The handbook on Adventures in Movement for the Handicapped (AIM) gives information about general organizational goals and suggests activities for use by volunteer teachers with blind, deaf, crippled, cerebral palsied, mentally retarded, and autistic children at five ability/age levels. General Information given about each handicap usually includes…

This book offers a perspective on creative drama, an art form akin to the spontaneous, imaginative painting produced by children, which frees the soul of the child to act naturally, give out unabashedly, and develop through such acting the realization of his own deep emotions. Critical of formal drama which can inhibit and deaden the free…

This book explores the relationships between movement and painting in order to better understand the nature of any relationship between dance and the visual arts. It begins with a look at early movements made by the infant and how these develop with the child's increasing sensory awareness and muscular control. Some comparisons are sought between…

Arts cultivate the whole child, building many kinds of literacy while developing intuition, reasoning, creativity, imagination, and dexterity into diverse forms of expression and communication. The arts enable students to make decisions and seek multiple solutions. They advance higher order thinking skills of analysis, synthesis, and evaluation.…

This publication documents the successes of a Mississippi Arts Commission program, entitled the "Artist Is In!". The program was created to provide arts experiences in rural and inner-city communities which have historically had little access to the arts. The program produced other benefits: spurred economic development and tourism; improved…

This document details Florida's state, elementary and secondary, arts education standards, approved May 29, 1996. The document outlines standards for dance, music, theater, and the visual arts. For each subject area, standards are given for grades preK-2, grades 3-5, grades 6-8, and grades 9-12. The student standards focus on skills and…

Dance education offers a vehicle for holistic teaching that cultivates human characteristics needed for future society. Dance integrates mental, physical, emotional, and spiritual aspects of education. As part of the teacher education curriculum, it can contribute the link necessary for a holistic philosophy. (Author/PP)

The Hebrew Arts School in New York City teaches music, dance, art, and theater to children four through eighteen. Founded in 1952, its emphasis is on choosing instruments and programs suited to the individual, and on preserving the instinctive joy of music making. (CS)

Dance therapy deals with personal growth via body-mind interaction. A change in movement expression is believed to result in a personality or behavior change. The therapist is trained to become sensitive to movement expression as it relates to the psychological, motor, and cognitive development of the child. (JN)

Explores applications of somatics to school and university curricula, addressing somatic knowledge as content and methodology in dance education, proposing strategies for bringing the body back into dance and dance curricula, exploring cultural diversity issues within dance and somatic education, and concluding that somatic knowledge and practice…

Describes the educational system within the country of Ghana. Focuses on music education. Discusses the visual arts that constitute vocational skills within education. Addresses the need to move toward a systematic philosophy of arts education in Ghana. (CMK)

Outlines a one-semester course on mythology and the Bible. Notes that the course focuses on a reader-response approach to literature, and combines experiences with art and dance as well as with literary texts. (MM)

Nine articles discuss persistent physical education practices that are not in the best interest of children, suggesting developmentally appropriate alternatives. Some topics discussed are sequence of instruction in games, developmentally appropriate dance and gymnastics, social-emotional components, and activities with questionable value. (SM)

Talent beyond Words instructed elementary inner-city children in the performing arts, especially dance and percussion music, to provide opportunities for dynamic assessment of talent. Students identified as having talent participated in after-school curricula, thereby increasing their proficiency and self-esteem. (Author/JDD)

Discusses the value of multicultural dance education in the core curriculum. Multicultural dance provides a means of understanding cultural differences and helps students understand and clarify their own value systems. Educators communicate values to students through their educational structures which, in dance, cross barriers of language,…