Foregrounds the importance of arts education to children's development and learning.

Learning in the arts does not fit in with simple, conventional methodologies for teaching and assessing in the traditional sense, but it has an immense power to transform children’s understanding of the world around them, and their lives. Many jobs, currently and of the future, will demand the skills that learning in the arts will develop. This book brings Arts Education sharply into focus as a meaningful, learning experience for children of pre-school and primary age (3-11 years). It reinforces the potential for the wide range of physical, mental and emotional development, through learning opportunities that engagement in arts practice facilitates. Provides insight into how teachers can support children to consider contemporary challenges that face their generation. Includes expert voices from the world of education to demonstrate an expansive, and perhaps surprising, view of where and how the Arts can be found. Shows how we can bring the arts so easily into our curriculum, and into our classrooms.

First Published in 2000. This book reasserts the place of the arts - dance, drama, music and the visual arts - in the primary school curriculum at Reception and Key Stages 1 and 2. It acknowledges the time constraints in a crowded curriculum and stresses a common developmental approach to the different forms of creative and aesthetic expression. The arts are presented as the vital '4th R', integrated modes of learning alongside Reading, Writing and Arithmetic, where children can absorb and express ideas, feelings and attitudes. Supported by illustrations, examples of work, a glossary of terms, appendices of addresses for resource materials and further reading, the work will stimulate and give confidence as a course textbook for student teachers and as a professional handbook for practitioners, including arts coordinators, advisory teachers and artists working in educational settings. Clear guidance is given on the development of a personal, autonomous teaching style and on evaluating and monitoring children's progression in skill acquisition, creative production and critical response.

Art has always been an important part of the primary school experience. It is now one of the foundation subjects in the National Curriculum. In this book, John Lancaster helps teachers rise to the challenge of art for young children. He encourages thought about the purpose of art teaching, and at the same time provides a wealth of project ideas and helpful advice on how to organize art, craft and design in the primary classroom. The book, fully illustrated with charts and black and white plates, gives practical advice on how to: define suitable objectives and plan lessons so as to achieve them make the best use of natural and man-made resources within and outside the classroom present children's work effectively by display throughout the school encourage aesthetic awareness and art knowledge by a study of the historical and cultural aspects Organise and benefit from visits to local art galleries approach assessment of children's art and craft activities This is a basic philosophical and practical guide which will give confidence to new teachers and fresh ideas to their more experienced colleagues.

Art in the Primary School is an introductory textbook, and a second edition to Teaching Primary Art, exploring the underpinning philosophy and pedagogy of teaching and learning art, including how and why digital tools and technologies can be integrated. This book considers practical aspects of teaching art, focusing on key processes of art making that children might experience in primary schools. It is based around the idea that digital tools and technologies can and should be integrated into the learning and teaching of art, exploring: What art is like in the primary school, why it should be taught and what is included in the curriculum How learning is planned, assessed, taught and supported in the classroom Learning about and from artists and how digital technology can be part of the art curriculum Key processes such as drawing, painting, printmaking, collage and textiles, working in three dimensions and making digital art Uniquely incorporating the use of digital devices, tools and technologies into the subject of art, this book will be essential reading for those training to teach and support learning in art in the primary school.

This book introduces trainees and newly qualified primary teachers to the teaching of art and design in primary schools. It helps students gain an appreciation of what constitutes good practice in primary art and design and how they can go about achieving it. To meet the different needs of students, the book identifies varying levels of experience, creativity and confidence, and offers suggestions for applying these levels to the classroom. The book covers key areas of the art and design curriculum for Early Years Foundation Stage, Key Stage 1 and Key Stage 2, considering both their discrete and developmental characteristics.

'A beautifully reasoned argument, in the age of cuts, as to why the arts absolutely must be at the very heart of primary education' – Jon Snow Studying the arts, including visual arts, music, dance, drama and literature, has numerous benefits across the primary curriculum. A truly creative curriculum has the power to motivate and energise pupils; it develops creative and critical thinking, problem solving, language, and fine motor skills. But what is the best way to invest in and improve arts education across a school? Drawing on interviews with successful school leaders, case studies and her own extensive experience working in the education departments of the Courtauld Gallery, the National Gallery and Somerset House, Ghislaine Kenyon presents simple, inexpensive and practical ways to integrate the arts across the primary curriculum. The Arts in Primary Education shows how resources already present in schools, such as picture books or the outdoor environment, can be used to develop a creative culture. With a focus on long-term initiatives including partnerships with art institutions and the training and personal development of teachers, the book also presents clear and accessible explanations of the benefits of integrating the arts across a school. Backed by research and evidence and complete with images and descriptions of artworks, this guide is ideal for helping develop a whole-school arts curriculum to enrich learning and raise attainment in all subject areas.

Teaching Primary Art is an introductory textbook for those training to teach and support learning in art in the primary school. The book first explores the underpinning philosophy and pedagogy of teaching and learning art, including why we teach it; planning and assessment; and teaching and support strategies. Then it covers the practical aspects of teaching art, including a list of useful vocabulary to encourage talk around art and links to cross-curricular learning.

Arthur Efland puts current debate and concerns in a well-researched historical perspective. He examines the institutional settings of art education throughout Western history, the social forces that have shaped it, and the evolution and impact of alternate streams of influence on present practice.A History of Art Education is the first book to treat the visual arts in relation to developments in general education. Particular emphasis is placed on the 19th and 20th centuries and on the social context that has affected our concept of art today. This book will be useful as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a valuable resource for students, professors, and researchers. “The book should become a standard reference tool for art educators at all levels of the field.” —The Journal of Aesthetics and Art Criticism “Efland has filled a gap in historical research on art education and made an important contribution to scholarship in the field.” —Studies in Art Education

What do Whoopi Goldberg, Phillip Seymour Hoffman, Rosie Perez, and Phylicia Rashad have in common? A transformative encounter with the arts during their school years. Whether attending a play for the first time, playing in the school orchestra, painting a mural under the direction of an art teacher, or writing a poem, these famous performers each credit an experience with the arts at school with helping them discover their inner humanity and putting them on the road to fully realized creative lives. In The Muses Go to School, autobiographical pieces with well-known artists and performers are paired with interpretive essays by distinguished educators to produce a powerful case for positioning the arts at the center of primary and secondary school curriculums. Spanning a range of genres from acting and music to literary and visual arts, these smart and entertaining voices make surprising connections between the arts and the development of intellect, imagination, spirit, emotional intelligence, self-esteem, and self-discipline of young people. With support from a star-studded cast, editors Herbert Kohl and Tom Oppenheim present a memorable critique of the growing national trend to eliminate the arts in public education. Going well beyond the traditional rationales, The Muses Go to School shows that creative arts, as a means of academic and personal development, are a critical element of any education. It is essential reading for teachers, parents, and anyone who really cares about education.