the incredible revelations that science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
This Is Your Brain on Music: the science of a human obsession by
Explores the relationship between the mind and music by drawing on recent findings in the fields of neuroscience and evolutionary psychology to discuss such topics as the sources of musical tastes and the brain's responses to music.
When Music Goes to School: perspectives on learning and teaching by
Experts in child psychology and pedagogy concur that how children are schooled today seriously conflicts with how they learn and develop. Children are being left behind and the promises and possibilities of childhood are slipping away. This book aims to disclose a deeper understanding of music's importance in children's lives and their need to know, explore, wonder, and play. Directed toward music teachers, teacher educators, and scholars, this text invites inquiries and provides insights into contemporary challenges to learning and teaching in an era of standardization. A compendium of essays, classroom voices and vignettes is supported by relevant research in music education and companion disciplines in psychology, philosophy, and sociology. Storytelling with scholarship contributes authenticity and strengthens the premise of this book.
Why Our Schools Need the Arts by 
Arts-Based Learning for Business by
In recent years, there has been a remarkable growth in the use of arts programs bybusinesses to meet a wide range of their organizational learning and employee trainingneeds. In the USA alone, dozens of Fortune 500 corporations and countless smallerfirms employ arts-based learning to foster creative thinking, promote the development ofnew leadership models, and strengthen employee skills in critical areas such ascollaboration, conflict resolution, change management, presentation/public performance,and intercultural communication.We therefore believe that the time is right for a journal to dedicate a full issue to the strategicimplications and practical dimensions of arts-based learning in business.Recent surveys consistently identify imagination, inspiration, inventiveness, improvisationalability, collaborative and inter-cultural skills, spontaneity, adaptability, and presentation asamong the most sought-after attributes of business leadership. These qualities arefrequently summed up in a single word – creativity. Clearly, artists have profound insightsinto creativity, gained from years of hands-on experience, backed by specialized trainingand fostered by carefully honed skills. Their knowledge represents a formidable resource,waiting to be tapped by companies in search of creative solutions and managers striving toenable, empower and engage their employees’ imaginative and inventive powers.The growing use of arts-based learning reflects a dramatic shift in the boundaries thatpreviously defined the limits of experience deemed relevant to the business world – a shifttriggered by profound technological and social changes that transformed the culture ofbusiness over the past decade by favoring companies inventive enough to find their ownways forward, flexible enough to respond quickly (and competently) to the unexpected, andspontaneous enough to lead change effectively.This issue features separate interviews with three corporate leaders who have concluded,from their own direct experience, that there are valuable business lessons to be learned fromthe insights and skills of artists: Harold G. (Terry) McGraw, Chairman and CEO of TheMcGraw-Hill Companies; George Stalk, Senior Vice President of The Boston ConsultingGroup, Inc.; and James Hill, Vice-President (Home and Personal Care, Western Europe) ofUnilever. We have also included an interview with two leaders who have spent yearsintegrating arts-based learning into corporations, Harvey Seifter and Tim Stockil, to give ourreaders insight into the design, implementation, and impact of a broad range of theseprograms.We then move on to a more specific exploration of arts-based learning in action. MaxwellAnderson takes the reader into the art world for an investigation of visual literacy and aQuality Instinct, explaining how both can benefit businesses. Michael Gold and SteveHirshfeld break jazz improvisation into five behaviors – passion, autonomy, listening, riskand innovation – that are also crucial to businesspeople, and explain how jazz cancontribute to their development in business. Richard Stock and John Osburn explain howthey use techniques drawn from dance, theater, and music to quantifiably improve theperformance of engineering students. Robert Steed explains how, over the past 17 years, hehas developed theatrical replicas of internal business situations to help leaders understandtheir behavior.Finally, we have a series of articles to help put learning-oriented arts-business partnershipsin a broader context. In a brief article, Lotte Darsø summarizes the profusion of worldwideopportunities for learning about arts-business relationships. Kevin Daum, a successfulentrepreneur with a theatrical background, explores the value of arts-based learning forentrepreneurs through case studies of individuals who adapted their careers in different artsto start successful businesses in seemingly unrelated fields. Michael Spencer explores whatbusiness and the arts need to understand about each other before business brings in artists. Following the articles is an annotated bibliography. We sought contributions from expertscurrently working in this area. They recommend the books and articles that have beenespecially worthwhile to them, and explain why.We deeply thank the Journal of Business Strategy and its editor, Nanci Healy, for inviting usto produce this special issue. We also thank the Arts & Business Council of Americans for theArts and its Executive Director Gary Steuer, who have provided invaluable support to ourefforts. We hope many of the readers will be sufficiently inspired and intrigued by what theyread to follow up with direct contacts with some of our authors.Harvey Seifter and Ted BuswickJune, 2005Harvey Seifter is the founder and director of Creativity Connection, a program of the Arts &Business Council of Americans for the Arts; President of Seifter Associates, an internationalconsulting firm; and Executive & Artistic Director of Flushing Town Hall, a center for the visualand performing arts. He has led major arts organizations, including Orpheus ChamberOrchestra and the Magic Theatre, and is the author of Leadership Ensemble: Lessons inCollaborative Management from the World’s Only Conductorless Orchestra. E-mail:hseifter@aol.comTed Buswick is Director of Publications for The Strategy Institute of The Boston ConsultingGroup. Academically, while teaching from high school through graduate school, heprepared to be a K-12 arts administrator before going into business. He has practicalexperience in the arts as a theatre director, actor, singer, playwright, and poet. He is theco-author of Thinking Beyond the Facts, a book about poetry and business, and Slate Art:The Essential Guide (both forthcoming). E-mail: Buswick.ted@bcg.com Previously published in: Journal of Business Strategy, Volume 26, Number 5, 2005
Arts with the Brain in Mind by
This book presents the definitive case, based on what we know about the brain and learning, for making arts a core part of the basic curriculum and thoughtfully integrating them into every subject. Separate chapters address musical, visual, and kinesthetic arts in ways that reveal their influence on learning.
Creating music cultures in the schools: a perspective from community music therapy by 
Revitalizing Arts Education Through Community-Wide Coordination by
For more than 30 years, arts education has been a low priority in the nation?s public schools. During fiscal crises in the 1970s and 1980s in America?s urban centers, arts teaching positions were cut. More recently, arts education in schools has dwindled as schools try to increase test scores in mathematics and reading within the time constraints of the school day. Some communities have responded with initiatives aimed at coordinating schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts learning for children in and outside of school. The objective of this study was to investigate this phenomenon in six urban U.S. communities?Alameda County (which includes Oakland and Berkeley) in Northern California, Boston, Chicago, Dallas, Los Angeles County, and New York City?descriptively and comparatively analyzing how these efforts started, how they evolved, what kinds of organizations became involved, what conditions fostered or impeded coordination, and what strategies were used to improve both access to and quality of arts education. The evidence gathered (through a comparative case-study analysis based on site visits, a document review, and interviews with 120 experts across the six sites) is positive in that it documents signs of progress in promoting access to arts learning experiences for children, but it is also cautionary. When seen in light of the historical factors that have impeded access to arts learning in the past, the six efforts are, generally speaking, fragile. To succeed in the long run, coordinated efforts such as these must have committed and sustained leadership, supportive policy, and sufficient resources.
Teaching Art with Books Kids Love: Art Elements, Appreciation, and Design with Award-Winning Books by
Using award-winning books, Frohardt teaches realism, surrealism, expressionism, naive, and cartoon. Complete directions, enhanced by liberal illustrations, make this a user-friendly resource for grades 3-6.