Creating A Visual World From Concepts To Classrooms

The critical role of visual literacies in the 21st century realm is widely acknowledged and the construction of the profile of the visual literate person as a responsible participant in the face of global challenged is a top listed goal in nowadays agenda.

This resource is for any busy teacher looking to enrich their lesson planning and support the development of critical thinking, problem-solving, and metacognition skills. Designed for use in Grades 5–10, each of these 21 tools is paired with a real-world issue or ethical dilemma to guide students through complex social, emotional, and intellectual topics and can even be used within your existing lessons. Every chapter introduces a different visual thinking tool and a step-by-step approach for a range of topics from challenging bias and promoting self-awareness to reflecting on social interactions. Stories from the classroom and world, a range of ethical issues, and student and educator examples illustrate how the tools can be used. Ideal for in-service teachers in Grades 5–10 across content areas regardless of curriculums, these tools will inspire your students to be open-minded and actively engage in classroom discussions while developing new and different perspectives about themselves, your lessons and the world around them. The 21 Harbord & Khan Thinking Tools © featured in the book are available to download for classroom use at www.routledge.com/9781032662923.

This practical resource will help educators teach about current art and integrate its philosophy and methods into the K–12 classroom. The authors provide a framework that looks at art through the lens of nine themes—everyday life, work, power, earth, space and place, self and others, change and time, inheritance, and visual culture—highlighting the conceptual aspects of art and connecting disparate forms of expression. They also provide guidelines and examples for how to use contemporary art to change the dynamics of a classroom, apply inventive non-linear lenses to topics, broaden and update the art “canon,” and spur creative and critical thinking. Young people will find the selected artwork accessible and relevant to their lives, diverse and expansive, probing, serious and funny. Challenging conventional notions of what should be considered art and how it should be created, this book offers a sampling of what is out there to inspire educators and students to explore the limitless world of new art. Book Features: Indicators and lenses that make contemporary art more familiar, accessible, understandable, and useable for teachers. Easy-to-reference descriptions and images from a variety of contemporary artists.Strategies for integrating art thinking across the curriculum.Suggestions to help teachers find contemporary art to fit their curriculum and school settings.Concrete examples of art-based projects from both art and general classrooms.Guidance for developing curriculum, including how to create guiding questions to spur student thinking.

There are many reasons for writing this first volume of strategic activities on fractals. The most pervasive is the compelling desire to provide students of mathematics with a set of accessible, hands-on experiences with fractals and their underlying mathematical principles and characteristics. Another is to show how fractals connect to many different aspects of mathematics and how the study of fractals can bring these ideas together. A third is to share the beauty of their structure and shape both through what the eye sees and what the mind visualizes. Fractals have captured the attention, enthusiasm, and interest of many people around the world. To the casual observer, their color, beauty, and geometric structure captivates the visual senses like few other things they have ever experienced in mathematics. To the computer scientist, fractals offer a rich environment in which to explore, create, and build a new visual world as an artist creating a new work. To the student, fractals bring mathematics out of past history and into the twenty-first century. To the mathematics teacher, fractals offer a unique, new opportunity to illustrate both the dynamics of mathematics and its many connecting links.

The digital interactive projection system is a staple of nearly every music classroom in the United States. By allowing teachers to show students methods and outcomes from a computer, these systems have become a necessity for reaching students who grew up as digital natives. But, as author and distinguished music educator Catie Dwinal demonstrates, such systems can be much more meaningful pedagogical tools than simple replacements for chalk boards. In this book she offers practical tips, tricks, resources, and 50 activities ideal to use alongside classroom projection systems. She focuses especially on tips and activities for beginning teachers, giving them the confidence to take a step out of their comfort zone and learn new ways of engaging students with technology. More than this, she provides reference materials that will serve as a trusted reference resource for years to come.

Art can be used in education to assist in engagement, comprehension, and literacy. For years, comics and graphic novels have been written off as simple sources of entertainment. However, comics and graphic novels have tremendous value when utilized in the classroom as unique texts that can be approached philosophically and cognitively. Exploring Comics and Graphic Novels in the Classroom highlights voices from a number of disciplines in education, showcasing research and practice using both popular and lesser-known examples of comics across time in terms of publishing history and across geographic contexts. It explores comics from multiple viewpoints to share the efficacy of these texts in descriptive, narrative, and empirical ways. Covering topics such as intersectional identity representation, sequential visual art, and critical analysis, this premier reference source is a dynamic resource for educational administrators, teacher educators, preservice teachers, faculty of both K-12 and higher education, librarians, teaching artists, researchers, and academicians.

Visual Literacy in the K-12 Social Studies Classroom is an engaging resource that unites pedagogical theory and practical strategies, empowering teachers to foster critical thinking and cultural awareness among students through the interpretation and creation of visual content. Packed with a variety of visual tools, resources, teacher-tested lesson plans, and more, this book showcases the power of leveraging visual literacy to craft authentic and meaningful social studies learning experiences that resonate with learners of all ages.

With lots of examples and color images, this resource is both a foundational text and a practical guidebook for bringing contemporary art into elementary and middle school classrooms as a way to make learning joyful and meaningful for all learners. The authors show how asking questions and posing problems spark curiosity and encourage learners to think deeply and make meaningful connections across the curriculum. At the center of their approach is creativity, with contemporary visual art as its inspiration. The text covers methods of creative inquiry-based learning, art and how it connects to the “big ideas” addressed by academic domains, flexible structures teachers can use for curriculum development, creative teaching strategies using contemporary art, and models of art-based inquiry curriculum. Book Features: Provides research-based project ideas and curriculum models for arts integration.Shows how Project Zero’s flexible structures and frameworks can be used to develop creative inquiry and an arts integration curriculum.Explains how contemporary visual art connects to the four major disciplines—science, mathematics, social studies, and language arts.Includes full-color images of contemporary art that are appropriate for elementary and middle school learners.Demonstrates how arts integration can and should be substantive, multi-dimensional, and creative. “If you long for an arts classroom that connects students to the astonishingly interesting world they live in and want some helpful guidance on how to do it, this is the book for you!” —From the Foreword by Connie Stewart, University of Northern Colorado