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Creative Arts, The: A Process Approach for Teachers and Children,9780131700284
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Creative Arts, The: A Process Approach for Teachers and Children

by
Edition:
4th
ISBN13:

9780131700284

ISBN10:
0131700286
Media:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Prentice Hall
List Price: $70.67
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Summary

This novel text engages future teachers in the processes of creativity to encourage creative growth and participation in their classrooms. It emphasizes process, rather than product, so teachers learn that once they tap into their own creativity they are better equipped to help children participate in the creative process.New and expanded content in the fourth edition includes: National standards for drama, visual arts, dance, and music and examples of how teachers can address them A new Families feature in each chapter explaining how families can support children's creative activities at home Expanded and deepened multicultural content in the prose and in exploring the arts through a multicultural context Children's literature and recommended books in each chapter for integrating literature and the arts

Table of Contents

Beginning the Journey
1(34)
Setting the Stage
3(4)
The Toddler Room with the Yellow Door
3(1)
The Toddler Room with the Blue Door
3(1)
The Kindergarten
4(1)
The Block Room
4(1)
Appropriate or Inappropriate Practice
5(1)
Isabella: Extending the Stage
6(1)
Nature of the Book
7(3)
Adult Development in the Arts
8(2)
Children's Literature and Creative Teachers
10(2)
Themes of the Book
10(2)
What Are the Arts?
12(1)
National Standards for Arts Education
13(6)
A Brief Look at History
13(3)
Art Education and the Young Child
16(2)
The Goals of a Process Approach
18(1)
Diversity and Multicultural Art in Your Classroom
19(4)
Art from Around the World
20(1)
Multicultural Art in Context
20(1)
Designing a Lesson Plan
21(2)
Theoretical Perspectives
23(8)
Intellectual Development
23(3)
Emotional and Social Development
26(4)
Aesthetic Development
30(1)
Parson's Stages in the Development of Aesthetic Responses
30(1)
A Family's Role in Introducing the Arts at Home
31(1)
Gardner's Theory of Multiple Intelligences
31(4)
The Nine Intelligences: Implications for Teaching
32(2)
Addresses of Visual and Performing Arts Organizations
34(1)
Understanding the Creative Process
35(24)
The Creative Process
36(7)
Defining Creativity
36(2)
Process and Product
38(4)
Experiential or Experimental?
42(1)
Models of Creativity
43(3)
The Wallas Model of the Creative Process
43(1)
Torrance's Characteristics of Creativity
44(1)
Characteristics of Creative People
45(1)
A Case Study of Self
46(1)
Children's Literature and Creativity
47(1)
Affective Development
48(4)
The Continuum of Affective Development
51(1)
The Teaching/Learning Atmosphere
52(1)
A Family's Role in Developing Creativity at Home
53(1)
Developmentally Appropriate Practice
54(1)
Personal and Professional Growth
55(4)
Developing a Personal and Professional Support System
55(4)
Exploring Feelings and Images
59(39)
The Affective Domain
61(7)
Teacher Education and the Affective Domain
62(1)
What Does the Research Tell Us?
63(2)
Affective Characteristics of Teachers
65(1)
The Continuum of Development in the Affective Domain: Receiving/Attending
66(2)
Two Hemispheres of the Brain
68(10)
Guided Imagery and Right-Brain Activity
69(3)
Why Study Guided Imagery?
72(1)
Imagery in Other Professions
73(1)
Imagery in the Arts
74(2)
Imagery and Children's Art
76(2)
Guided Imagery for Teachers
78(7)
Centering
78(3)
Relaxing with Awareness
81(3)
Imagining
84(1)
Processing
85(1)
Children's Literature and Feelings and Images
85(1)
Guided Imagery and Children
86(4)
Using Guided Imagery with Children
86(4)
Exploring Guided Imagery Through a Multicultural Context
90(1)
A Family's Role in Developing Feelings and Images at Home
91(2)
Chinese and American Indian Folktales
91(1)
West African Stories
92(1)
Guided Imagery Scripts for Children
93(1)
A Very Special Basket
93(1)
Developmentally Appropriate Practice
93(2)
The Special Children in Your Classroom
94(1)
Personal and Professional Growth
95(3)
Searching for That Special Teacher
96(2)
Introducing Music and Movement
98(51)
The Continuum of Development in the Affective Domain: Responding
100(1)
Music and Movement: Enjoyment and Value for Children
101(4)
Four Important Reasons for Including Music in the Classroom
103(2)
Theories of Musical Development
105(4)
Gardner's Theory of Multiple Intelligences: Musical, Bodily-Kinesthetic, and Logical-Mathematical
105(4)
Basic Stages of Early Musical Development
109(1)
Developmentally Appropriate Practice
109(5)
The Special Children in Your Classroom
109(5)
The Stage Awaits: Music and Movement for Young Children
114(1)
Children's Literature and Music
115(15)
Children and Dance in the Classroom
115(4)
Selecting Songs, Fingerplays, and Instruments
119(9)
Classical Music and Children
128(2)
Processes for Music and Movement
130(4)
Introducing Movement and Dance
131(1)
Exploring Space, Time, and Force
131(3)
Exploring Movement and Dance Through a Multicultural Context
134(1)
The Hawaiian Hula and Caribbean Ring Dances
134(1)
A Family's Role in Developing Music and Movement at Home
135(5)
Creative Movement
140(3)
Materials for Creative Movement
140(3)
National Standards for Music Education K--4
143(2)
National Standards for Dance Education K--4
145(1)
Personal and Professional Growth
146(3)
The Instrument Improvisation Activity
146(3)
Celebrating the Visual Arts
149(38)
Children and the Artistic Process
151(8)
Why Children Draw
152(1)
The Link Between Drawing and Learning
153(1)
Art and Cognitive Development
154(5)
How Important Is Your Role, Teacher?
159(4)
Throw Out Your Old Notions: It's the Process That's Important
160(1)
Providing Authentic Experiences
161(1)
Talking with Children About Their Art
161(2)
Gardner's Theory of Multiple Intelligences: Spatial Intelligence
163(1)
A Family's Role in Developing Visual Arts Experiences at Home
164(1)
Supporting Spatial Intelligence
165(1)
Materials and Processes for the Visual Arts
165(1)
Children's Literature and the Visual Arts
165(10)
Art Materials
166(1)
Processes and Activities
167(6)
Paste and Glue
173(2)
National Standards for Arts Education
175(1)
Visual Arts K--4
175(1)
Exploring the Visual Arts Through a Multicultural Context
176(3)
African and Eskimo Masks and Sculptures
176(1)
Activity 5-1 Decorating Masks and Sculpting Animal Figures
176(3)
Developmentally Appropriate Practice
179(2)
The Special Children in Your Classroom
179(2)
Image Awareness Art Ideas for Children
181(3)
Pattern Peep
182(1)
An Imaginary Trip with Frederick the Mouse
182(1)
The Shape of You
183(1)
The Continuum of Development in the Affective Domain: Valuing
184(1)
Personal and Professional Growth
185(2)
An Awareness of Self
185(2)
Encouraging Play and Creative Drama in the Classroom
187(42)
The Play's the Thing
189(15)
Social Play
189(3)
Sociodramatic Play
192(4)
Creative Drama
196(8)
Gardner's Theory of Multiple Intelligences: Intrapersonal and Interpersonal
204(4)
Intrapersonal Intelligence
204(1)
Interpersonal Intelligence
205(1)
Supporting the Personal Intelligences
206(2)
A Family's Role in Developing Creative Drama at Home
208(1)
Developmentally Appropriate Practice
208(2)
The Special Children in Your Classroom
208(2)
Children's Literature and Creative Drama
210(1)
Processes and Materials for Encouraging Creative Drama
211(7)
Ideas for Pantomime
211(1)
Ideas for Improvisation: Characters Speak!
212(2)
Prop Boxes
214(1)
Field Trips
215(1)
Stories and Poems
216(2)
National Standards for Theatre Education
218(1)
Theatre K--4
218(1)
Exploring Creative Drama Through a Multicultural Context
219(4)
Dramatizing Folktales from Around the World
220(2)
Activity 6-1: Getting Ready to Dramatize Other Folktales
222(1)
The Continuum of Development in the Affective Domain: Organization
223(2)
Kierkegaard and Time
223(2)
Personal and Professional Growth
225(4)
Steps Toward Integration: The Personal ``Me'' and the Professional ``Me''
225(1)
Your Gunnysack
226(3)
Experimenting with Three-Dimensional Art
229(36)
Young Children and Three-Dimensional Art
231(5)
Molding and Sculpting with Clay
232(1)
Boxes, Wood, and Sand
233(1)
Conditions That Encourage Creative Expression
234(2)
A Family's Role in Developing Three-Dimensional Art at Home
236(1)
Gardner's Theory of Multiple Intelligences: Naturalist Intelligence
236(1)
Supporting Naturalist Intelligence
237(1)
Developmentally Appropriate Practice
237(3)
The Special Children in Your Classroom
238(2)
Processes and Materials for Three-Dimensional Art
240(1)
Children's Literature and Three-Dimensional Art
241(4)
Earth Clay
241(2)
Techniques for Working with Earth Clay
243(2)
Cleanup and Saving Children's Work
245(1)
Creative and Imaginative Ideas for Children
245(4)
Clay
245(1)
Fabric and Fiber
246(1)
Boxes and Cartons
247(1)
Sand
248(1)
Exploring Three-Dimensional Art Through a Multicultural Context
249(3)
Gardens from China to Japan
249(1)
Activity 7-1: Zen Gardens
250(1)
Pueblo Pottery Painting
251(1)
Activity 7-2: Painting Pottery
252(1)
Three-Dimensional Art for Teachers
252(6)
Pariscraft Face Masks
252(4)
A Self-Sculpture in Clay
256(1)
Group Sculpture
257(1)
The Continuum of Development in the Affective Domain: Characterization by a Value or Value Complex
258(1)
Reflective Awareness and the Continuum of Affective Development
259(2)
Receiving
259(1)
Responding
259(1)
Valuing
260(1)
Organization
260(1)
Characterization by a Value or Value Complex
260(1)
Personal and Professional Growth
261(4)
Teaching: Attitudes, Beliefs, and Behaviors
262(3)
Planning for Literature
265(45)
The Literature Environment
266(4)
Arranging Your Room for Literature
268(2)
A Family's Role in Developing Literacy at Home
270(1)
Gardner's Theory of Multiple Intelligences: Linguistic Intelligence
271(3)
Supporting Linguistic Intelligence
272(2)
Developmentally Appropriate Practice
274(6)
The Special Children in Your Classroom
275(5)
Children's Literature and Storytelling
280(1)
Processes and Materials for Using Literature with Children
280(9)
Storytelling with the Flannelboard
280(3)
Quiz Cards
283(3)
Poetry
286(3)
Exploring Literature Through a Multicultural Context
289(6)
Egyptian Hieroglyphics
290(1)
Activity 8-1: Writing Your Name with Ancient Egyptian Symbols
290(2)
Native American Picture Symbols
292(2)
Activity 8-2: Writing Stories with Native American Picture Symbols
294(1)
Linking the Arts Through Literature: An Interdisciplinary Unit
295(9)
Selecting a Theme
295(1)
Brainstorming Associations
296(1)
Webbing as a Creative Process
297(3)
Compiling Resources for Learning Experiences
300(1)
Planning Integrated Experiences
301(3)
Implementing the Unit
304(1)
Personal and Professional Growth
304(6)
Poetry for Teachers
305(5)
Beginning a New Adventure
310(9)
Building a Bridge Between Self-Understanding and Creativity
312(2)
Self-Actualization and Teachers
312(2)
College Students' Reflections on Attending Visual and Performing Arts Events
314(1)
Personal and Professional Growth
315(1)
Gifts from the Wise One
315(1)
Good Words
316(1)
Creative Arts: Carry Them On!
316(3)
appendix 1 Literature 319(14)
appendix 2 Music 333(9)
appendix 3 Fingerplays 342(8)
appendix 4 Additional Guided Imagery Scripts and Extension Activities 350(7)
References 357(8)
Index 365


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