MARC Record from marc_nuls

LEADER: 06609cam 2200373 a 4500
001 9922370310001661
005 20170406173223.0
008 110104s2012 maua b s001 0 eng
010 $a 2011000227
020 $a9780132565561
020 $a0132565560
035 $a(CSdNU)u522551-01national_inst
035 $a(OCoLC)695685848
035 $a(OCoLC)695685848
040 $aDLC$beng$cDLC$dYDX$dYDXCP$dCPE$dBWX$dCDX$dBDX$dUPM$dUMS$dOCLCO
043 $an-us---
049 $aCNUM
050 00 $aNX280$b.G65 2012
082 00 $a372.5/044$222
100 1 $aGoldberg, Merryl Ruth.
245 10 $aArts integration :$bteaching subject matter through the arts in multicultural settings /$cMerryl Goldberg.
246 30 $aTeaching subject matter through the arts in multicultural settings
250 $a4th ed.
260 $aBoston :$bPearson,$cc2012.
300 $axix, 265 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references and index.
505 0 $aMachine generated contents note: ch. 1 Art Integration: A Methodology for Learning -- Arts and Knowledge -- Arts and Learning -- Arts as Language -- Arts and Culture -- Arts and Culture and Identity -- Arts and Inclusive Education: Special Needs, Exceptional, and Gifted Education -- Arts and Technology -- Historical Perspective -- Opening New Venues for Artists and Students -- Technology and Literacy -- Multimedia -- Turning Technology over to Students -- Equity and Technology -- Students as Tech-Directors -- Technology in the Workplace -- What Arts Bring to Education -- Methodology for Learning -- Learning with the Arts -- Learning through the Arts -- Learning about the Arts -- Summary -- Questions to Ponder -- Explorations to Try -- References -- ch. 2 What Does It Mean to Be a Learner? -- Theories of Intellectual Development -- The Role of "Translation through Representation" In Learning -- Standards and Arts Education -- What Does It Mean to Be a Learner? -- Summary -- Questions to Ponder -- Explorations to Try -- References -- ch. 3 Piaget, Imitation, and the Blues: Reflections on Imagination and Creativity -- Creativity -- Piaget, Imitation, and the Blues -- Imagination -- Howard Gardner, Creativity, and the Classroom -- Creativity and Technique -- Creator and Participant -- Summary -- Questions to Ponder -- Explorations to Try -- References -- ch. 4 Communication, Expression, and Experience: Literacy and the Arts -- Literacy with the Arts -- Cursive Writing through the Arts -- Picto-Spelling Learning through the Arts -- Story Comprehension Learning through the Arts -- Drama -- Movement (Kinesthetic) -- Music (Auditory) -- Poetry and Language Acquisition through the Arts -- Playing with Words -- Journals: Working with Ideas over a Period of Time -- Copied Poems -- Key Elements toward Writing Poetry -- Summary -- Tech Connect -- Technology, Arts, and Language Arts -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 5 The Voices of Humanity: History, Social Studies, Geography, and the Arts -- Learning with the Arts -- Poetry -- Visual Arts -- Photography -- Music -- Drama -- Pablo Tac -- Learning through the Arts -- Presidential Puppetry -- Mural Making and History -- Quilts and History -- Geography and Papier Mache -- Summary -- Tech Connect -- Technology, Arts, and Social Studies -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 6 The Wonder of Discovery: Science and the Arts -- Learning with the Arts -- Painting -- Music -- Poetry -- Learning through the Arts -- Singing -- Dance -- Learning about Animals and Their Environments through Origami and Story Telling -- Ecology: Drawing from Nature -- The Nature of Poetry: Working with Ideas -- Summary -- Tech Connect -- Technology, Arts, and Science -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 7 Puzzles of the Mind and Soul: Mathematics and the Arts -- Learning with the Arts -- Visual Arts -- Dance -- Literature -- Music -- Learning through the Arts -- Distance Estimation -- Permutations -- Fractions -- Shapes, Symmetry, Angles, and Geometry -- Single-Digit Addition and Subtraction -- Points and Coordinates, Parallel Lines -- Drama, Story Problems -- Summary -- Tech Connect -- Technology, Arts, and Mathematics -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 8 Visual Literacy, Aesthetics, and How Subject Matter Informs Art Making -- Arts Setting the Stage for Learning -- Subject Matter Informing Art -- Art as Subject Matter -- Learning about Arts with Arts -- Visual Literacy: Using Illustrations to Engage Readers -- Learning about Arts through Arts -- Summary -- Tech Connect -- Technology and Arts -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 9 Assessing Students' Understandings through the Arts -- The Need for Assessment -- Evidence of Learning -- Valuing the Arts as a Teaching and Assessment Tool -- Content and Concept Assessment -- Incidental Assessment -- Setting Assessment Parameters -- Strategies to Collect Evidence -- Portfolio Assessment -- Performance-Based Assessment -- Listening to and Observing Children -- Standardized Testing and the Arts -- Summary -- Questions to Ponder -- Explorations to Try -- References -- ch. 10 A Lithograph in the Closet and an Accordion in the Garage: Connecting with the Arts and Artists in Your Community -- Utilizing Community Resources -- The Internet and Arts Education -- Partnerships in Arts Education -- The Dream Project -- Developing Reading Education with Arts Methods -- Suave -- The Coaching Relationship -- What Does a SUAVE Classroom Look Like? -- Movement Poetry -- Art and Identity -- Cell Lab and Art -- Crossing Boundaries -- Lessons from Artists Applied to Learning -- The Arts Ain't Fluff -- Reflections on the Program -- Avid for Arts -- Arts Van -- Summary -- Questions to Ponder -- Explorations to Try -- References -- Sample Lesson Plans -- ch. 11 Beyond Walls: Mural Making and Critical Voices: Collaborative Art Projects -- The Mural Project -- Chronology of Class Work -- Epilogue -- A Final Word -- Questions to Ponder -- Explorations to Try -- References.
650 0 $aArts$xStudy and teaching (Elementary)$zUnited States.
650 0 $aMulticultural education$xActivity programs$zUnited States.
830 0 $aNU Curriculum.
947 $fSOE$hCIRCSTACKS$p$79.99$q1
949 $aNX280 .G65 2012$i31786102802524
994 $a92$bCNU
999 $aNX 280 .G65 2012$wLC$c1$i31786102802524$lCURRICULUM$mNULS$rY$sY$tBOOK $u5/28/2013