000			03504nam a2200229 a 4500
999			_c38689 _d38689
001			vtls000000303
003			ES-BaOER
005			20180820143220.0
008			130626r1992 xxk|||||| 0|| ||eng|d
020			_a0916690261
040			_aES-BaOER _bcat _cES-BaOER
245	0	0	_aArts as Education / _cedited by Merryl Ruth Goldberg and Ann Phillips
260			_aCambridge : _bHarvard Educational Review, _ccop. 1992
300			_avii, 167 p.
490	1		_aHarvard Educational Review. Reprint series ; _v24
520			_aThe publication of Arts as Education celebrates our belief that the arts are an essential aspect of human development - that is, of knowing and being in the world - and, further, that the arts are fundamental to education. With a reminder to the educational community that it is inclined to sweep aside the arts, we want to begin a new conversation about the importance of the arts in education with the aim of facilitating and changing public discussion about the arts. To achieve that aim, we present the voices of practitioners who view the arts as central to their teaching. For both teachers and students, the arts can be a form of expression, communication, imagination, observation, perception, and thought. The arts are integral to the development of cognitive skills such as listening, thinking, problem-solving, matching form to function, and decisionmaking. They inspire discipline, dedication, and creativity. The arts give rise to many voices. They can nurture a sense of belonging, of community; or, they can foster a sense of being apart, of being an individual. The arts also provide a vehicle for individuals, communities, and cultures to explore their own world and journey to new ones, thus enriching their understanding of the varied peoples and cultures that exist on our planet. We believe this is particularly important during this period of global change. All the contributors to this book are dedicated to the arts' essential role in teaching and learning. As editors, our hope is that this book will serve to be a resource and inspiration for artists, teachers, learners, policymakers, researchers, philosophers, and theorists, so that the arts will become an integral aspect of ongoing educational practice and debate. (Font: Introducció)
595			_aIntroduction -- Merryl Ruth Goldberg, Ann Phillips -- Texts and Margins / Maxine Greene -- Arts as Epistemology : Enabling Children to Know What They Know -- Karen Gallas -- To Arrive in Another World : Poetry, Language Development, and Culture / Judith Wolinsky Steinbergh -- The Uses of Folk Music and Songwriting in the Classroom / Victor Cockburn -- Tribal Rhythms: A Thematic Approach to Integrating the Arts into the Curriculum / Barbara Beckwith, W. Thompson Garfield, Charles M. Holley, J. Curtis Jones, Susan E. Porter -- Working from the Inside Out : A Practical Approach to Expression / Margot Grallert -- Computer-Aided Collaborative Music Instruction / James A. Hoffmann -- And Practice Drives Me Mad; or, the Drudgery of Drill / V. A. Howard -- Essay Review: Progressive journeying / Kathleen Murphey, Gary DeCoker -- Book Review: Music, Mind, and Education by Keith Swanwick / Marie F. McCarthy -- Book Notes / Merryl Ruth Goldberg -- Resource Guide -- About the Editors -- About the Contributors
700	1		_aGoldberg, Merryl Ruth, _eed. _91908
700	1		_aPhillips, Ann, _eed. _91909
830		0	_aHarvard Educational Review. _pReprint series ; _v24 _915751
942			_cMON