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The work of the Council of Europe in plurilingual and intercultural
education is highly influential in Europe and beyond and has been
so for many years. The Common European Framework of Reference and
its Companion Volume, and related instruments, provide ways in
which to implement policies and a broader vision of providing
quality and equity in education across the curriculum, a vision
which incorporates the core values of the Council of Europe and
which educates children and young people to be plurilingual,
intercultural and democratic citizens. This book presents this
educational vision, demonstrates how it can be realised through the
application of Council of Europe instruments in practice, and does
so in a way which is easily and quickly accessible to teachers of
all subjects and in all educational institutions, as well as to
other educationists, including policymakers.
Do the arts improve academic achievement? What does it mean to
teach art? What should the balance of classic and pop be in the
music curriculum? Should we encourage young children on the stage?
How do we judge whether what a child produces is good? How do we
justify the arts in the curriculum? What should be the balance
between form and content when teaching art?
The arts in education inspire considerable commitment and
passion. However, this is not always matched by clarity of
understanding. In this book Mike Fleming introduces the reader to
key theoretical questions associated with arts education and
clearly explains how these are related to practice. It offers an
authoritative account of how ideas relevant to education are
addressed by key authors in aesthetics, art theory and cultural
studies. Covering all aspects of arts education, the book
considers:
- definitions and theories of art
- influences on teaching the arts
- researching the arts
- teaching and learning
- creativity
- assessment.
Throughout the book there are examples of practice to illustrate
key ideas and a discussion of useful background texts with a
summary of content and arguments for further exploration. Written
by a leading authority in the field, it is essential reading for
students on Arts PGCE and M Level courses, teachers of the arts and
policy developers that require more understanding and insight into
their practice.
Why teach drama? How can a newcomer teach drama successfully? How
do we recognize quality in drama? Starting Drama Teaching is a
comprehensive guide to the teaching of drama in schools. Exploring
the aims and purposes of drama, it provides an insight into the
theoretical perspectives that underpin practice alongside
activities, example lesson plans and approaches to planning.
Written in an accessible style, the book addresses such practical
issues as setting up role play, how to inject depth into group
drama, working with text, teaching playwriting, as well as common
problems that arise in the drama classroom and how to avoid them.
This fourth edition has been updated to reflect the latest
educational thinking and developments in policy and includes: a new
chapter on researching drama; an extra section on digital
technology and drama; guidance on different approaches to drama;
advice on how teachers can achieve and recognize quality work in
drama; a discussion of drama concepts including applied theatre,
ensemble and rehearsal approaches. Acting on the growing interest
in drama both as a separate subject and as a teaching methodology,
this book is full of sensible, practical advice for teachers using
drama at all levels and in all kinds of different school contexts.
Written by an internationally recognized leading name in drama
education, this book is valuable reading for trainee teachers who
are new to drama and teachers who wish to update and broaden their
range.
The work of the Council of Europe in plurilingual and intercultural
education is highly influential in Europe and beyond and has been
so for many years. The Common European Framework of Reference and
its Companion Volume, and related instruments, provide ways in
which to implement policies and a broader vision of providing
quality and equity in education across the curriculum, a vision
which incorporates the core values of the Council of Europe and
which educates children and young people to be plurilingual,
intercultural and democratic citizens. This book presents this
educational vision, demonstrates how it can be realised through the
application of Council of Europe instruments in practice, and does
so in a way which is easily and quickly accessible to teachers of
all subjects and in all educational institutions, as well as to
other educationists, including policymakers.
The development of intercultural competence is the avowed purpose
of teachers/trainers in commercial training and further and higher
education, and yet the approaches are often seen as different and
even in opposition. This book shows that there is complementarity
in 'education' and 'training' in theory and in practice. The first
group of chapters focuses on analysis of intercultural experience
and the competence needed to be successful in that experience. The
following chapters describe the practice of courses in both
commercial and educational contexts where it becomes evident that
'education' and 'training' are indeed complementary without denying
the tensions which exist and the expectations different learner
groups may have. This book is thus not simply another discussion of
the theory of interculturality but a juxtaposition of theory and
practice to the benefit of both.
English Teaching in the Secondary School is a comprehensive guide
to the theory and practice of teaching English. This updated 4th
edition has been revised to take into consideration changes in
national policy, drawing on the most recent research and theory to
produce engaging, practical ideas for use in the classroom. It
challenges mechanistic and formulaic approaches to teaching,
instead placing an emphasis on reflection, understanding and
informed practice. Guiding students and new teachers through the
whole process of English teaching in the secondary school, this
edition has been fully updated to include: * a report of the most
recent developments in national policy * discussion of multiple
literacies and critical literacy * a new chapter on English as an
additional language * a new chapter on cross curricular themes *
new sections on approaches to the teaching of grammar * reflections
on international developments in language teaching and their
relevance * a guide to further reading on resources and research
Written in an accessible style, with a wealth of advice and ideas,
English Teaching in the Secondary School forms essential reading
for all those training to become secondary English teachers.
This book presents a vision of education for citizenship, which
takes as its starting point an account of what it means to be
intercultural. Theory and concepts of interculturality are applied
to citizenship education in order to extend its meaning and
significance within and beyond the nation state. The book advances
a concept of intercultural citizenship which is sensitive to
complexities of identity and diversity and, through international
case studies, analyses the degree to which intercultural
citizenship is present or emergent in contemporary education
systems It provides a statement of 'axioms and characteristics' of
education for intercultural citizenship to act both as a framework
for planning education for intercultural citizenship and as
criteria for evaluating the degree of intercultural citizenship
education already present in existing education systems. The book
will be of interest to those currently working in intercultural
education as well as those who work in education for citizenship.
This edited volume explores the educational significance of
intercultural experience. It offers a broader conception of
interculturality than commonly found in the area of foreign
language teaching. Contributors represent a diverse range of
academic and professional interests. The aim of the book is to
encourage dialogue and interchange across this range, and beyond,
to stimulate thinking about the educational value of intercultural
experience.
Do the arts improve academic achievement? What does it mean to
teach art? What should the balance of classic and pop be in the
music curriculum? Should we encourage young children on the stage?
How do we judge whether what a child produces is good? How do we
justify the arts in the curriculum? What should be the balance
between form and content when teaching art?
The arts in education inspire considerable commitment and
passion. However, this is not always matched by clarity of
understanding. In this book Mike Fleming introduces the reader to
key theoretical questions associated with arts education and
clearly explains how these are related to practice. It offers an
authoritative account of how ideas relevant to education are
addressed by key authors in aesthetics, art theory and cultural
studies. Covering all aspects of arts education, the book
considers:
- definitions and theories of art
- influences on teaching the arts
- researching the arts
- teaching and learning
- creativity
- assessment.
Throughout the book there are examples of practice to illustrate
key ideas and a discussion of useful background texts with a
summary of content and arguments for further exploration. Written
by a leading authority in the field, it is essential reading for
students on Arts PGCE and M Level courses, teachers of the arts and
policy developers that require more understanding and insight into
their practice.
Why teach drama? How can a newcomer teach drama successfully? How
do we recognize quality in drama? Starting Drama Teaching is a
comprehensive guide to the teaching of drama in schools. Exploring
the aims and purposes of drama, it provides an insight into the
theoretical perspectives that underpin practice alongside
activities, example lesson plans and approaches to planning.
Written in an accessible style, the book addresses such practical
issues as setting up role play, how to inject depth into group
drama, working with text, teaching playwriting, as well as common
problems that arise in the drama classroom and how to avoid them.
This fourth edition has been updated to reflect the latest
educational thinking and developments in policy and includes: a new
chapter on researching drama; an extra section on digital
technology and drama; guidance on different approaches to drama;
advice on how teachers can achieve and recognize quality work in
drama; a discussion of drama concepts including applied theatre,
ensemble and rehearsal approaches. Acting on the growing interest
in drama both as a separate subject and as a teaching methodology,
this book is full of sensible, practical advice for teachers using
drama at all levels and in all kinds of different school contexts.
Written by an internationally recognized leading name in drama
education, this book is valuable reading for trainee teachers who
are new to drama and teachers who wish to update and broaden their
range.
This International Handbook brings together leading writers on Arts
in Education to provide a much-needed, authoritative guide to the
main debates in the field and an informed account of contemporary
developments in policy and practice. Providing a detailed overview
of key concepts and practical challenges, the book combines
theoretical insight with specific examples of innovative projects
drawing on theoretical, historical and empirical research
perspectives to inform understanding. The range of content
highlights the breadth of the field, addressing such issues as the
importance of community arts and partnership as well as school
education, and providing insight into developments in multiple and
connecting arts as well as traditional art forms. Topics such as
assessment, creativity, cultural diversity, special needs, the arts
in early childhood, adult education, arts based research, are all
addressed by recognised authorities in each area. The collection of
chapters also serves to define the field of arts education,
recognising its diversity but highlighting the common elements that
provide its identity. The collection addresses generic issues
common to all the arts while acknowledging differences and
recognising the dangers of over-generalisation. It also includes
specific chapters on each of the art forms (visual art, dance,
drama, literature, music, media arts) providing a cutting-edge
analysis of key contemporary issues in each subject. Bringing
together specially commissioned pieces by a range of international
authors, this Handbook will make an important contribution to the
field of Arts Education.
This classic edition of Mike Fleming's The Art of Drama Teaching
provides a multitude of practical ideas for teachers of drama and
for those who are interested in using drama to teach other
subjects. It takes the form of detailed discussion of twenty-five
drama techniques including but not limited to: beginnings and
endings monologue and narration off-stage action and reported
action mime irony time shifts minor characters Each technique,
topic or convention is illustrated by a carefully chosen extract
from a play and accompanied by a commentary and practical examples
of lesson tasks. This book not only demonstrates drama as an art
form and provides ready-to-use material for drama teachers, but
highlights how dramatic techniques can be used to inform classroom
teaching and develop teacher practice. Featuring a brand new
preface by the author to contextualise the book within the field
today, this Routledge Classic Edition is an indispensable resource
for drama teachers in both primary and secondary schools.
This classic edition of Mike Fleming's The Art of Drama Teaching
provides a multitude of practical ideas for teachers of drama and
for those who are interested in using drama to teach other
subjects. It takes the form of detailed discussion of twenty-five
drama techniques including but not limited to: beginnings and
endings monologue and narration off-stage action and reported
action mime irony time shifts minor characters Each technique,
topic or convention is illustrated by a carefully chosen extract
from a play and accompanied by a commentary and practical examples
of lesson tasks. This book not only demonstrates drama as an art
form and provides ready-to-use material for drama teachers, but
highlights how dramatic techniques can be used to inform classroom
teaching and develop teacher practice. Featuring a brand new
preface by the author to contextualise the book within the field
today, this Routledge Classic Edition is an indispensable resource
for drama teachers in both primary and secondary schools.
This International Handbook brings together leading writers on Arts
in Education to provide a much-needed, authoritative guide to the
main debates in the field and an informed account of contemporary
developments in policy and practice. Providing a detailed overview
of key concepts and practical challenges, the book combines
theoretical insight with specific examples of innovative projects
drawing on theoretical, historical and empirical research
perspectives to inform understanding. The range of content
highlights the breadth of the field, addressing such issues as the
importance of community arts and partnership as well as school
education, and providing insight into developments in multiple and
connecting arts as well as traditional art forms. Topics such as
assessment, creativity, cultural diversity, special needs, the arts
in early childhood, adult education, arts based research, are all
addressed by recognised authorities in each area. The collection of
chapters also serves to define the field of arts education,
recognising its diversity but highlighting the common elements that
provide its identity. The collection addresses generic issues
common to all the arts while acknowledging differences and
recognising the dangers of over-generalisation. It also includes
specific chapters on each of the art forms (visual art, dance,
drama, literature, music, media arts) providing a cutting-edge
analysis of key contemporary issues in each subject. Bringing
together specially commissioned pieces by a range of international
authors, this Handbook will make an important contribution to the
field of Arts Education.
English Teaching in the Secondary School is a comprehensive guide
to the theory and practice of teaching English. This updated 4th
edition has been revised to take into consideration changes in
national policy, drawing on the most recent research and theory to
produce engaging, practical ideas for use in the classroom. It
challenges mechanistic and formulaic approaches to teaching,
instead placing an emphasis on reflection, understanding and
informed practice. Guiding students and new teachers through the
whole process of English teaching in the secondary school, this
edition has been fully updated to include: * a report of the most
recent developments in national policy * discussion of multiple
literacies and critical literacy * a new chapter on English as an
additional language * a new chapter on cross curricular themes *
new sections on approaches to the teaching of grammar * reflections
on international developments in language teaching and their
relevance * a guide to further reading on resources and research
Written in an accessible style, with a wealth of advice and ideas,
English Teaching in the Secondary School forms essential reading
for all those training to become secondary English teachers.
Color your way through eighty pages of ocean waves and ocean life.
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