Bring the arts back into the classroom with arts-based activities and strategies to use in language arts, mathematics, science, and social studies instruction. Developed in conjunction with Lesley University, this resource helps teachers to gain a better understanding of why and how to use the arts to reach and engage students. Developed to help motivate disengaged students, this professional resource provides activities, concrete examples, and stories from teachers already implementing art-based curriculum. The strategies are presented in categories that include: dramatic movement, storytelling, poetry, music/rhythm, and visual arts. This resource supports College and Career Readiness Standards.

"Once in a while a book comes along that is both unique and invaluable.... By reading and studying this work, practitioners can enrich the lives of their clients and their own effectiveness. [It] translates theory into practice and transforms mainstream counseling approaches into extremely useful devices for modifying the way clients and counselors function in therapy." Samuel T. Gladding, PhD Department of Counseling, Wake Forest University (From the Foreword) While traditional "talk" therapies remain at the foundation of counseling, the use of expressive and creative arts in conjunction with these methods can often deepen the healing process as well as expedite diagnosis, treatment and prevention. Integrating the Expressive Arts into Counseling Practice is designed to provide readers with an understanding of the ways in which expressive arts counseling techniques can be productively integrated into the leading counseling modalities. Accessible to students and practitioners alike, it presents field-tested expressive arts interventions within the context of the most commonly taught theoretical orientations, including Cognitive-Behavioral Therapy, Solution-Focused Brief Therapy, Gestalt Theory, Adlerian Theory, Choice Theory, Existential Theory, Feminist Theory, Person-Centered Theory, Narrative Therapy, and Integrative Theory. These chapters include the work of over 40 contributors, including expert practitioners and faculty, who offer detailed descriptions of their own successful expressive arts interventions. Key Features Presents over 50 expressive art interventions in an easy, step-by-step format Describes interventions within a framework of 10 commonly used treatment modalities Explains the connection between theory and intervention Includes art, writing, drama, music, movement, dance, puppetry, and sandplay activities. Discusses appropriate populations, settings, and diagnoses with which to use each intervention

First Published in 2000. This book reasserts the place of the arts - dance, drama, music and the visual arts - in the primary school curriculum at Reception and Key Stages 1 and 2. It acknowledges the time constraints in a crowded curriculum and stresses a common developmental approach to the different forms of creative and aesthetic expression. The arts are presented as the vital '4th R', integrated modes of learning alongside Reading, Writing and Arithmetic, where children can absorb and express ideas, feelings and attitudes. Supported by illustrations, examples of work, a glossary of terms, appendices of addresses for resource materials and further reading, the work will stimulate and give confidence as a course textbook for student teachers and as a professional handbook for practitioners, including arts coordinators, advisory teachers and artists working in educational settings. Clear guidance is given on the development of a personal, autonomous teaching style and on evaluating and monitoring children's progression in skill acquisition, creative production and critical response.

"'Arts integration in education' is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum."--Page 4 of cover.

Cognitive-Behavioral Play Therapy (CBPT) incorporates cognitive and behavioral interventions within a play therapy paradigm. It provides a theoretical framework based on cognitive-behavioral principles and integrates these in a developmentally sensitive way. Thus, play as well as verbal and nonverbal approaches are used in resolving problems. CBPT differs from nondirective play therapy, which avoids any direct discussion of the child's difficulties. A specific problem-solving approach is utilized, which helps the child develop more adaptive thoughts and behaviors. Cognitive-behavioral therapies are based on the premise that cognitions determine how people feel and act, and that faulty cognitions can contribute to psychological disturbance. Cognitive-behavioral therapies focus on identifying maladaptive thoughts, understanding the assumptions behind the thoughts, and learning to correct or counter the irrational ideas that interfere with healthy functioning. Since their development approximately twenty-five years ago, such therapies have traditionally been used with adults and only more recently with adolescents and children. It has commonly been thought that preschool-age and school-age children are too young to understand or correct distortions in their thinking. However, the recent development of CBPT reveals that cognitive strategies can be used effectively with young children if treatments are adapted in order to be developmentally sensitive and attuned to the child's needs. For example, while the methods of cognitive therapy can be communicated to adults directly, these may need to be conveyed to children indirectly, through play activities. In particular, puppets and stuffed animals can be very helpful in modeling the use of cognitive strategies such as countering irrational beliefs and making positive self-statements. CBPT is structured and goal oriented and intervention is directive in nature.

Dance and Creativity within Dance Movement Therapy discusses the core work and basic concepts in dance movement therapy (DMT), focusing on the centrality of dance, the creative process and their aesthetic-psychological implications in the practice of the profession for both patients and therapists. Based on interdisciplinary and multidisciplinary inputs from fields such as philosophy, anthropology and dance, contributions examine the issues presented by cultural differences in DMT through the input of practitioners from several diverse countries. Chapters blend theory and case studies with personal, intimate reflections to support critical descriptions of DMT interventions and share methods to help structure practice and facilitate communication between professionals and researchers. The book’s multicultural, multidisciplinary examination of the essence of dance and its countless healing purposes will give readers new insights into the value and functions of dance both in and out of therapy.

This resource examines professional development approaches from across the United States to help schools and allied arts groups integrate the arts into an already crowded K–12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs. Several of these programs have been in place for decades, thus demonstrating their sustainability and effectiveness. Emphasizing the value of collaboration among teachers, artists, educational leaders, and community partners, the book draws on the broad range of experiences of the authors, who came together as a working group of the Arts Education Partnership. Readers will find strong, empirically tested models of arts integration to inform curriculum development and teacher professional learning. Book Features: The first critical reflection on arts-integration training programs and projects from across the United States. Promising practices for pre- and inservice teacher professional development programs in arts integration. A summary list of recommendations for actions based on the authors’ collaborative experiences.