Integrating the Arts into the Everyday Classroom: Making Your Lessons Come to Life
Edition: 1
Copyright: 2022
Choose Your Format
Choose Your Platform | Help Me Choose
Ebook
$77.18 USD
About the Author
Preface
1. Introduction
2. Fundamentally “The Arts”
3. The Research and the Brain on “The Arts”
4. Gifts, and Talents, and Tendencies-Oh My
5. Creativity and Critical Thinking The Apple of My Eye
6. Transition—A Simple Word With a Difficult Meaning: “The Arts” Can Solve This!
7. Plan, Plan, Plan, Action
8. Themed Units
9. Adapt: Making Sure These Differences Are Not Roadblocks to Learning
10. Oh, the Places We Can Go: The Power of Real
11. Language Arts and “The Arts”
12. Math and “The Arts” Math
13. Science and “The Arts”.
14. Social Studies and “The Arts”.
15. Putting It All Together
Ever since I can remember, I have loved teaching. When I was young, I taught my brother and sister, my friends when they were agreeable, and possibly my cat, Mittens, and dog Sarge. And much later, I imposed this love on each of my children and those of my friends.
Interestingly, way back then, I think I always added some form of art to my “lessons” when I taught. Singing, dancing, drawing, and painting naturally came out in my “teaching activities.” You will note; however, I did not say that I DID art. I didn’t, not really, the way you might think someone who would end up writing about art integration would have. Instead, I had two years of ballet instruction, once a week, where my younger sister excelled, and I was mediocre, resulting in the end of that ill-fated career. There were also several years of choir, a few seasons of softball (yikes), a lot of swimming (which I still do today), and many assorted art projects and productions, none of which were remarkable or noteworthy. Still, “the arts” found their way into my teaching every time I did it.
I completed my undergraduate work at the University of Georgia in Elementary/Early Childhood Education and began teaching. However, like many teachers I know, I retired for periods to raise children or move to new and unknown destinations with my husband. During this “downtime,” I kept my hands in education. I volunteered in the classroom and then homeschooled my two oldest children. It was here that I realized how much I enjoyed developing curriculum for all content areas, especially those infused with art, which I did for my children and other homeschool students.
When my family finally landed in Omaha, and my youngest child was in second grade, I decided to go back to school for my Master of Science in Elementary Education with an Endorsement in Early Childhood at the University of Nebraska at Omaha. I loved this learning and was able to use almost everything I did in my classroom, having once again jumped into the teaching mix.
I found this teaching/learning combination journey so fulfilling that I decided to go on to a lifetime dream of mine, doctoral work. I began this post-graduate journey at Creighton University in the Doctor of Interdisciplinary Educational Leadership program. Having found a home at Creighton, I decided to embark on another of my lifelong dreams, teaching teachers to teach. I am currently an Associate Professor at Creighton University and the new Chair of the Education Department.
With my new position as Chair presenting many new responsibilities, I have stepped down as the Director of the Elementary Education, Early Childhood Education, English as a Second Language, and the Master of Science in Educational Specialist Areas Programs, the last three of which I developed. However, fortunately, I can still teach courses both at the graduate and undergraduate levels, my first love.
When I am not teaching, I enjoy spending time with my husband, three children, daughter-in-law, granddaughter, parents, and two dogs. I also enjoy writing, cooking, swimming, biking, and listening to audible books
About the Author
Preface
1. Introduction
2. Fundamentally “The Arts”
3. The Research and the Brain on “The Arts”
4. Gifts, and Talents, and Tendencies-Oh My
5. Creativity and Critical Thinking The Apple of My Eye
6. Transition—A Simple Word With a Difficult Meaning: “The Arts” Can Solve This!
7. Plan, Plan, Plan, Action
8. Themed Units
9. Adapt: Making Sure These Differences Are Not Roadblocks to Learning
10. Oh, the Places We Can Go: The Power of Real
11. Language Arts and “The Arts”
12. Math and “The Arts” Math
13. Science and “The Arts”.
14. Social Studies and “The Arts”.
15. Putting It All Together
Ever since I can remember, I have loved teaching. When I was young, I taught my brother and sister, my friends when they were agreeable, and possibly my cat, Mittens, and dog Sarge. And much later, I imposed this love on each of my children and those of my friends.
Interestingly, way back then, I think I always added some form of art to my “lessons” when I taught. Singing, dancing, drawing, and painting naturally came out in my “teaching activities.” You will note; however, I did not say that I DID art. I didn’t, not really, the way you might think someone who would end up writing about art integration would have. Instead, I had two years of ballet instruction, once a week, where my younger sister excelled, and I was mediocre, resulting in the end of that ill-fated career. There were also several years of choir, a few seasons of softball (yikes), a lot of swimming (which I still do today), and many assorted art projects and productions, none of which were remarkable or noteworthy. Still, “the arts” found their way into my teaching every time I did it.
I completed my undergraduate work at the University of Georgia in Elementary/Early Childhood Education and began teaching. However, like many teachers I know, I retired for periods to raise children or move to new and unknown destinations with my husband. During this “downtime,” I kept my hands in education. I volunteered in the classroom and then homeschooled my two oldest children. It was here that I realized how much I enjoyed developing curriculum for all content areas, especially those infused with art, which I did for my children and other homeschool students.
When my family finally landed in Omaha, and my youngest child was in second grade, I decided to go back to school for my Master of Science in Elementary Education with an Endorsement in Early Childhood at the University of Nebraska at Omaha. I loved this learning and was able to use almost everything I did in my classroom, having once again jumped into the teaching mix.
I found this teaching/learning combination journey so fulfilling that I decided to go on to a lifetime dream of mine, doctoral work. I began this post-graduate journey at Creighton University in the Doctor of Interdisciplinary Educational Leadership program. Having found a home at Creighton, I decided to embark on another of my lifelong dreams, teaching teachers to teach. I am currently an Associate Professor at Creighton University and the new Chair of the Education Department.
With my new position as Chair presenting many new responsibilities, I have stepped down as the Director of the Elementary Education, Early Childhood Education, English as a Second Language, and the Master of Science in Educational Specialist Areas Programs, the last three of which I developed. However, fortunately, I can still teach courses both at the graduate and undergraduate levels, my first love.
When I am not teaching, I enjoy spending time with my husband, three children, daughter-in-law, granddaughter, parents, and two dogs. I also enjoy writing, cooking, swimming, biking, and listening to audible books