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Copyright, ii
Preface, iv
Chapter 1. Beginning the Journey, 1
Setting the Stage, 3
The Toddler Room with the Yellow Door, 3
The Toddler Room with the Blue Door, 3
The Kindergarten, 4
The Block Room, 4
Appropriate or Inappropriate Practice, 5
Isabella: Extending the Stage, 6
Nature of the Book, 7
Adult Development in the Arts, 8
Children’s Literature and Creative Teachers, 9
Themes of the Book, 10
What Are the Arts?, 11
National Standards for Arts Education, 13
A Brief Look at History, 13
Art Education and the Young Child, 15
The Goals of a Process Approach, 17
Diversity and Multicultural Art in Your Classroom, 18
Art from Around the World, 19
Multicultural Art in Context, 19
Designing a Lesson Plan, 20
Theoretical Perspectives, 21
Intellectual Development, 22
Music and Movement Activities for Children Birth to Two Years, 23
Visual Arts Activities for Children Ages Two to Seven Years, 25
Drama Activity for Children 7 to 11 Years, 26
Theory into Practice, 27
Aesthetic Development, 32
A Family’s Role in Introducing the Arts at Home, 33
Gardner’s Theory of Multiple Intelligences, 34
Multiple Intelligence Theory: Implications for Teaching, 34
Web Sites of Visual and Performing Arts Organizations, 36
Chapter 2. Understanding the Creative Process, 37
The Creative Process, 38
Defining Creativity, 38
Process and Product, 40
Experiential or Experimental?, 45
Models of Creativity, 45
The Wallas Model of the Creative Process, 45
Torrance’s Characteristics of Creativity, 46
Characteristics of Creative People, 47
Characteristics of the Creative Personality, 48
A Case Study of Self, 48
Children’s Literature and Creativity, 49
Affective Development, 50
The Continuum of Affective Development, 53
The Teaching/Learning Atmosphere, 54
Building a Bridge Between Self-Understanding and Creativity, 55
Self-Actualization and Teachers, 55
Where Does a Teacher Get Ideas for Creative Arts in the Classroom?, 56
Integrating the Curriculum Through the Creative Arts, 57
A Family’s Role in Developing Creativity at Home, 58
Developmentally Appropriate Practice, 59
Personal and Professional Growth, 60
Developing a Personal and Professional Support System, 61
Chapter 3. Exploring Feelings and Images, 64
The Affective Domain, 66
Teacher Education and the Affective Domain, 67
What Does the Research Tell Us?, 68
Affective Characteristics of Teachers, 70
The Continuum of Development in the Affective Domain: Receiving/Attending, 71
Two Hemispheres of the Brain, 72
Guided Imagery and Right-Brain Activity, 75
Why Study Guided Imagery?, 77
Imagery in Other Professions, 78
Imagery in the Arts, 79
Imagery and Children’s Art, 81
Guided Imagery for Teachers, 82
Centering, 83
Relaxing with Awareness, 85
Imagining, 88
Processing, 89
Children’s Literature and Feelings and Images, 90
Guided Imagery and Children, 90
Using Guided Imagery with Children, 90
A Family’s Role in Developing Feelings and Images at Home, 95
Exploring Guided Imagery Through a Multicultural Context, 96
Chinese and American Indian Folktales, 96
West African Stories, 97
Guided Imagery Scripts for Children, 97
A Very Special Basket, 97
Developmentally Appropriate Practice, 98
Children with Special Needs, 99
Personal and Professional Growth, 100
Searching for That Special Teacher, 100
Chapter 4. Introducing Music and Movement, 102
The Continuum of Development in the Affective Domain: Responding, 104
Music and Movement: Enjoyment and Value for Children, 105
Four Important Reasons for Including Music in the Classroom, 107
Theories of Musical Development, 109
Gardner’s Theory of Multiple Intelligences: Musical, Bodily Kinesthetic, and Logical-Mathematical, 109
Basic Stages of Early Musical Development, 112
Developmentally Appropriate Practice, 114
Integrating Music and Mathematics, 115
Integrating Movement and Dance with Social Studies, 116
Children with Special Needs, 116
The Stage Awaits: Music and Movement for Young Children, 119
Children and Dance in the Classroom, 119
Children’s Literature and Music, 120
Selecting Songs, Fingerplays, and Instruments, 124
Classical Music and Children, 129
Processes for Music and Movement, 134
Introducing Movement and Dance, 135
Exploring Space, Time, and Force, 135
Exploring Movement and Dance Through a Multicultural Context, 138
The Hawaiian Hula and Caribbean Ring Dances, 138
A Family’s Role in Developing Music and Movement at Home, 141
Creative Movement, 143
Materials for Creative Movement, 144
National Standards for Music Education K–4, 146
Assessment, 146
National Standards for Dance Education K–4, 148
Assessment, 149
Personal and Professional Growth, 149
The Instrument Improvisation Activity, 149
Chapter 5. Celebrating the Visual Arts, 152
Children and the Artistic Process, 154
Why Children Draw, 155
The Link Between Drawing and Learning, 156
Art and Cognitive Development, 157
How Important Is Your Role, Teacher?, 162
Throw Out Your Old Notions: It’s the Process That’s Important, 163
Providing Authentic Experiences, 163
Talking with Children About Their Art, 164
A Family’s Role in Developing Visual Arts Experiences at Home, 166
Gardner’s Theory of Multiple Intelligences: Spatial Intelligence, 167
Supporting Spatial Intelligence, 167
Materials and Processes for the Visual Arts, 168
Children’s Literature and the Visual Arts, 168
Art Materials, 168
Processes and Activities, 170
National Standards for Arts Education, 177
Assessment, 177
Exploring the Visual Arts Through a Multicultural Context, 178
African and Eskimo Masks and Sculptures, 178
Activity 5–1 Decorating Masks and Sculpting Animal Figures, 179
Developmentally Appropriate Practice, 182
Integrating the Visual Arts and Language Arts, 182
Image Awareness Art Ideas for Children, 184
Pattern Peep, 185
An Imaginary Trip with Frederick the Mouse, 185
The Shape of You, 186
The Continuum of Development in the Affective Domain: Valuing, 187
Personal and Professional Growth, 188
An Awareness of Self, 188
Chapter 6. Encouraging Play and Creative Drama in the Classroom, 190
The Play’s the Thing, 192
Social Play, 192
Sociodramatic Play, 195
Creative Drama, 199
Imagination and Creativity, 201
Teachers and Creative Drama: Are You Comfortable?, 202
Pantomime, 203
Improvisation, 204
Gardner’s Theory of Multiple Intelligences: Intrapersonal and Interpersonal, 207
Intrapersonal Intelligence, 207
Interpersonal Intelligence, 208
Supporting the Personal Intelligences, 208
A Family’s Role in Developing Creative Drama at Home, 210
Developmentally Appropriate Practice, 211
Integrating Creative Drama and Science, 211
Children with Special Needs, 212
Children’s Literature and Creative Drama, 214
Processes and Materials for Encouraging Creative Drama, 214
Ideas for Pantomime, 215
Ideas for Improvisation: Characters Speak!, 216
Prop Boxes, 218
Field Trips, 220
Stories and Poems, 220
National Standards for Theatre Education, 221
Assessment, 221
Exploring Creative Drama Through a Multicultural Context, 223
Dramatizing Folktales from Around the World, 224
Activity 6–1 Getting Ready to Dramatize Other Folktales, 226
The Continuum of Development in the Affective Domain: Organization, 227
Kierkegaard and Time, 227
Personal and Professional Growth, 229
Steps Toward Integration: The Personal “Me” and the Professional “Me”, 229
Your Gunnysack, 231
Chapter 7. Experimenting with Three-Dimensional Art, 233
Young Children and Three-Dimensional Art, 235
Molding and Sculpting with Clay, 235
Boxes, Wood, and Sand, 237
Conditions That Encourage Creative Expression, 238
A Family’s Role in Developing Three-Dimensional Art at Home, 240
Gardner’s Theory of Multiple Intelligences: Naturalist Intelligence, 240
Supporting Naturalist Intelligence, 241
Developmentally Appropriate Practice, 241
Children with Special Needs, 242
Processes and Materials for Three-Dimensional Art, 244
Children’s Literature and Three-Dimensional Art, 245
Earth Clay, 245
Creative and Imaginative Ideas for Children, 249
Clay, 249
Fabric and Fiber, 250
Boxes and Cartons, 251
Sand, 251
Exploring Three-Dimensional Art Through a Multicultural Context, 253
Gardens from China to Japan, 253
Activity 7–1 Zen Gardens, 254
Pueblo Pottery Painting, 254
Activity 7–2 Painting Pottery, 255
Three-Dimensional Art for Teachers, 255
Pariscraft Face Masks, 255
A Self-Sculpture in Clay, 258
Group Sculpture, 259
The Continuum of Development in the Affective Domain: Characterization by a Value or Value Complex, 260
Reflective Awareness and the Continuum of Affective Development, 261
Receiving, 261
Responding, 261
Valuing, 262
Organization, 262
Characterization by a Value or Value Complex, 262
Personal and Professional Growth, 263
Teaching: Attitudes, Beliefs, and Behaviors, 264
Chapter 8. Planning for Literature, 267
The Literature Environment, 268
Arranging Your Room for Literature, 269
Choosing Excellent Literature for Children, 271
A Family’s Role in Developing Literacy at Home, 272
Gardner’s Theory of Multiple Intelligences: Linguistic Intelligence, 273
Supporting Linguistic Intelligence, 273
Developmentally Appropriate Practice, 276
Children with Special Needs, 278
Children’s Literature and Storytelling, 281
Processes and Materials for Using Literature with Children, 281
Storytelling with the Flannelboard, 281
Poetry, 286
Exploring Literature Through a Multicultural Context, 289
Egyptian Hieroglyphics, 290
Activity 8–1 Writing Your Name with Ancient Egyptian Symbols, 291
Native American Picture Symbols, 291
Native American Books and Extended Activities, 291
Activity 8–2 Writing Stories with Native American Picture Symbols, 293
Linking the Arts Through Literature: An Interdisciplinary Unit, 294
Selecting a Theme, 294
Brainstorming Associations, 295
Webbing as a Creative Process, 295
Compiling Resources for Learning Experiences, 297
Planning Integrated Experiences, 299
Implementing the Unit, 302
Personal and Professional Growth, 302
Poetry for Teachers, 302
Chapter 9. Beginning a New Adventure, 307
College Students’ Reflections on Attending Visual and Performing Arts Events, 309
Personal and Professional Growth, 310
Good Words, 311
Creative Arts: Carry Them On!, 312
Appendix 1. Literature, 315
Appendix 2. Music, 329
Appendix 3. Fingerplays, 339
Appendix 4. Additional Guided Imagery Scripts and Extension Activities, 346
References, 353
Index, 361

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