Titlebook: Making Meaning; Constructing Multimo Marilyn Narey Book 2009 Springer-Verlag US 2009 Arts Education.Arts and Technology.Classroom Environme

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Chameleon

FOVEA

Researching Literacy with Young Children’s Drawings inside and outside of school. This chapter will focus on the research methodology we have developed to elicit young children‘s drawings of reading and writing and on the various ways that we have analyzed and interpreted the drawings. We outline our argument, including theoretical stance, for drawi

反復(fù)拉緊

Studio Thinking in Early Childhoodd from research at Harvard University‘s Project Zero that involved close observation of studio art classrooms to see what teachers intend to teach and how they teach it, to inform how we can think about learning in the early childhood classroom. I describe strategies teachers can use to create a “st

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Infirm

A Circle of Friends: Re-envisioning Art Learning and Individual Difference in the Classroomss students‘ talents and abilities. In this chapter, I will provide an overview of the historical antecedents that have shaped our current policies and practices related to art learning and individual difference, and suggest that a fundamental shift in perception is needed; away from the deficit mod

脫水

hypnogram

The Heart of the Arts: Fostering Young Children’s Ways of Knowinger-driven academic curriculum accompanied by high stakes testing for all children, its exclusion of the arts has been particularly calamitous for children who do not come from White, middle-class homes. Literacy has been defined as acquisition of text through a limited number of programs reliant on

lambaste

Rewiring and Networking Language, Literacy, and Learning through the Arts: Developing Fluencies withg children literacy in the 21st century. We provide examples to illustrate how technology works to develop fluencies that make learning meaningful for young children and their teachers. Implications for teacher education are offered.

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