Creative Thinking And Arts-based Learning: Preschool Through Fourth Grade

by Isenberg, Joan Packer; Jalongo, Mary R.

• ISBN13: 9780131188310
• ISBN10: 0131188313
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Pearson College Div

Summary

Creative Thinking and Arts-Based Learning prepares preservice and inservice teachers to know why children's creative thinking and play are so important, know about children's play and creative thinking, and also know how to provide these experiences within the curriculum. It contains extensive coverage of the roles, responsibilities, and strategies that lead to a more child-centered, play-based curriculum. An Applied Approach Many instructional guidelines and classroom strategies are presented throughout the text for integrating creative thinking and play into learning. Cases about preschoolers, K-2nd graders, and 3rd-4th graders open each chapter and show readers how teachers infuse the arts into learning. Meeting Standards. This new feature discusses how to provide for creativity in classrooms while also meeting state and national standards. Frequently Asked Questions. Another new feature poses common questions about issues, such as what materials and resources to use, how to adapt environments for diverse learners, and how to foster and assess creative thought. Misconceptions are dispelled with research-based answers. A Theoretical Approach Solid theory underlies all of the content. The authors' experience as university professors and practitioners is evident in their clear presentation of relevant theory. A Reflective Approach Teacher's Reflections in each chapter tell readers what other preservice and inservice teachers are thinking and doing in their classrooms relative to their experiences with the arts. Resources: Instructor's Manual and test Bank, PowerPoint Slides

Table of Contents

Part 1 Foundations of Creative Thought	1	(78)
Understanding Children's Creative Thought and Expression	2	(36)
Classroom Perspectives on Creativity	3	(1)
Defining Creative Thought	4	(3)
Theoretical and Research Base: Multiple Intelligences	7	(1)
Teachers' Reflections on Creativity	8	(5)
Creative Thinking During Childhood	13	(4)
Imagination and Fantasy	14	(2)
Modes of Thinking	16	(1)
Stages in the Creative Process	16	(1)
Identifying Creativity	17	(1)
Children's Creative Abilities	18	(3)
Unlocking Creative Potential	21	(2)
Psychological Safety	22	(1)
Psychological Freedom	23	(1)
Social Support	23	(1)
Creativity and Education	23	(2)
Schools That Nurture Creativity	25	(3)
Teachers' Roles and Responsibilities in Promoting Creative Expression	28	(1)
Meeting Standards: Criteria for Creativity	29	(5)
Conclusion	34	(1)
Frequently Asked Questions About Creativity	35	(3)
Supporting Children's Play, Games, and Inventions	38	(41)
Classroom Perspectives on Play, Games, and Inventions	39	(1)
Theoretical and Research Base: What Is Play?	40	(5)
Characteristics of Play	40	(1)
Controversies Surrounding Play	41	(3)
The Educational Role of Play	44	(1)
Teachers' Reflections on Play, Games, and Inventions	45	(1)
Why Is Play Important?	46	(10)
Cognitive Development	47	(1)
Language Development	48	(2)
Literacy Development	50	(3)
Social and Emotional Development	53	(1)
Physical Development	54	(1)
Creative Development	55	(1)
How Does Play Develop?	56	(8)
Developmental Stages of Cognitive Play	56	(7)
Developmental Stages of Social Play	63	(1)
Why Do Children Play?	64	(3)
Classical Theories	65	(1)
Modern Theories	65	(2)
Teachers' Roles and Responsibilities	67	(4)
Why Should Teachers Intervene in Children's Play?	68	(1)
When Should Teachers Intervene in Children's Play?	68	(1)
What Are Teachers' Roles in Children's Play?	68	(3)
Meeting Standards: Integrating Play Experiences Across Ages and Content Areas in Inquiry-Based Units on ``Change''	71	(4)
Frequently Asked Questions About Play, Games, and Inventions	75	(4)
Part 2 The Fine Arts	79	(140)
Promoting Children's Art	80	(52)
Marilyn J. Narey
Classroom Perspectives on Art	81	(2)
Defining Children's Art and Aesthetic Experiences	83	(2)
Theoretical and Research Base: Art as a Language and the Schools of Reggio Emilia	85	(4)
Teachers' Reflections on Art	89	(3)
How Children Learn Through Art	92	(4)
Developmental Sequence for Children's Art	94	(2)
Teachers' Roles and Responsibilities	96	(24)
Responding Appropriately to Children's Art	108	(2)
Locating Resources and Storing Materials	110	(6)
Displaying Children's Art	116	(1)
Talking About Art	117	(3)
Meeting Standards: Interdisciplinary Curriculum and Key Experiences in the Arts	120	(8)
Frequently Asked Questions About Art in the Curriculum	128	(2)
Conclusion	130	(2)
Engaging Children in Music, Movement, and Dance	132	(44)
Laurie Nicholson Stamp
Classroom Perspectives on Music, Movement, and Dance	133	(1)
Understanding Music, Movement, and Dance	134	(2)
Historical Influences on Music, Movement, and Dance for Children	136	(3)
Theoretical and Research Base: Brain Research, Music, and Dance	139	(4)
Essential Understandings About Music, Movement, and Dance	143	(3)
Contributions of Music, Movement, and Dance to Children's Learning	146	(7)
Psychomotor Development	146	(1)
Perceptual Skills	147	(4)
Emotional and Social Development	151	(1)
Cognitive Skills	152	(1)
Multicultural Development	152	(1)
Aesthetic Awareness	152	(1)
Teachers' Reflections on Music, Movement, and Dance	153	(1)
Teachers' Roles and Responsibilities	154	(10)
Teachers as Motivators	154	(3)
Teachers as Planners	157	(5)
Teachers as Facilitators	162	(1)
Teachers as Observers	163	(1)
Meeting Standards: Music Educators National Conference and National Dance Standards	164	(8)
Conclusion	172	(1)
Frequently Asked Questions About Music and Dance	173	(3)
Inviting Children's Participation in the Dramatic Arts	176	(43)
Classroom Perspectives on Children's Participation in the Dramatic Arts	177	(1)
Theoretical and Research Base: What Do We Mean by Dramatic Arts?	178	(2)
Teachers' Reflections on the Dramatic Arts	180	(4)
The Meaning of Enactment	180	(2)
Forms of Enactment	182	(2)
The Importance of the Dramatic Arts in the Curriculum	184	(2)
Criteria for Integrating the Dramatic Arts into the Curriculum	186	(2)
Selecting and Presenting Appropriate Drama Experiences and Materials	186	(2)
Teachers' Roles and Responsibilities	188	(1)
Appropriate Dramatic Arts Activities and Experiences	189	(18)
Dramatic and Sociodramatic Play	189	(5)
Story Play	194	(3)
Pantomime	197	(2)
Puppets	199	(3)
Story Drama	202	(2)
Readers' Theater	204	(3)
Integrating Dramatic Arts into the Subject Areas	207	(5)
Mathematics, Science, and Technology	207	(2)
Language, Literature, and Literacy	209	(1)
Social Studies, Health, and Nutrition	210	(2)
Meeting Standards: Integrating Dramatic Arts Experiences Across Ages and Content Areas	212	(3)
Frequently Asked Questions About the Dramatic Arts	215	(4)
Part 3 Creative Teaching	219	(207)
Planning and Managing the Classroom Environment	220	(48)
Classroom Perspectives on the Classroom Environment	221	(1)
Theoretical and Research Base: Features of Quality Classroom Environments	222	(5)
Climate	223	(2)
Space	225	(1)
Time	226	(1)
Teachers' Reflections on Classroom Environments	227	(2)
Planning and Managing the Indoor Environment	229	(1)
Features of Quality Indoor Environments	230	(16)
Room Arrangement	230	(1)
Centers	231	(15)
Planning and Managing the Outdoor Environment	246	(14)
Types of Playgrounds	249	(1)
Features of Quality Outdoor Environments	250	(7)
Outdoor Environments for Children of Different Ages and with Diverse Needs	257	(2)
Accommodating Children with Exceptional Needs in the Outdoor Environment	259	(1)
Teachers' Roles and Responsibilities	260	(1)
Meeting Standards: Classroom Environments	261	(3)
Frequently Asked Questions About Classroom Environments	264	(4)
Using Classroom Materials and Resources Effectively	268	(46)
Classroom Perspectives on Materials and Resources	269	(1)
Theoretical and Research Base: The Importance of Materials and Resources	270	(4)
History of Toys and Playthings	270	(1)
Convergent and Divergent Play Materials	271	(2)
Selection and Use of Safe Materials	273	(1)
Teachers' Reflections on Materials and Resources	274	(1)
Types of Materials	275	(3)
Skill/Concept Materials	276	(1)
Gross Motor Materials	276	(1)
Manipulative Materials	276	(1)
Construction Materials	276	(1)
Self-Expressive Materials	277	(1)
Natural and Everyday Materials	277	(1)
Developmentally Appropriate Materials	278	(11)
Infants and Toddlers	278	(5)
Preschoolers and Kindergartners	283	(4)
First-Through Fourth-Graders	287	(2)
Technology Materials, Creative Thinking, Play, and the Arts	289	(3)
Appropriate Software	290	(1)
The Internet	291	(1)
Other Divergent Materials and Resources	292	(6)
Blocks	293	(2)
Modeling Materials	295	(1)
Sand and Water	296	(2)
Organized Games	298	(3)
What Is a Game?	298	(1)
The Value of Games	298	(1)
Competition Versus Cooperation	299	(2)
Child-Constructed Games	301	(3)
Invented Games	301	(1)
Making Games with Children	302	(2)
Meeting Standards: Using Classroom Materials and Resources Effectively	304	(5)
Frequently Asked Questions About Materials and Resources	309	(5)
Fostering Creative Thought and Expression	314	(36)
Classroom Perspectives on Fostering Creative Thought and Expression	315	(2)
Theoretical and Research Base: Fostering Creative Thought	317	(4)
Constructivism	317	(1)
Humanism	318	(1)
Behaviorism and Social-Learning Theory	318	(1)
An Electic Approach	319	(2)
Teachers' Reflections on Fostering Creative Thought	321	(1)
Your Role in Fostering Creative Growth	322	(1)
Styles of Adult-Child Interactions	322	(4)
Autocratic Interactions	322	(1)
Permissive Interactions	323	(1)
Democratic Interactions	323	(3)
Developmentally Appropriate Guidance	326	(3)
Fostering Prosocial Behavior	326	(3)
Understanding Children's Conflicts	329	(4)
Causes of Conflict	329	(1)
Types of Conflicts	330	(1)
Helping Children Resolve Conflicts	330	(3)
Strategies for Fostering Creative Thought and Expression	333	(5)
Inquiry- and Problem-Based Learning Groups	333	(1)
Investigative Play	334	(2)
Project Work	336	(2)
Meeting Standards: Fostering Creative Thought and Expression	338	(7)
Frequently Asked Questions About Fostering Creative Thought and Expression	345	(5)
Assessing the Creative Processes and Products of Children	350	(46)
Marilyn J. Narey
Classroom Perspectives on Assessment of Creative Work	351	(2)
Assessment Challenges in Creativity and the Arts	353	(3)
Theoretical and Research Base: Identification of Talent and Giftedness	356	(4)
Teachers' Reflections on Assessment	360	(1)
Assessment: Why, What, and How	360	(3)
Why Assess: Identifying the Purpose	361	(1)
What to Assess: Finding a Focus	362	(1)
How to Assess: Selecting the Approach	362	(1)
Teachers' Roles and Responsibilities	363	(24)
The Role of Observer	363	(5)
The Role of Interactor	368	(5)
The Role of Evaluator	373	(14)
Published Scales	387	(1)
Rethinking Assessment in Creativity and the Arts	387	(1)
Meeting Standards: Assessment of Creative Works	388	(4)
Frequently Asked Questions About Assessment	392	(4)
Developing an Appreciation for Children's Creative Work in Diverse Families and Communities	396	(30)
Classroom Perspectives on Culture, Family, and the Arts	397	(2)
Defining Cultural Perspectives on Creativity and the Arts	399	(6)
The Influence of Parents and Families on Talent	403	(1)
The Influence of Peer Culture on Talent	403	(2)
Theoretical and Research Base: Social Capital Theory	405	(3)
Teachers' Reflections on Creativity, Families, and Communities	408	(5)
Brain Research and Creative Thinking	409	(1)
How Basic Is Creative Thinking?	410	(3)
Teachers' Roles and Responsibilities	413	(5)
Meeting Standards: Multicultural Education and the Arts	418	(4)
Conclusion	422	(1)
Frequently Asked Questions About Creativity, Diverse Families, and Communities	423	(3)
Appendix A: Dance Prop Box	426	(3)
Appendix B: Published Rating Scales to Evaluate Preschool Settings	429	(2)
Appendix C: Noncompetitive Games for Children	431	(6)
Appendix D: Observations of Medical Play	437	(4)
Appendix E: Case Study: Dittos and Elegant Costumes	441	(3)
Appendix F: Resources for Play Materials	444	(2)
References	446	(14)
Children's Books, Recordings, and Software	460	(5)
Glossary	465	(4)
Index	469