Artists First, Teachers Second

Autor/inn/en	Follari, Lissanna; Navaratne, Maria
Titel	Artists First, Teachers Second
Quelle	In: Childhood Education, 95 (2019) 6, S.14-23 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2019.1689053
Schlagwörter	Artists; Teacher Characteristics; 21st Century Skills; Creativity; Communication Skills; Critical Thinking; Cooperation; Aesthetics; Teaching Methods; Interdisciplinary Approach; Child Development; Art Activities; Early Childhood Education; Colorado + Suchen Sie Ihr Suchwort? Artiste; Artist; Künstler; Künstlerin; Kreativität; Kommunikationsstil; Kritisches Denken; Co-operation; Kooperation; Ästhetik; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kindesentwicklung; Künstlerische Tätigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	A primary purpose of schooling is to provide opportunities for children to develop positive dispositions about learning and persistence, hone academic content knowledge, and develop skills for applying content in relevant ways. To this end, instruction has focused to a large degree on literacy and math instruction. Social studies, science, and especially the arts are marginalized or removed completely from the instructional day. Concerned about how this narrowed lens may serve to undermine children's experiences and practices within the scope of the "Four Cs" of 21st-century learning--creativity, communication, critical thinking, and collaboration--one school has been exploring how artists are uniquely positioned to foster skills across these areas. At the E11 school in Colorado, artists as teachers are poised to guide learning within the four Cs, applying their background skills and experience in divergent thinking, new idea generation, and synthesis of the new and the existing in ways that are practical and personally meaningful for children. When skilled aesthetic literacy instruction and content learning are integrated across the curriculum, the four Cs are authentically interwoven in applied and experiential ways. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01