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Social and emotional learning is a topic of increasing focus in the education sector. Though definitions and terminology vary, at its core this trend reflects an increased interest among educators, administrators, parents, and other stakeholders in students' development of individual and interpersonal skills beyond the realm of academic achievement.This project, conducted as a partnership between Ingenuity and the University of Chicago Consortium on School Research, consists of two components: a review of literature on this topic and an interview-based fieldwork component with educators, administrators, students, and parents in Chicago Public Schools. The authors reviewed more than 200 studies on arts education spanning six decades. They also conducted focus groups and interviews with key participants in the arts education process-including educators, administrators, students, and parents-to evaluate evidence of the effects of arts education on social-emotional development in school and after-school settings. They found a widespread belief that arts education contributes to children's and adolescents' social-emotional development.
Develop your pupils' self-awareness, self-confidence and self-esteem with this practical and inspiring resource. Personal, Social and Emotional Development through the Creative Arts is a practical and inspiring resource that uses the creative arts to develop your pupilsâe(tm) emotional wellbeing. Drama techniques such as hot-seating and conscience alley are already widely used throughout the literacy framework. Personal, Social and Emotional Development through the Creative Arts aims to introduce further techniques across the areas of dance, drama, music and visual art to give purpose and meaning to pupilsâe(tm) work in every area of the curriculum. Personal, Social and Emotional Development through the Creative Arts is designed to help children grow into well-rounded young adults with a keen sense of self-awareness, self-confidence and self-esteem. Packed full of practical classroom strategies and case studies, this resource will ensure your pupils develop their emotional wellbeing and improve their levels of attainment in all subjects across the curriculum. eir levels of attainment in all subjects across the curriculum.
Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.
Young children’s personal, social and emotional development is of central importance to all those working in the Early Years. Offering thought-provoking questions and practical suggestions to help readers to reflect on and develop their own practice, this fourth edition of Marion Dowling’s much-loved book has been fully updated to include: Expanded coverage of key topics including independent thinking, living and learning with others, and dispositions for learning A new chapter on ‘Vulnerable Children and Fragile Families’, with sections on identifying risk, talking to families, and safeguarding and protection Guidance for working with parents in every chapter Updated links to the EYFS and a focus on two year olds. This is essential reading for all Early Years students and practitioners, and anyone working with or caring for young children.
Over the past two decades, there has been a major increase in research into the effects of the arts on health and well-being, alongside developments in practice and policy activities in different countries across the WHO European Region and further afield. This report synthesizes the global evidence on the role of the arts in improving health and well-being, with a specific focus on the WHO European Region. Results from over 3000 studies identified a major role for the arts in the prevention of ill health, promotion of health, and management and treatment of illness across the lifespan. The reviewed evidence included study designs such as uncontrolled pilot studies, case studies, small-scale cross-sectional surveys, nationally representative longitudinal cohort studies, community-wide ethnographies and randomized controlled trials from diverse disciplines. The beneficial impact of the arts could be furthered through acknowledging and acting on the growing evidence base; promoting arts engagement at the individual, local and national levels; and supporting cross-sectoral collaboration.
Encourage tinkering, curiosity, and creative thinking in children of all ages with these 55 hands-on activities that explore art, science, and more The creator of the highly popular creativity site for kids, Tinkerlab.com, now delivers dozens of engaging, kid-tested, and easy-to-implement projects that will help parents and teachers bring out the natural tinkerer in every kid—even babies, toddlers, and preschoolers. The creative experiments shared in this book foster curiosity, promote creative and critical thinking, and encourage tinkering—mindsets that are important to children growing up in a world that values independent thinking. In addition to offering a host of activities that parents and teachers can put to use right away, this book also includes a buffet of recipes (magic potions, different kinds of play dough, silly putty, and homemade butter) and a detailed list of materials to include in the art pantry.
The purpose of this constructivist grounded theory study was to provide a framework for arts educators to facilitate the development of K-12 students' artistic literacy and fluency while optimizing their creative and social-emotional capacities. This authentic, concurrent, and intentional cultivation of K-12 students' artistic, creative, and social-emotional abilities will prepare students to meet the demands and find success in the 21st century. These overarching questions guided the research: (1) What processes and contexts do K-12 arts educators deem essential to arts learning? (2) How do K-12 arts educators describe their approach to the development and implementation of arts learning experiences? (3) How do K-12 arts educators attend to the creative and social-emotional development of students? (4) What, if any, overlap do arts educators see with arts education, creativity, and social-emotional learning? To answer those questions, the researcher engaged 90 arts educators who completed a survey. Of those educators, 20 participated in a semi-structured focus group or interview. The data yielded numerous rich findings which were categorized into three themes, challenges, ethos, and operations; and 12 sub-themes (e.g., individual, interpersonal, institutional, purpose, mindset, pedagogy, culture, behavior, environment, curriculum, instruction, and assessment). Six compelling results emerged from a synthesis of the findings. (1) Arts learning, creativity, and social-emotional learning share common competencies. (2) We are at a crossroads in education and arts education, and there are several challenges to change. (3) Culture is critical to arts learning and creative and social-emotional development. (4) Educator mindset impacts students' ability to reach their artistic, creative, and social-emotional potential. (5) The design and implementation of arts learning experiences and environments are significant to students' artistic, creative, and social-emotional growth. (6) Shared language and professional learning are essential in arts education. Building from the findings and results, the researcher proposed a framework, The Heart of Arts Learning: A Playbook for Developing K-12 Students' Artistic, Creative, & Social-Emotional Abilities. This theory of action supports arts educators on their journey to authentically, concurrently, and intentionally facilitate the growth of students' creative and social-emotional capacity through relevant arts learning experiences. Keywords: arts education, creativity, social-emotional learning, teaching and learning, culturally relevant pedagogy, constructivism
Buffalo State College Master's project in Art Education, 2007.
Connecting the curriculumHere are 8 units of work with learning experiences directly integrating the making and appreciating aspects of visual arts with personal development, physical activity and health. Through art, your students will enhance their understanding of social, mental and physical needs as being an integral part in the development of a healthy, active lifestyle and a sense of wellbeing. Includes colour photos of artwork samplesContents in Ages 8-10:IntroductionStructure