Delivering Authentic Arts Education

This market-leading practical text helps student teachers develop their confidence, understanding and skills to effectively and authentically teach arts.

With a strong balance between theory and practice, Delivering Authentic Arts Education outlines the true nature of the key learning area of arts education and its importance in the curriculum, emphasising the arts as forms of creative activity, meaning-making and expression in a cultural context. Initial chapters discuss how to recognise and build on existing artistic abilities and pedagogical skills, how to encourage children’s creativity, how to lead arts appreciation experiences, and the general principles of pedagogies, planning and assessment.

Part 1 ends with an example unit of Inquiry Programming: Patterns around us. Part 2 specifically examines the five arts areas: dance, drama, media arts, music and visual arts. Authentic, local visuals demonstrate real learning environments in a contemporary setting.

Resources for the instructor include Instructor's Guide, PowerPoints, extra units of inquiry, templates and worksheets, and student and instructor notes on units of inquiry. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools au.cengage.com/mindtap

What's New

• The author has restructured the contents to create a more visible structure that will be easier for students to follow. The previous Chapter 5, 'Planning, pedagogy, and assessment for authentic arts learning' has been split into two chapters: Chapter 5, 'Pedagogies for authentic arts learning', and Chapter 6, 'Planning and assessment for authentic arts learning'. The Part 3 'Units of inquiry' content is now at the end of Part 1 as a section – 'Programming: Patterns around us'. The rationale for this is based on organising arts education around four artistic learning processes (invent, make, connect, reflect) and using these processes to structure the content across Chapter 2, (these are four processes for arts learning), Chapter 5 (this is how you need to teach to support these processes), and Chapter 6 (this is how you plan to support these processes)
• NEW authentic, local visuals to engage students, especially photos of children in Chapter 7, 'Dance', and artworks in Chapters 5 and 6
• Updated and strengthened coverage of important current topics such as well-being for teachers and children, delivering arts virtually and the use of technology, online and blended learning, and The Alice Springs (Mparntwe) Education Declaration

Features

• Readers explore authentic arts education in practice through the 'Classroom snapshot' boxes with real-life examples
• Student-teachers develop their own activities to introduce children to the relevant arts principles, elements and skills with the activities suggested in the 'Starter ideas' boxes
• For more effective learning, the 'At-a-glance' boxes provide quick overviews of key concepts, practical tips and useful resources
• High quality online educational resources support teaching and learning in the 'Online resources for Arts' annotated lists
• Readers identify important educationalists, influential theorists and selected well-known artists using the 'Key people' icons
• Cross-Curricular Priorities (CCP) icon clearly directs pre-service teachers to content relating to the three CCP areas of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia, and Sustainability

About the Author

Judith Dinham has held senior university teaching and leadership positions in arts education and artists’ education over a number of decades. At Curtin University she is the Director of Learning and Teaching in the School of Education, having previously held the position of Program Coordinator for the Bachelor of Education (Primary). She is a Fellow of the Higher Education Research and Development Society of Australasia (HERDSA); and has an Edith Cowan University Fellowship, along with a number of other awards for excellence and innovation in teaching.