This textbook offers a foundation for how literacy and arts integration interconnect to advance innovation, accessibility, and equitable classroom learning contexts for K-8 students. Balancing research-backed theory and classroom practice, this book helps readers understand the multiple perspectives, frameworks, and models necessary in the design of learning environments for diverse learners, including sociocultural theories of literacy, new and digital literacies, multiliteracies, culturally responsive pedagogy, critical pedagogy, and art. Written by an author team with decades of experience in teaching literacy, writing, and arts integration across a variety of learning environments, each chapter includes a basis of conceptual framing and research backed by functional case studies and practical classroom practices, as well as discussion questions. Written as a text for foundational literacy, arts integration, and education courses, Innovation, Literacy, and Arts Integration in Multicultural Classrooms offers an engaging, practical resource for both pre-service and in-service elementary and middle grade teachers and teacher educators.

Now in its sixth edition, Merryl Goldberg’s popular volume Arts Integration presents a comprehensive guide to integrating the arts throughout the K-12 curriculum, blending contemporary theory with classroom practice. Beyond teaching about arts education as a subject in and of itself, the text explains how teachers may integrate the arts—literary, media, visual, and performing—throughout the subject curriculum, offering a wealth of strategies, techniques, and examples. Promoting ways to develop children’s creativity and critical thinking while also developing communications skills and fostering collaboration and community activism, Arts Integration explores assessment and the arts, engaging English Language Learners, and using the arts to teach academic skills in science, math, history, and more. This text is ideal as a primer on arts integration and a foundational support for teaching, learning, and assessment, especially within the context of multicultural and multilingual classrooms. In-depth discussions of the role of arts integration in meeting the goals of Title I programs, including academic achievement, student engagement, school climate, and parental involvement, are woven throughout the text, as is the role of the arts in nurturing Creative Youth Development work and its importance to the community. This revised and updated sixth edition combines a social justice emphasis with templates for developing lesson plans and units, updated coverage on STEAM education, along with brand new examples, case studies, and research. An expanded range of eResources is also available for this edition, including links to further resources readings, additional imagery and videos, and sample lesson plans.

This edited book includes chapters written by English Language Arts (ELA) teacher educators and practicing secondary teachers who examine their classroom experiences through an arts-based habit of mind. Rather than focusing exclusively on artistic approaches to ELA instruction, these chapters collectively frame the teaching of English Language Arts as an art in itself. As such, the arts-informed habits of mind discussed in this book refer more to sets of artistic dispositions than pedagogical methods. In their unique ways, each of these chapters argue that aesthetically charged ways of thinking allow preservice and practicing teachers to develop critical and creative thinking skills and purposely communicate, to recognize that individual beliefs and values are influenced by personal and social factors, and to set goals for their own learning as well as the learning of their future students’ learning.

Arts Integration and Young Adult Literature: Strategies to Enhance Academic Skills and Empower Student Voice combines two research-based concepts, arts integration and the use of young adult literature, to provide activities and instructional strategies to boost students’ communication, reading, and thinking skills, while utilizing a variety of art integrated methods with a diverse range of young adult literature to enable high school literacy teachers to harmonize art and young adult literature into their curriculum

This resource examines professional development approaches from across the United States to help schools and allied arts groups integrate the arts into an already crowded K–12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs. Several of these programs have been in place for decades, thus demonstrating their sustainability and effectiveness. Emphasizing the value of collaboration among teachers, artists, educational leaders, and community partners, the book draws on the broad range of experiences of the authors, who came together as a working group of the Arts Education Partnership. Readers will find strong, empirically tested models of arts integration to inform curriculum development and teacher professional learning. Book Features: The first critical reflection on arts-integration training programs and projects from across the United States. Promising practices for pre- and inservice teacher professional development programs in arts integration. A summary list of recommendations for actions based on the authors’ collaborative experiences.

"Increasingly, across the country, school, district, and postsecondary educators are exploring new avenues for incorporating the visual and performing arts into the core curriculum through interdisciplinary learning called arts integration. Arts Integration is a pedagogy whereby students engage in learning subject matter in and through the arts. The Kennedy Center in Washington D.C., a nationally recognized leader for professional artists and arts education defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. "Teachers engaged in an arts integrated pedagogy may design lessons through which students act out the lifecycle of a butterfly, dance the structure of DNA, illustrate main ideas in storybooks or rap mathematical formulas and concepts"--

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds. A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content). Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning. Taking a stance about language and culture in English learners’ lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.

Innovations in Economic Education addresses the growing issue of financial illiteracy by showing how economics can be successfully integrated into classrooms from kindergarten through higher education. Pre-service teachers, experienced educators, curriculum leaders, parents, and school administrators will find practical ideas to improve economic understanding. At the elementary level, the book provides creative ways of introducing young students to the basic concepts of economics, financial justice, and social action. For higher grade levels, the book offers ideas to integrate economics into current history, civics, and math curricula. The final portion of the book features recommendations by leading economic educators on how economics can play a greater role in teachers’ professional development. The pedagogical tools presented in each chapter include lesson plans and practical insights, and are designed to meet the NCSS, C3 Framework, and Common Core State Standards for Social Studies. This book is a timely and valuable resource for all educators interested in improving their students’ economic literacy and financial decision-making.

Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally important, the third issue of each volume targeted wide representation of cultures and world regions. “Current thinking on ...” written by members of the JCI~>CI Editorial Advisory Board explores state-of-the-art topics related to curriculum inquiry. Illustrations, photography (e.g., Sebastião Salgado’s Workers in vol. 2), collage, student-generated art/artifacts, and full-color art enhance cutting-edge methodologies extending educational research through Aboriginal and Native oral traditions, arts-based analysis, found poetry, data poetry, narrative, and case study foci on liberatory pedagogy and social justice action research.