How can teachers develop best practice in art teaching? This fully updated third edition of Rob Barnes’ classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and ‘best practice’ this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes’ unique approach encourages teachers to develop and think about art as part of a rich curriculum of learning, highlighting how it shouldn’t be taught in isolation but with purposeful links to other areas of the curriculum.
Section specifically for parents on helping their children create art at home. The book is extensively illustrated with the art of Beal's students, visual proof of her gifts as an educator and art enthusiast. Book jacket.
This second edition of a classic and popular book includes new chapters, figures and colour plates. The book blends practical ideas with sound principles of art education. For the teacher or trainee-teacher looking for ideas, there are plenty of tested classroom examples. For those looking for firm principles of art teaching and 'best practice', this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, the book uses many examples from the school situation. Essential topics, such as developing skills through using media, how children draw, producing original artwork, developing ideas and Art and the digital image are tackled with realism and imagination. An important feature is that these subjects are not seen in isolation but are purposefully linked with other areas of the curriculum. The author's approach should encourage teachers to develop and think about art in the National Curriculum. His writing shows a deep sympathy with children and sensitivity to the real task of teaching art to the young.
This second edition of a classic and popular book includes new chapters, figures and colour plates. The book blends practical ideas with sound principles of art education. For the teacher or trainee-teacher looking for ideas, there are plenty of tested classroom examples. For those looking for firm principles of art teaching and 'best practice', this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, the book uses many examples from the school situation. Essential topics, such as developing skills through using media, how children draw, producing original artwork, developing ideas and Art and the digital image are tackled with realism and imagination. An important feature is that these subjects are not seen in isolation but are purposefully linked with other areas of the curriculum. The author's approach should encourage teachers to develop and think about art in the National Curriculum. His writing shows a deep sympathy with children and sensitivity to the real task of teaching art to the young.
An essential guide for teachers and parents that’s destined to become a classic, The Art of Teaching Children is one of those rare and masterful books that not only defines a craft but offers a magical reading experience. After more than thirty years in the classroom, award-winning teacher Phillip Done decided that it was time to retire. But a teacher’s job is never truly finished, and he set out to write the greatest lesson of his career: a book for educators and parents that would pass along everything he learned about working with kids. From the first-day-of-school jitters to the last day’s tears, Done writes about the teacher’s craft, classrooms and curriculums, the challenges of the profession, and the reason all teachers do it—the children. Drawing upon decades of experience, Done shares time-tested tips and sage advice: Real learning is messy, not linear. Greeting kids in the morning as they enter the classroom is an important part of the school day. If a student is having trouble, look at what you can do differently before pointing the finger at the child. Ask yourself: Would I want to be a student in my class? When children watch you, they are learning how to be people, and one of the most important things we can do for our students is to model the kind of people we would like them to be. Done tackles topics you won’t find in any other teaching book, including Back to School Night nerves, teacher pride, the Sunday Blues, Pinterest envy, teacher guilt, and the things they never warn you about in “teacher school” but should, like how to survive recess duty, field trips, and lunch supervision. Done also addresses some of the most important issues schools face today: bullying, excessive screen time, the system’s obsession with testing, teacher burnout, and the ever-increasing demands of meeting the diverse learning needs of students. But The Art of Teaching Children is more than a guide to educating today’s young learners. These pages are alive with inspiration, humor, and tales of humanity. Done welcomes us like visitors at Open House Night to the world of elementary school, where we witness lessons that go well and others that flop, periods that run smoothly and ones that go haywire when a bee flies into the room. We meet master teachers and new ones, librarians and lunch supervisors, principals and parents (some with too much time on their hands). We get to know kids who want to hold a ball and those who’d rather hold a marker, students with difficult home lives and children with disabilities, youngsters who need drawing out and those who happily announce (in the middle of a math lesson) that they have a loose tooth. With great wit and wisdom, irresistible storytelling, and boundless compassion, The Art of Teaching Children is the new educator’s bible for teachers, parents, and all who work with kids and care about their learning and success.
How can teachers develop best practice in art teaching? This fully updated third edition of Rob Barnes’ classic text blends practical ideas with sound principles of art education. Teachers and student teachers will find a range of ideas and tried and tested classroom examples; whilst for those looking for firm principles of art teaching and ‘best practice’ this book presents many important issues in art education with clarity and insight. Based on first-hand experience of teaching children, this text uses many examples from early years and primary school contexts, and tackles essential topics with realism and imagination such as: developing skills through using media how children draw encouraging artistic confidence in children producing original artwork and making use of digital imagery Rob Barnes’ unique approach encourages teachers to develop and think about art as part of a rich curriculum of learning, highlighting how it shouldn’t be taught in isolation but with purposeful links to other areas of the curriculum.
Dr Mary Frances Cleugh (1913-1986) was a philosopher and educationalist. She worked for many years at the University of London Institute of Education, where she led a 1-year course for teachers of ESN children. Originally published in 1961, the three volumes of this work, which at the time took their place as complete and up-to-date guides to the subjects they cover, were written by former students, now practicing teachers, who had passed through the Institute’s course. The volumes, each in a different setting, cover every part of the curriculum from the point of view of the 'slow' learner. These books are re-issues originally published in 1961. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.
`Tricia David starts the book off with a commitment to the importance of relationships. "The impact of emotional aspects of a school or nursery situation has long been neglected in the UK, as is amply demonstrated by the list of criteria for judging the quality of teaching drawn from OfSTED critieria". Amen to that′ - Times Educational Supplement, Friday Magazine `Teaching Young Children is essential reading for early years teacher trainers and anyone working with young children from birth to eight years old. It is an excellent companion volume to one of David′s other books, Young Children Learning. David′s many contributions to the literature in early years education has focused on the ways in which societies treat and educate young children. Teaching Young Children is an evidence- based book which raises important questions concerning the lives of young children and answers them in terms of the values underlying our society. David and her colleagues at the Centre for International Studies in Early Childhood have written a compelling book. Teaching Young Children is a valuable resource and a "must read" for those who care about the lives of our youngest citizens′ - International Journal of Early Years Education Teaching Young Children will help students and experienced practitioners; to reflect on their own practice; observe what is happening in their own and others′ settings; consider ways of developing their pedagogy in the light of evidence from research and their own systematic explorations, thus promoting evidence- based practice. Several chapters consider thinking and practice concerning young children′ ;learning in a range of curriculum areas : language,; the arts; mathematics; physical education; IT; design and technology; science and geography. Other chapters deal with assessment, the professional development of educators and teachers; inspections, play, special educational needs; and evaluating policy and practice. Written by experienced practitioners from the centre for International Studies in early childhood, Teaching Young Children shows that in the earliest years of childhood, all children should experience the delight which can be part of effective pedagogy - pedagogy which takes account of the child′s individuality and development, in the context of changing socio-cultural constructions of childhood.
