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In a struggling global economy, education is focused on core
subjects such as language arts and mathematics, and the development
of technological and career-readiness skills. Arts education has
not been a central focus of education reform movements in the
United States, and none of the current education standards
frameworks deeply address the processes, texts and literacies that
are inherent to arts disciplines. This lack of clarity poses a
problem for state and district leaders who might be inclined to
advocate for the arts in schools and classrooms across the country,
but cannot find adequate detail in their guiding frameworks. This
volume acknowledges the challenges that arts educators face, and
posits that authentic arts instruction and learning can benefit a
young person's development both inside and outside of the
classroom. It presents ways that arts teachers and literacy
specialists can work together to help others understand the
potential that arts learning has to enhance students 21st century
learning skills.
In a struggling global economy, education is focused on core
subjects such as language arts and mathematics, and the development
of technological and career-readiness skills. Arts education has
not been a central focus of education reform movements in the
United States, and none of the current education standards
frameworks deeply address the processes, texts and literacies that
are inherent to arts disciplines. This lack of clarity poses a
problem for state and district leaders who might be inclined to
advocate for the arts in schools and classrooms across the country,
but cannot find adequate detail in their guiding frameworks. This
volume acknowledges the challenges that arts educators face, and
posits that authentic arts instruction and learning can benefit a
young person's development both inside and outside of the
classroom. It presents ways that arts teachers and literacy
specialists can work together to help others understand the
potential that arts learning has to enhance students 21st century
learning skills.
As the media have increasingly become the lens through which we see
the world, media styles have shaped even the fine arts, and
contemporary theatre is particularly indebted to mass media's
dramatic influence. In order to stay culturally and financially
viable, theatre producers have associated theatrical productions
and their promotion with film, television, and the Internet by
adopting new theatrical practices that mirror the form and content
of mass communication. This work demonstrates how mediatization, or
the adoption of the semantics and the contexts of mass media, has
changed the way American theatre is produced, performed, and
perceived. Early chapters use works like Robert Wilson's 3D digital
opera ""Monsters of Grace"" and Thecla Schophorst's digitally
animated ""Bodymaps"" to demonstrate the shifting nature of live
performance. Critical analysis of the interaction between the live
performer and digital technology demonstrates that the use of media
technology has challenged and changed traditional notions of
dramatic performance. Subsequent discussion sustains the argument
that theatre has reconfigured itself to access the economic and
cultural power of the media. Final chapters consider the extent to
which mediatization undermines theatrical authorship and
creativity.
Today's teachers need to prepare students for a world that places
increasingly higher literacy demands on its citizens. In this
timely book, the authors explore content-area literacy and
instruction in English, music, science, mathematics, social
studies, visual arts, technology, and theatre. Each of the chapters
has been written by teacher educators who are experts in their
discipline. Their key recommendations reflect the aims and
instructional frameworks unique to content-area learning. This
resource focuses on how literacy specialists and content-area
educators can combine their talents to teach all readers and
writers in the middle and secondary school classroom. The text
features vignettes from classroom practice with visuals to
demonstrate, for example, how we read a painting or hear the
discourse of a song.|Today's teachers need to prepare students for
a world that places increasingly higher literacy demands on its
citizens. In this timely book, the authors explore content-area
literacy and instruction in English, music, science, mathematics,
social studies, visual arts, technology, and theatre. Each of the
chapters has been written by teacher educators who are experts in
their discipline. Their key recommendations reflect the aims and
instructional frameworks unique to content-area learning. This
resource focuses on how literacy specialists and content-area
educators can combine their talents to teach all readers and
writers in the middle and secondary school classroom. The text
features vignettes from classroom practice with visuals to
demonstrate, for example, how we read a painting or hear the
discourse of a song.
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