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This book outlines how teachers, music / arts therapists and
teacher trainers have engaged in participatory action research to
facilitate regular group music listening and improvisational music
making with children and young people in their classrooms,
highlighting its impact in addressing issues of mental health and
providing social and emotional access to learning. The book
includes examples of classroom practice, evidencing how safe,
inclusive and interactive music making can stimulate experiences
that alter children and young people's moods, enhance their social
skills and enable their connectivity with each other and with
learning. It describes participatory action research approaches
that support inter professional learning between teachers and music
/ arts therapists. Five narrative accounts of classroom episodes
provide a basis for continuing reflection and critical theorising
about young people's relational health and sensory engagement. The
book explores outcomes from non-verbal dialogic interaction and
attachment focussed practices. It advocates new forms of rights
respecting professionalism. Providing new frameworks with which to
enhance the wellbeing of vulnerable children and young people in
classroom settings, the book will be important reading for
researchers and students in the fields of inclusive education,
music / arts therapy and teacher training. The contents are
significant for practitioners looking to support children and young
people's recovery and reconnections in the classroom.
This highly accessible book provides practical guidance on how to incorporate citizenship into the curriculum. The authors are also fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers. Along with lively examples of pupils' work, the authors provide a comprehensive and complete resource. It is particularly useful for teachers of the 7-14 age range, curriculum co-ordinators and for those wishing to know more about the thinking behind education for citizenship. The recent changes to the QCA guidelines regarding citizenship are also discussed, creating a thoroughly up-to-date text of immense value.
First Published in 1995. Routledge is an imprint of Taylor &
Francis, an informa company.
First Published in 1995. Routledge is an imprint of Taylor &
Francis, an informa company.
This clear and user-friendly text provides practical guidance on
how to incorporate citizenship into the curriculum. It offers a
wealth of teaching aids including: * tried-and-tested photocopiable
materials * case studies * suggested teaching strategies *
comprehensive reference and resource section. Nick Clough and
Cathie Holden are fully experienced in the field having both taught
in primary and middle schools and both now specialise in providing
citizenship education courses for trainee teachers and practising
teachers. This up-to-date book will help engage those teaching (and
studying) the new requirement of Education for Citizenship at Key
Stages 2 and 3, and along with lively examples of pupils' work and
discussions of the changes to the QCA guidelines regarding
citizenship, they provide a comprehensive and complete resource. It
is also of immense value to curriculum coordinators and to those
wishing to know more about the thinking behind education for
citizenship.
This book outlines how teachers, music / arts therapists and
teacher trainers have engaged in participatory action research to
facilitate regular group music listening and improvisational music
making with children and young people in their classrooms,
highlighting its impact in addressing issues of mental health and
providing social and emotional access to learning. The book
includes examples of classroom practice, evidencing how safe,
inclusive and interactive music making can stimulate experiences
that alter children and young people's moods, enhance their social
skills and enable their connectivity with each other and with
learning. It describes participatory action research approaches
that support inter professional learning between teachers and music
/ arts therapists. Five narrative accounts of classroom episodes
provide a basis for continuing reflection and critical theorising
about young people's relational health and sensory engagement. The
book explores outcomes from non-verbal dialogic interaction and
attachment focussed practices. It advocates new forms of rights
respecting professionalism. Providing new frameworks with which to
enhance the wellbeing of vulnerable children and young people in
classroom settings, the book will be important reading for
researchers and students in the fields of inclusive education,
music / arts therapy and teacher training. The contents are
significant for practitioners looking to support children and young
people's recovery and reconnections in the classroom.
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