Revised+Table+of+contents

SECTION ONE ** Explore creative thinking and knowing in the arts, investigate the arts as a language in children’s development and know and use the //Critical and Creative Thinking Cycle// as a meaning making process. Chapter 1: What Makes People really CREATIVE or just creative? ** The Whole Child 21 st  Century Knowledge, Skills, and Dispositions Learning and thinking is rooted in our Natural History Key ideas about Thinking Perspectives (selected) on Creativity and the Arts Models of the mind Creativity Hunters Mind Splitters Creative Stance Neuro-Integraters Brain Research: Creativity and the Arts Connections Bloom revised Key ideas about Thinking – Elaborated key ideas Misconceptions about Creativity The Difference Between Big 'C' (Eminent)And Small 'C' (Everyday) Creativity The Role of Play and Symbolic Development C.R.E.A.T.E.: Creative Habits and Dispositions Multi-literacies”: Expanded Mediums and Thinking for Symbolic Representation Through 100 Languages to learn and express ….Through some of the most powerful of the 100 languages……the Arts Wisdom and Intelligence reconsidered Arts are natural languages for children Educators’ Roles Learning is Creative Improvisational Process Support, Stimulate, Stretch And Spark! Perception, Generation, Production “Meaning Making” And “Mind Making ” (Bloom) Cyclical, Transactional, Interactive, Integrative, Recursive Self-Study: You in the cycle Pay Attention! Emotions and Sensory Images //Think About // Internal Imaging Strategies Strategies for Action Not even a circle Self-study Jed draws his bicycle, Part III External Meaning Making & Internal Mind Making Building Creative Thinking Skills (examples) Aesthetic Ceremonies/Community (mutuality, belonging, competence, sense of meaning, artifying) Four basics intersect: Collaborators, Referents, Sense of Place, Beauty and Designor
 * <span style="color: blue; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Transforming Young Minds in Creative Places: ****<span style="color: blue; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Arts Integration in Early Childhood Education **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">[[file:TOC 11-1expand SuggKey Concepts.doc]][[file:TOC5-10-10expand SuggKey Conc.doc]]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">CREATIVE THINKING AND KNOWING IN THE ARTS (BRAIN /PLAY/ LEARNING) **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Thinking, Knowing, Feeling in the 21 ****<span style="font-family: 'Tahoma','sans-serif'; font-size: 7pt;">st ****<span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;"> Century **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Creative Thinking, Knowing, Feeling **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Thinking: Critical and Creative **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Creative Development and Expression **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">The Creative Teacher: Transforming and developing minds **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">===================================== **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Chapter 2 (USED TO BE 3): Critical and Creative Thinking through the Languages of the Arts **//<span style="color: red; font-family: 'Tahoma','sans-serif';">(switched Ch. 2 with Ch.3 because the cycle continues the writing about what is important about learning….to learn) //
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Start with the Arts **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">A constructive approach **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Essential Elements **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Dynamics of the Cycle **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Perception: Where the Cycle Begins **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Generation: Moving, Thinking, Imaging, Action **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Production: Craft, Intention, Ownership….OR…is the cycle that simple – First, next, next?….OR ….A Dynamic Cycle? **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">An Integrative and Interactive Cycle **<span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Creative Teaching in Action **<span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">(self-study)
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Creating Places Where the Critical and Creative Teaching Cycle (CCTC) Happens **<span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Summary

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================ ****<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;"> Chapter 3 ( USED TO BE 2): Possible Boundaries and Boundless Possibilities ** <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Symbolic Development Artistic Development Universal to Unique Continuum Development Frame… Demonstration of Change (Lowenfeld…Gardner U Individual Style Frame …Connecting mind and body (Whitelaw & Wetzig, Bresler (2004), Parsons <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Art: Putting things together ( Booth, Piaget, Vygotsky) Is it Art? Curiosity, Play, Imagination, Creativity Studio thinking (Bresler, Winner and Hetland, Burton, et.al) <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Learning and the Arts Integration: Language & Metaphor (Parsons, Arnheim, Dewey, etc….) Orientations towards Art Art as a Discipline/Structural Form Artistic Learning Frame… Connection to Discipline (Arnhierm, Gardner MI, Art as a Language/Narrative/ Metaphor Meaning Making Metaphor Frame… Connection to Integration (Lakoff & Johnson, Parsons ) Artistic Minds: Under Construction <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Aesthetic Qualities of Space …Connection to Appreciation (Grumet, Eisner, Greene, Classrooms as Children’s Museums …(Gardner Transforming Spaces Materials as Inspiration Attitude toward the Possible <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Apprenticeship and Enterprenuership (Vygotsky, Rogoff, Bresler Culture – Language - Metaphor Capacity, Resources and Assets Advocacy for the Arts Chapter 4 (USED TO BE 10) : Third Space: Collaboration, Culture And Community ** //<span style="color: red; font-family: 'Tahoma','sans-serif';">(moved Collaboration earlier to highlight the importance of including experts, families, the “whole village” before you can even build a curriculum) //
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Seeing Possibilities in Children: Teacher as Researcher **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Seeing Possibilities in Yourself: Teacher as Artists **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Seeing Possibilities in Learning: Teacher as Guide **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Seeing Possibilities in Spaces: Teacher as Designer **
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 11pt;">Seeing Possibilities in Families and Community: Teacher as Advocate **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">======================= **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Integrated Self: Aesthetics, the Arts, Community, and Culture **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The beginning of aesthetic intent **


 * <span style="font-family: 'Tahoma','sans-serif';">The beginning of aesthetic intent **

Infants/Toddlers ELL Varying Abilities
 * Working with Families**


 * Culture, Aesthetics and the Arts**

No one learns alone Stages of Creative Collaboration
 * Creative Collaboration**

Real Time: Parents, Artists, Community Organizations, Museums Virtual Partners:
 * Finding a Partner**

Third Space PASELA
 * Research on Collaboration**


 * Creative Places-Creative Community**


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Appendix A Case Study of a “Third” Space school **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Appendix B Case Study of an Arts Integration School with an “Artist in Residence” **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">(3pages)

Examine each art form – dance, music, theatre and visual arts – independently, looking carefully at the structural aspects of each art form and how the CCCT is used to move learning and development forward in and through the various art forms.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">SECTION TWO **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">DEVELOPING ARTISTS-DEVELOPING THINKING **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Chapter 5 (USED TO BE 4): Creative Approaches To Early Childhood Curriculum **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Themes in a Thinking Curriculum Continuum of adult and child direction of the teaching and learning
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Education that Supports Critical and Creative Thinking **

A sense of Place, Beauty and Integration of senses; Design; Materials Field Trips: Just outside the door, community, Museums, Virtual, too
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Aesthetic Environment **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">: A Second Skin

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">WHY: challenge, document, support reflection 4 S’s Support, Stimulate, Stretch, Spark o <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Differentiate and Integrate curriculum and Assessment o <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">ECE materials that thwart & support creative and critical thinking o <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Technology – digital cameras, internet photos, movies, digital creation tools, webquests
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Toolbox: Strategies and tools to scaffold learning through the CCTC **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Emergent curriculum Cycle and Developmental Interactionist (Bank Street) Reggio Emilia Problem-Based Learning Project Approach 6 Thinking Hats Odyssey of the Mind [] <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Arts Integration (ala Third Space) Art as a Way of Learning®
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Critical and Creative Thinking Curriculum Approaches **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Thinking at the center **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Multi-Modal: Arts, Technology, & Thinking at the Center **

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=================================== Chapter 6 (USED TO BE 5): Visual Arts: Not JUST Paint! **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Patterns & Variations: Developmental Frames to Understand & Celebrate Diversity Socio-Cultural Patterns of Drawing Development Developmental Possibilities: How Children make Meaning through Drawing and Play <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Standards for the Discipline Preparing Yourself: Visual Arts Curriculum Connections; Elements & Principles <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Overall art form in classroom: Explicit – Sense of Place Four Types Attitude/Dispositions & Aesthetics Environmental Possibilities: Material (list, quality, characteristics: eg. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Cycle in Action: Developing Imagination, Making Meaning: Drawing, Painting, Collage & Construction, Print making, Sculpture/ Weaving/ Modeling, Photography <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Working with Families Working with Arts Professionals //
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Forms of Visual Arts: 2D and 3D: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Drawing, Painting, Collage & Construction, Print making, Sculpture/ Weaving/ Modeling, Photography
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Developmental Path **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Researcher Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Looking at Art and knowing what to look for
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Structure Literacy Discipline (Visual Arts) **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artist Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artists in Action – Three Studio Structures; Eight Habits of the Mind
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Environment -- Context for Learning and Creative Thinking **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Designer Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artists in Action – Three Studio Structures; Eight Habits of the Mind
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Creative Thinking In Action: The Artistry of Teaching **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Guide: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Planning in the Art form [Emergent Planning Guide]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Making an Impact **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocate: //**//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Social Network Project Wikis, Websites, Blogs

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===================================== Chapter 7 (USED TO BE 6) Dramatic Arts : All of Life is a Stage **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Patterns & Variations: Developmental Frames to Understand & Celebrate Diversity Socio-Cultural Patterns of Drama Development Developmental Possibilities: How Children make Meaning through Drama <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Standards for the Discipline Preparing Yourself: Drama Curriculum Connections; Elements & Principles <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Overall Drama in classroom Attitude/Dispositions & Aesthetics Environmental Possibilities: Material (list, quality, characteristics: eg. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Cycle in Action: Developing Imagination, Making Meaning: Drama…… <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Working with Families Working with Arts Professionals
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Forms of Drama: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">puppetry, playmaking, mime, whole-group or small group socio-dramatic play, improvisation, and story drama (Guided Drama, Re-Telling, Re-enactment)
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Definitions & Descriptions **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Developmental Path **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Researcher Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Looking at Drama and knowing what to look for
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Structure Literacy Discipline (Drama) **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artist Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Drama in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Environment -- Context for Learning and Creative Thinking **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Designer Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Drama in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Creative Thinking In Action: The Artistry of Teaching **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Guide: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Planning in Drama [Emergent Planning Guide]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Making an Impact **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocate: //**//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Social Network Project: You Tube, Teacher Tube, scrapbook, Voicethread, Flickr, Photo Story, imovie //

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================================================= Chapter 8 (USED TO BE 7): Music, Music Everywhere **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Patterns & Variations: Developmental Frames to Understand & Celebrate Diversity Socio-Cultural Patterns of Music Development Developmental Possibilities: How Children make Meaning through Music <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Standards for the Discipline Preparing Yourself: Music Curriculum Connections; Elements & Principles <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Overall Music in classroom Attitude/Dispositions & Aesthetics Environmental Possibilities: Material (list, quality, characteristics: eg. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Cycle in Action: Developing Imagination, Making Meaning: Music …… <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Working with Families Working with Arts Professionals
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Forms of Music: **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Singing, playing instruments, moving to music, and creating music of all genres (i.e., jazz, classical, folk, rock, pop, blues, reggae, as well as traditional children’s songs) and representative of a range of cultural traditions
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Definitions & Descriptions **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Developmental Path **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Researcher Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Looking at Music and knowing what to look for
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Structure Literacy Discipline (Music) **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artist Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Music in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Environment -- Context for Learning and Creative Thinking **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Designer Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Music in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Creative Thinking In Action: The Artistry of Teaching **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Guide: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Planning in Music [Emergent Planning Guide]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Making an Impact **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocate: //**//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Social Network Project: You Tube, Teacher Tube, Voicethread, Synthesizing electronic music //

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====================================================== Chapter 9 (USED TO BE 8): Movement: Yes, you can dance! **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Patterns & Variations: Developmental Frames to Understand & Celebrate Diversity Socio-Cultural Patterns of Movement & Dance Development Developmental Possibilities: How Children make Meaning through Movement & Dance Standards for the Discipline Preparing Yourself: Movement & Dance Curriculum Connections; Elements & Principles <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Overall Movement & Dance in classroom Attitude/Dispositions & Aesthetics Environmental Possibilities: Material (list, quality, characteristics: eg. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Cycle in Action: Developing Imagination, Making Meaning: Movement & Dance …… <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Working with Families Working with Arts Professionals
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Forms of Movement & Dance : **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">yoga, P.E., creative movement, “Educational” Kinesiology, Bartenieff Fundamentals/Laban Movement Analysis, and dance genres
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Definitions & Descriptions **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Developmental Path **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Researcher Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Looking at Movement & Dance and knowing what to look for
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Structure Literacy Discipline ( **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Movement & Dance**)**
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Artist Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Movement & Dance in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Environment -- Context for Learning and Creative Thinking **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Designer Work: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Movement & Dance in Action
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Creative Thinking In Action: The Artistry of Teaching **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Guide: //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Planning in Movement & Dance [Emergent Planning Guide]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Making an Impact **
 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocate: //**//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The Social Network Project: You Tube, Teacher Tube, scrapbook, Voicethread, Flickr, Photo Story, imovie //


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">SECTION THREE **

Zoom out and look into classrooms and communities to plan relevant integrated arts curriculum, design creative spaces for serious work, research and document children’s and their own learning, discover community resources, and become an advocate for the arts.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">ARTS IN ACTION **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Chapter 10 (USED TO BE 9): Advancing Arts Integration And Creative Abilities **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">(practical everyday – doing it!)

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Brain Power…Through the Arts & Creativity Educational Implications: The Biology of //Feeling Thoughts// To Learn
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">A creative stand towards teaching and learning **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Why Integrate?...and some cautions Approaches to Integration
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Arts Integration Qualities **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Weaving & Orchestrating Multiple Literacies The Heart Room, not the Art Room: The Arts Connections Environment as Metaphor “A Second Skin” ; the “Third Teacher” Planning: Collaborative <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Implementing <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Documenting <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Appropriate Assessment Tasks Appropriate Assessment Tools Appropriate Assessment Outcomes Some examples of Methods for Appropriate & Meaningful Assessment:
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Planning, Implementing, and Assessing Arts Integration **
 * <span style="color: #231f20; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Strategies to promote children’s planning **
 * <span style="color: #231f20; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Considerations for Teacher and Child Planning Roles **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Teacher’s inquiry **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Observing **
 * <span style="color: #231f20; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Strategies to promote children’s reflection **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Curriculum As Impetus **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Assessment Considerations **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Performance Based Assessments **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Views on Assessments: **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Language Arts Mathematics Science Social Studies Arts
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Arts Integration in the Content Areas: Stimulating Creative and Critical Thinking **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Benefits of Integration **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Appendix A Aesthetic Environment **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Appendix B Definitions of //Art as a Way of Learning//® Practical Application Rating Scale Items **

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 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Chapter 11 (SAME) : Creativity, Art, And Culture As Continuous Change **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Generation of Students who are Creative Thinkers and Innvovators **

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Disciplinary fit Interdisciplinary capacity Teacher imagination, inquiry, critique, and reflection Collaborative potential Contextual fit
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">…IF Creativity and Innovation matter, then…The Interdisciplinary Mindfulness of Teachers: **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">A Proposed Framework for Evaluating Interdisciplinary Professional Development in the Arts **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">…Ongoing Research to Support Creativity and Innovation **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocacy for Creativity and Innovation: Changing Culture of ECE & Becoming a Leader **


 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Advocacy Links **