ISBN-10:
0134461126
ISBN-13:
9780134461120
Pub. Date:
01/18/2017
Publisher:
Pearson
Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade / Edition 7

Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade / Edition 7

by Joan Packer Isenberg, Mary Renck Jalongo
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Product Details

ISBN-13: 9780134461120
Publisher: Pearson
Publication date: 01/18/2017
Edition description: New Edition
Pages: 512
Sales rank: 891,292
Product dimensions: 8.20(w) x 10.00(h) x 0.80(d)

About the Author

Joan Packer Isenberg is Professor Emerita of Education at George Mason University, where she also served as associate dean in the College of Education and Human Development from 2003-2011 and as the founding director of the Advanced Studies in Teaching and Learning (ASTL) program from 1999-2003. She is past president of the National Association of Early Childhood Teacher Educators. She was the recipient of the 2006 recipient of the Early Childhood Teacher Educator of the Year Award from NAECTE/Allyn & Bacon and served as the first visiting scholar for the National Board for Professional Teaching Standards from 2002-2003. For most of her academic career, she has studied and written about early childhood curriculum, play, and arts integration, particularly as they affect children’s learning and development. She has taught children from preschool through grade four in both public and private settings. Among her numerous authored or co-authored publications are Creative Thinking and Arts-Based Learning, 7th Edition 2018, Pearson); Exploring Your Role in Early Childhood Education 4th Edition (2012, Pearson); The Master’s Degree in Education as Teacher Professional Development (2012, Rowman & Littlefield), and Major Trends and Issues in Early Childhood Education, 2nd Edition (2003, Teachers College Press). She currently serves on the Board of Directors for Fairfax Futures, a nonprofit organization dedicated to ensuring young children’s school readiness in Fairfax County, VA.

Mary Renck Jalongo is Professor Emerita at Indiana University of Pennsylvania where she earned the university-wide outstanding professor award and coordinated the Doctoral Program in Curriculum and Instruction. She is a series editor for Springer’s Educating the Young Child book series and has served as editor-in-chief of the Early Childhood Education Journal since 1995. She has written, co-authored, or edited more than 30 books, including Early Childhood Language Arts, 6th Edition; Exploring Your Role in Early Childhood Education, 4th Edition; and Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights, 2nd Edition. Her 2016 Gryphon House book, Literacy Learning for All Young Learners was recognized as a finalist for the Revere Awards. In addition, she has published two books with the National Association for the Education of Young Children, Learning to Listen, Listening to Learn, and Young Children and Picture Books , two for ACEI, and has earned five national awards for excellence in professional writing. As a public school classroom teacher, she taught first grade and second grade in low-income areas. As a preschool teacher, she worked with English Language Learners in a federally funded program and taught in a university-based, multi-age program for children ages 2 to 5 years.

Table of Contents

Brief Table of Contents


Part 1: Foundations of Creative Thought  

Chapter 1: Understanding Children’s Creative Thought and Expression  

Chapter 2: Supporting Children’s Play, Games, and Creativity

Part 2: The Creative Arts

Chapter 3: Promoting Children's Art

Chapter 4: Engaging Children in Music, Movement, and Dance

Chapter 5: Exploring Drama


Part 3: Creative Teaching and Assessment

Chapter 6: Fostering Creative Thinking and Arts-Based Learning

Chapter 7: Assessing the Creative Processes and Products of Children

Chapter 8: Promoting Children's Creative Work in Diverse Families and Communities

Part 4: Environments that Support Creativity and the Arts

Chapter 9: Designing Creative Learning Environments

Chapter 10: Using Creative Materials and Resources Effectively

Detailed Table of Contents


Part 1: Foundations of Creative Thought

   

Chapter 1: Understanding Children’s Creative Thought and Expression  

Learning Outcomes  

Snapshots of Creativity  

Defining Creative Thought  

Theoretical and Research Base: Social Capital Theory  

Teachers’ Reflections on Creativity 

How Children Think and Develop Creatively  

Current Children’s Books and Creative Thinking  

Developmental Sequence for Children’s Creative Growth  

Integrating the Curriculum: Using Graphic Organizers  

Teachers’ Roles: Promoting Creativity   

Technology Tie-In: Using Wikis and Blogs to Promote Children’s Creativity 

Differentiating Instruction: Accommodations for Diverse Learners 

There’s an App for That: Using Web 2.0 Tools to Support Creative Thinking 

Meeting Standards for Creative Activities 

Frequently Asked Questions About Creativity  

Conclusion   

Chapter Summary  

Chapter 2: Supporting Children’s Play, Games, and Creativity

Learning Outcomes  

Snapshots of Play, Games, and Creativity  

Theoretical and Research Base: What Is Play?  

Play, Developmentally Appropriate Practice, and the Creative Arts   

Teachers’ Reflections on Play, Games, and Creativity   

How Children Learn Through Play  

Current Children’s Books and Creative Thinking   

Developmental Sequence for Types of Play  

Development of Social Play   

Teachers’ Roles: Supporting Children’s Play, Games, and Creativity   

Integrating the Curriculum: Using Games   

   Differentiating Instruction: Accommodations for Diverse Learners  

   There’s an App for That: Using Web 2.0 Tools to Support Children’s Creative Thinking 

   Meeting Standards Through Play, Games, and Creativity  

Frequently Asked Questions About Play, Games, and Creativity   

Conclusion  

Chapter Summary  

Part 2: The Creative Arts

Chapter 3: Promoting Children’s Art   

Learning Outcomes  

Snapshots of Children’s Art  

Defining the Visual Arts  

Theoretical and Research Base: Art as a Language and the Schools of Reggio Emilia
Teachers’ Reflections on the Visual Arts  

Children Learn and Develop Through Art  

Current Children’s Books About the Visual Arts  

Developmental Sequence for Children’s Art  

Teachers’ Roles: Supporting Children’s Art  

Technology Tie-In: Using Interactive Whiteboards  

Integrating the Arts: Using Artifacts  

Differentiating Instruction: Accommodations for Diverse Learners    

   There’s an App for That: Using Web 2.0 Tools to Support Children’s Art  

   Meeting Standards for the Arts  

Conclusion  

Frequently Asked Questions About Art in the Curriculum  

Chapter Summary   

Chapter 4: Engaging Children in Music, Movement, and Dance   

Learning Outcomes   

Snapshots of Music, Movement, and Dance  

Defining Music, Movement, and Dance  

Theoretical and Research Base: Neuroscience, Cognitive Psychology, and Music and Movement  

Teachers’ Reflections on Music, Movement, and Dance 

How Children Learn and Develop Through Music, Movement, and Dance  

Teachers’ Roles: Engaging Children in Music, Movement, and Dance  

There’s an App for That: Using Web 2.0 Tools for Music  

Integrating the Curriculum: Using Song Picture Books   

   Current Children’s Books About Music and Dance  

Technology Tie-In: Using the Nintendo Wii as a Resource for Physical Activity
  Differentiating Instruction Accommodations for Diverse Learners  

   Meeting Standards for Music, Movement, and Dance  

Conclusion   

Frequently Asked Questions About Music, Movement, and Dance   

Chapter Summary

Chapter 5: Exploring Drama  

Learning Outcomes  

Snapshots of Classroom Drama  

Theoretical and Research Base: Drama  

The Role of Classroom Drama   Forms of Drama   

Teachers’ Reflections on Classroom Drama 

How Children Learn Through Drama  

Current Children’s Books Related to Drama  

Strategies for Teaching Drama to Children  

Integrating the Curriculum: Using Tableau  

Teachers' Roles Supporting Drama

Drama and Technology  

There’s an App for That: Using Web 2.0 Tools for Drama

Technology Tie-In: Using Voki to Create an Avatar  

Differentiating Instruction: Accommodations for Diverse Learners  

   Meeting Standards Through Drama  

Conclusion  

Frequently Asked Questions About Classroom Drama  

Chapter Summary  

Part 3: Creative Teaching and Assessment

  

Chapter 6: Fostering Creative Thinking and Arts-Based Learning  

Learning Outcomes  

Snapshots of Fostering Creative Thinking and Arts-Based Learning   

Theoretical and Research Base: Fostering Creative Expression  

   Teachers’ Reflections: Encouraging Creative Thought  

Teachers’ Roles: Fostering Creative Thinking and Arts-Based Learning  

Strategies That Invite Creative Thinking and Arts-Based Learning  

   Differentiating Creative Arts Instruction: Accommodations for Diverse Learners  

Meeting Standards Through Creative Experiences  

Conclusion  

Frequently Asked Questions About Fostering Creative Thinking and Arts-Based Learning  

Chapter Summary  

Chapter 7: Assessing the Creative Processes and Products of Children  

Learning Outcomes  

Snapshots of Assessment   

Defining Performance Assessment  

Theoretical and Research Base: Identification of Talent and Giftedness  

Teachers’ Reflections: On Assessment  

The Why, What, and How of Assessment  

   Current Children’s Books and Role Models of Creativity  

Teachers’ Roles: Assessment  

Technology Tie-In: Using E-Portfolios of Children’s Work  

   There’s an App for That: Using Web 2.0 Tools to Help Teachers Document Student Work  

Meeting Standards for Assessment in the Arts  

Conclusion  

Frequently Asked Questions About Assessment  

Chapter Summary  

Chapter 8: Promoting Children’s Creative Work in Diverse Families and Communities 

Learning Outcomes  

Snapshots of Culture, Family, and the Arts  

Defining Cultural Perspectives on Creativity and the Arts  

The Influence of Families and Communities on Children’s Creativity  

Theoretical and Research Base: Multiple Intelligences  

Integrating the Curriculum: Multiple Intelligence Theory  

Teachers’ Reflections on Creativity, Families, and Communities  

Current Children’s Books About Diverse Families  

Teachers’ Roles: Working with Diverse Families and Communities  

There’s an App for That: Using Web 2.0 Tools to Promote Family Unity  

Meeting Multicultural Education Standards Through the Arts  

Conclusion  

Frequently Asked Questions About Creativity and Diverse Families and Communities  

Chapter Summary  

Part 4: Environments that Support Creativity and the Arts


Chapter 9: Designing Creative Learning Environments

Learning Outcomes

Snapshots of Creative Learning Environments

Theoretical and Research Base: Creative Learning Environments

Elements of Creative Learning Environments Climate Relationships Space Time  

Teachers’ Reflections on Classroom Environments  

Indoor Environments That Foster Creativity and Arts-Based Learning  

   Outdoor Environments That Foster Creativity and Arts-Based Learning  

    Features of Creative Outdoor Environments   

Creative Outdoor Spaces for Children of Different Ages and Abilities   

Teachers’ Roles: Designing a Creative Environment  

Adapting the Environment for Diverse Learners  

   Meeting Standards for Creative Environments 

Conclusion  

Frequently Asked Questions About Creative Environments  

Chapter Summary  

Chapter 10: Using Creative Materials and Resources Effectively  

Learning Outcomes

Snapshots of Using Creative Materials  

Theoretical and Research Base: Creative Materials and Resources  

Teachers’ Reflections on Materials and Resources 

Types of Creative Materials  

Age-Appropriate Materials  

Using Creative Materials Appropriately and Safely  

Technology, Media, and Creative Thinking  

Other Divergent Materials and Resources  

   Differentiating Instruction: Adapting Creative Materials for Diverse Learners  

   Meeting Standards: Using Creative Materials and Resources  

Frequently Asked Questions About Materials and Resources  

Online Resources   

Conclusion  

Chapter Summary  

Appendix A: Cross-referenced National Content-Area Standards Guide  

Appendix B: Age-Appropriate Games and Energizers  

Appendix C: Online Resources for Creative Thinking and Arts-Based Learning  

Glossary

References

Children’s Literature References

Index

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