Susannah Brown

An Arts-Integrated Approach for Elementary Level Students.

The arts incorporate social, philosophical, psychological, and historical aspects of life, including one’s own inspiration, spirit, thought, intellect, and feelings. Care and concern are taken throughout the artistic process, whichinvolvesemotional, perceptual, and cognitive factors, to provide satisfaction and pleasure-an aesthetic response. The arts are not separated from life. Rather, they are an integral part of life, uniting the people of a culture. This philosophical approach links the arts to all areas of learning by placing social and cultural importance on the behavior of arts making (Dissanayake, 1992). A focus on school reform within the field of elementary education has brought an arts-integrated approach to teaching and learning to the forefront. This is not a new approach, as integrating what many call ”hands-on activities” in the classroom is quite common. The difference lies in the quality and depth of the approach to teaching and learning, as it has expanded beyond art-making activities to include art history knowledge, art criticism and analysis, and the process of aesthetics in the classroom (Marshall, 2005). Another difference in this new wave of school reform as it addresses the arts in education, is the focus on the integrity of the arts form. This valuing of the arts as an important part of a child’s learning is a major difference from past integration efforts and lies at the heart of the rationale here (Horowitz, 2005). Arts integration places importanceon the artistic processin teaching and learning by being central to the curriculum (Fowler, 1994). When the arts become integrated throughout the curriculum, it is thought that they foster learning in and through other disciplines by expanding awareness and comprehension (Fowler, 2001; Getty Education Institute for the Arts, 19%). The arts support qualities that are desirable in students, including creativity, originality, and expression. These qualities are prevalent when learning in and through the arts (Horowitz, 2005).

Perspectives on Social Studies and Visual Arts Integration.

Imagine a classroom where elementary students are learning about social studies and visual arts through a study of Japan. In this classroom, the educator confidently promotes the study of a Japanese tea ceremony with the knowledge that the national and state standards for both social studies and visual arts are being addressed. In this classroom, students are actively engaged in simulating the tea ceremony, discussing Japanese values and norms, and creating their own ceramic chawans (teacups). This classroom becomes a reality for those educators who planned a unit of study with a conceptual or thematic focus that connects appropriate national and by Ernest Andrew Brewer and Susannah Brown

Creativity, Social Justice and Human Rights within Adult Education

In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations 1992 which emphasizes importance of womens roles and creativity in the process of forming a global community. Foundational theories Gardner, 1999; Greene, 1995; Knowles, 1975; Lawrence, 2005; & Vygotsky, 1978 are connected to support this philosophical approach to adult learning. Creative application examples are shared featuring changes in womens education and subsequently their lives such as, a project guided by artist, Vic Muniz Walker, Jardim, Harley, & Muniz, 2010 and an arts-based education program that changed the lives of incarcerated women in one female correctional facility Mullen, 1999. The goal of this paper is to provide examples of how creativity and arts-based learning can be integrated within adult education promoting social justice and human rights.

Engaging Young Writers through Book Design.

Abstract Creative book design connects learning in visual arts and language arts. Explore the benefits of bookmaking and specific steps to create a variety of book formats with children. Examples of imaginative books, such as accordion, flip, paper bag, and pop-up, are shared.

Curriculum Integration in Contemporary Teaching Practice: Emerging Research and Opportunities

Curriculum Integration in Contemporary Teaching Practice: Emerging Research and Opportunities is an essential scholarly resource that presents detailed information on the bene ts and implementation of STREAMSS (Science, Technology, Reading, Engineering, Arts, Mathematics and Social Studies), an interdisciplinary curriculum that meets K-12 students’ diverse needs by placing equal emphasis on multiple avenues of learning. Highlighting topics such as educational science and technology, curriculum development, and instructional design, this book is an ideal resource for students, academicians, researchers, and librarians seeking current information on interdisciplinary education.

Empowering Young Minds Through Communication, Creative Expression, and Human Rights in Refugee Art

Despite the United States having a long history of being a receiving country for immigrants (Hollifield, Martin, & Orrenius, 2014), a greater portion of immigrants that are currently migrating to t...