Product Description: Using Art to Teach Reading Comprehension Strategies: Lesson Plans for Teachers will provide both classroom and art teachers with an overview of six different reading strategies and integrated reading and art lessons that they can implement in their own classrooms and schools...read more

Does art have any use or real purpose in today’s society? Why do governments around the world spend millions on art education? Rejecting the vogue for social and cultural accounts of the nature of art-making, this book is largely psychological in its approach to discussing art-making and its place in education.The ‘we’ in the title is intentionally polemical, with the author claiming a universal, i.e. pan-cultural basis for ‘art’-making activities - or rather activities which can be described as ‘creating aesthetic significance’. Developmental issues in art education are examined, together with the nature of learning in art, with reference to concept acquisition.Section two of the four sections which comprise the book, focuses upon some ‘mini case-studies’, detailing conversations with people talking about their art-making, together with some autobiographical reflections. Section three then considers the issues in art and learning which can be gleaned from various respondents’ accounts of their making activities; these include the nature of the artistic personality and the role of art in self-identity and self-esteem. Other topics touched upon include imagination, expression and creativity. The concluding section examines the notion of creating aesthetic significance as a fundamental human urge, drawing upon work done in evolutionary psychology.Whilst questioning whether schools as they are currently conceived are the best places for teaching and learning anything, an art curriculum based upon the acquisition of ‘threshold skills’, such as drawing, together with a gradual introduction to the appreciation of visual form is advocated. Declaring that schools of the early twenty-first century will soon be seen as as dated as the Victorian workhouse, the successful art room, with a learner-centred rather than discipline-centred philosophy is put forward as a model for schools and schooling.

With an extensive background in teaching and researching children’s uses of drawing, Gill Hope describes the ways in which multiple forms of drawing are used by elementary school children. She explains why it should be actively promoted as a means of supporting thinking and learning across a wide range of subject areas, and provides practical support for teachers.

Product Description: This volume challenges the dominant paradigm of how knowledge is typically constructed and shared in adult education settings by focusing on ways in which adult educators can expand learning opportunities and experiences for their learners...read more

Essays describe how art can be used to explore cultural, social, and personal issues with students.

Product Description: This text addresses the role of art within contemporary multicultural education. Co-published with the New Museum of Contemporary Art, it provides both theoretical foundations and practical resources for art educators and students...read more

Presents drawing, writing, speaking, listening, and storytelling activities which aid young children in learning to read

Product Description: Book is used and has been withdrawn from service from a Library. Book has a Library Binding and the usual Library Stamps, Stickers, Card Holder, Library Markings. May or May Not have a Dust Jacket.