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Artful Teaching

Artful Teaching edited by David M. Donahue and Jennifer Stuart (Teachers College Press) 2010.

The authors in this volume share exemplary arts-integration practices across the K-8 curriculum. Rather than providing formulas or scripts to be followed, they carefully describe how the arts provide an entry point for gaining insight into why and how students learn. The book includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. Readers will come away with a deeper understanding of why and how to use the arts every day, in every school, to reach every child. Both a practitioner's guide and a school reform model, this important book explains how arts integration across the K-8 curriculum contributes to student learning and features examples of how integrated arts education functions in classrooms when it is done well.

Renaissance in the Classroom Arts Integration and Meaningful Learning.jpg

Renaissance in the Classroom:  Arts Integration and Meaningful Learning edited by Gail Burbaford, Arnold Aprill, Cynthia Weiss and CAPE (Chicago Arts Partnerships in Education), 2001

This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get started with arts integration, work through classroom curriculum involving the arts, and go beyond the typical "unit" to engage in the arts throughout the school year. The framework is based on six years of arts integration in the Chicago Arts Partnerships in Education (CAPE).

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Lively Learning:  Using the Arts to Teach the K-8 Curriculum by Linda Crawford, 2004

In "Lively Learning," long-time educator Linda Crawford offers practical suggestions for bringing the arts into the daily life of the classroom. Written for all classroom teachers, including those without a background in the arts, "Lively Learning "will help teachers gain comfort with five art forms--drawing, music, movement, theater, and poetry writing--and integrate those art forms into reading, writing, social studies, science, and math. The book includes a sample lesson plan for each content area and a comprehensive resource list.

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Integrating the ARTS Across the Elementary School Curriculum by R. Phyllis Gelineau

This book is designed to assist pre-service and in-service classroom teachers in weaving music, visual arts, drama, and movement into the elementary/middle school curriculum in order to stimulate the learning process, enrich other subject areas, and provide opportunities for creative expression and self-fulfillment. By providing the basic tools and activities that teachers will need, Gelineau helps teachers gains confidence in using the arts in the their elementary classrooms. The content of the book is informed by the National Standards for the Arts.

        Teacher leadership.jpg

Teacher Leadership by Anne Lieberman and Lynn Miller

In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs-such as the National Writing Project-that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers-from Maine to California-who are able to lead in a variety of contexts.

Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers.

 Science & Literacy

Linking Science Literacy in the K-8 Classroom edited by Rowena Douglas, Michael Klentschy, Karen Worth, and Wendy Binder (National Science Teachers Association) 2006

Based on a 2004 conference sponsored by NSTA, shows how to integrate science into language arts lessons.
        Releasing the Imagination  

Releasing the Imagination: Essays on Education, the Arts, and Social Change by Maxine Greene (Jossey-Bass Education) 2000

 Writing in Science

Writing in Science: How to Scaffold Instructions to Support Learning by Betsy Rupp Fulwiler (Heinemann) 2007

Writing in Science shares proven methods for supporting improvement in how students write and think about science. It provides practical guidelines for using science notebooks in grades K - 5 to teach and assess science writing in a way that develops students' conceptual knowledge and expository writing abilities as well as their thinking and scientific skills. Betsy Rupp Fulwiler shares strategies for scaffolding and modeling higher-level forms of scientific writing such as:
  • observations
  • cause and effect
  • comparisons
  • data analysis
  • conclusions.
 Integrating the Arts

Integrating the Arts: An Approach to Teaching and Learning in Multicultural and Multilingual Settings by Merryl Goldberg (Allyn Bacon) 2005

This innovative title focuses on learning through as well as learning about the arts. It explores numerous ways in which the arts- visual, literary, and performing-can be integrated across the K-8 curriculum. Arts and Learning, 3/e reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. This text provides numerous strategies and examples of learning through classroom activities such as music, dance, and poetry.

 Multisensory Learning

A Teacher's Guide to Multisensory Learning: Improving Literacy by Engaging the Senses by Lawrence Baines (ASCD) 2008

Discover how teachers can motivate students and help them retain more knowledge longer by using sight, sound, smell, taste, touch, and movement in the classroom. In this first-ever guide to multisensory learning, author Lawrence Baines explains how teachers in every grade and subject can change curriculum from a series of assignments to a series of multisensory experiences that engage more students and make learning more memorable and fun. Samples of student work and grading criteria are included to help you make sure that your multisensory approaches lead to specific standards-based learning objectives.
 A Head Start on Science

A Head Start on Science: Encouraging a Sense of Wonder Grades PreK-2 by William Ritz (National Science Teachers Association) 2007

For the littlest scientists, the whole wide world can be a laboratory for learning. Nurture their natural curiosity with this treasury of 89 hands-on science activities specifically for children ages 3 to 6. In addition to clear background and a helpful materials list, you get step-by-step procedures and help preparing for comments and questions children may pose. Each activity ends with a reproducible Family Science Connection---in both English and Spanish---to send home so the whole family can share a learning experience that's both simple and pleasant.

 Science Arts

Science Arts: Discovering Science Through Art Experiences by MaryAnn Kohl and Jean Potter (Bright Ring Publishing) 1993

Each page of this exploration of science through art features a recipe-style science activity, complete with simple instructions and illustrations, that teaches young readers a scientific concept. All ages.

       Picture-Pefect Science

      More Picture-Perfect Science Lessons

Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry 3-6 by Karen Ansberry and Emily Morgan (National Science Teachers Association) 2004

More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry K-4 by Karen Ansberry and Emily Morgan (National Science Teachers Association) 2007

The lessons cover physical science, life science, and Earth and space science. They include reproducible student pages and assessments. They feature embedded reading-comprehension strategies. And they make students yearn to learn from such engaging fiction and nonfiction books as Diary of a Worm; Sunshine on My Shoulders; How Tall, How Short, How Faraway; and Leo Cockroach, Toy Tester. The award-winning authors know from their own classroom experience how important it is for time-starved teachers to integrate science and reading in a natural way ... and how students with reading troubles can benefit from an extra nudge to get engaged in science texts.

            Everyday Science Mysteries

            More Everyday Science Mysteries

            Even More Everyday Science Mysteries

Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching by Richard Konicek-Moran (National ScienceTeachers Association) 2008

More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching by Richard Konicek-Moran (National Science Teachers Association) 2009

Even More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching by Richard Konicek-Moran (National Science Teachers Association) 2010

What causes condensation? Does temperature affect how well a balloon will fly? How do tiny bugs get into oatmeal? Through 15 mystery stories, this book memorably illustrates science concepts for students and reinforces the value of learning science through inquiry. Each mystery presents opportunities for students to create questions, form hypotheses, test their ideas, and come up with explanations. Focused on concepts such as periodic motion, thermodynamics, temperature and energy, and sound and sound transmission, these mysteries draw students into the stories by grounding them in experiences students are familiar with, providing them with a foundation for classroom discussion and inquiry.

 Teaching the Nature of Science

Teaching the Nature of Science Through Process Skills Grades 3-8 by Randy Bell (Allyn Bacon) 2008

Meet current science education standards with this user-friendly book and integrate fun activities into classroom to promote studentsrsquo; understanding of the nature of science. nbsp; Encourages teachers to move beyond teaching science as content and persuade students to think like scientists by incorporating study of science processes and the characteristics of scientific knowledge--the nature of science--into the curriculum.