Students of the arts are empowered to explore new concepts, communicate confidently and grow into creative, critical thinkers. Teaching the Arts: Early Childhood and Primary Education emphasises the fundamental nature of the arts in learning and development. Arranged in three parts and focusing on the key areas of dance, drama, media arts, music and visual arts, this book encourages educators to connect to the 'why', 'what' and 'how' of arts education. This fourth edition continues to provide up-to-date and comprehensive coverage of arts education in Australia, with links to the updated Australian Curriculum and Early Years Learning Framework. The text supports further learning in each area of the Arts through teacher tips, spotlights on Arts education and teaching in the remote classroom. Teaching the Arts is an essential resource for all pre-service early childhood and primary teachers aiming to diversify and enhance their engagement with the Arts in early education environments.
Papildus informācija
Teaching the Arts: Early Childhood and Primary Education emphasises the fundamental nature of the arts in learning and development.
Part I. Why: The Arts in Education and Society:
1. A vision for the arts
in education;
2. Why the arts are fundamental;
3. The Arts and
cross-curriculum priorities; Part II. What: The Arts Learning Areas:
4.
Learning in dance;
5. Learning in drama;
6. Learning in media arts;
7.
Learning in music;
8. Learning in visual arts; Part III. How: Embedding the
Arts in Education:
9. Integration and general capabilities;
10. Organisation;
11. Diverse learners, pedagogy and the Arts;
12. Quality Arts education and
rich learning.
Dr David Roy is a lecturer and researcher in Education and Creative Arts at the University of Newcastle. He was formerly a teacher for 17 years. He uses his research to inform inclusion and equity practices across Australia, with a particular focus on children with a disability, policy and engagement with the Arts. His research interests are in education policy, arts learning and inclusion in Education. He was nominated for the 2006 Saltire/TES Scottish Education Publication of the Year, 'The Educational Publishing Awards Australia Tertiary (Wholly Australian) Teaching and Learning Blended Learning 2020' and the Drama Victoria Best New Australian Publication 2020, and he won the 2013 Best New Australian Publication for VCE Drama and/or VCE Theatre Studies. He was awarded Most Influential Educator 2022 (Australia) and the 2022 University of Newcastle CHSF Leadership Award. William Baker is Senior Lecturer, Associate Head of Learning and Teaching and Director of Postgraduate Courses in the Faculty of Education at the University of Tasmania, Launceston. He has a Bachelor of Music Education, Master of Education, Doctor of Education, Bachelor of Arts (Fine Art) and a Graduate Certificate in Education (University Learning and Teaching) and is a Senior Fellow of the Higher Education Academy. He has received three UTAS Teaching Merit Certificates, two Teaching Development Grants, a Vice Chancellor's Teaching Citation and Teaching Excellence Award and a CALE Teaching Citation and CALE Teaching Excellence Award. He is a member of the editorial board of the Australian Journal of Music Education (AJME) and has twice been the chairperson for the Australian Society for Music Education (ASME) Tasmanian Chapter (200710; 201516), convening State Conferences in 2007, 2008, 2015 and 2016. In 2009, he was the Chair of the ASME XVII National Conference Musical Understanding. In 2021, Bill was awarded Honorary Life Membership of ASME. He has around 50 peer-reviewed publications and was chief investigator on two externally funded research projects (Tasmanian Community Fund and Department of Foreign Affairs & Trade AustraliaASEAN Council). He is chief investigator on a project in Arts education, assessment and Initial Teacher Education (ITE) degrees with researchers from University of Southern Queensland, Central Queensland University, the University of Newcastle, Flinders University, Murdoch University and Southern Cross University. Bill is also an investigator with colleagues from the University of Melbourne and Deakin University on a project examining emerging issues and directions in Arts education. His research interest lies in youth Arts participation and social and emotional wellbeing, the scholarship of teaching and learning (SoTL), technology-enhanced learning and teaching (TELT), Music education, Visual Arts education, higher education, educati Amy Hamilton is a practising visual artist and Associate Professor in Visual Art and Arts Education in the College of Education, Psychology and Social Work at Flinders University, South Australia. Amy predominantly conducts arts practice-based research. Her research interests are varied, including artworks representing an investigation into the adoption of Chinese girls by Australian families and an autoethnographical study in the form of a self-portrait constructed with the writing of autoethnography. Amy's most recent artworks have been in collaboration with Professor Ben Wadham, focused on de-camouflaging the military and a collaborative artwork exploring reasons for being in a research group called 'Open Door' to understand and support service personnel and families and prevent veteran suicide. This work is in the form of knitted portraits. Amy's publications have explored the preparation of pre-service teachers to teach in and through the Arts. Her focus has been providing professional development for rural and remote teachers and exploring ways to integrate maths and the Arts. Her recent research activity has involved the use of visual arts to facilitate 'expressing the inexpressible' for injured Australian Defence Force personnel. This has resulted in collaboration with Social Work academics to publish their findings and develop a program for Social Work students. Amy was on the advisory team for the Arts in the Australian Curriculum.
