Communication through the Arts. The Arts and Learning: Interdisciplinary Resources for Education Resource Guide 4.

Autor/inn/en	Adelson, Esther; und weitere
Institution	New York State Education Dept., Albany.
Titel	Communication through the Arts. The Arts and Learning: Interdisciplinary Resources for Education Resource Guide 4.
Quelle	(1988), (103 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Art Activities; Art Education; Art Expression; Communication Skills; Dance; Elementary Secondary Education; Film Production; Interdisciplinary Approach; Learning Activities; Music; Nonverbal Communication; Pantomime; Photography; Social Studies; Student Journals + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Künstlerische Tätigkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kommunikationsstil; Tanz; Filmproduktion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Musik; Non-verbal communication; Nonverbale Kommunikation; Fotografie; Gemeinschaftskunde; Studentenzeitung
Abstract	One of eight guides in the Arts and Learning series, this guide, which was originally developed through the arts in education program of the Syracuse (New York) City School District, is designed to integrate the arts into a portion of the social studies program, focusing on learning activities for verbal and nonverbal communication. The activities, designed for use by the classroom teacher, in some instances with the assistance of art and music teachers, are intended for kindergarten to grade 8, and can be used sequentially or selectively. Introductory information explains the organization of the guide, benefits of the program, and contains a teacher checklist. The Learning Activities section is divided into four major parts: (1) Continuous Project Activities, that should be started at the beginning and continued until the end of the program, including keeping a journal, designing a booklet about oneself called "Mighty Me," and making a mural; (2) Verbal and Nonverbal Communication, including introductory activities and movie-making; (3) Verbal Communication; emphasized through the use of "Circle Time" (group discussions of reactions to specific situations) and puppetry; and (4) Nonverbal Communication, taught through mask making, mime, clownology, body communications and dance, sound and music, and photography. Four appendixes include sample evaluation instruments, materials for "Mighty Me," advice on working with artists, and materials used with the guide. (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC