References

REFERENCES

Duncum, P. (2002). Clarifying visual culture art education. Art Education, 55(3), 8-11.
Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press, Columbia University.
Eisner, E. (2001). Should we create new aims for art education? Art Education, 54(5), 6-10.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics and the social life of art. New York, NY: Teachers College Press, and Reston, VA: National Art Education Association.
Gibson, M. A., & Larson, M. A. (2007). Visual arts and academic achievement. Journal for Learning through the Arts, 3(1), 2-32.
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.
Hope, S. (2005). Art education in a world of cross-purposes. Arts Education Policy Review, 106(6), 3-16.
Lackey, L., Chou, C-M., & Hsu, P-L. (2010). Seeking coalitions between certified and non-certified art educators. Studies in Art Education, 51(4), 315-326.
Rayala, M. (2010). Technology teachers add engineering (think design). andDesign. Retrieved from http:// anddesignmagazine.blogspot.com/2010/12/technology- teachers-add-engineering.html
Smilan, C., & Miraglia, K. M. (2009). Art teachers as leaders in authentic integration. Art Education, 62(6), 39-45.
Stokrocki, M. (2007). Models of integration in elementary and secondary schools: A short history. In M. Stokrocki (Ed.), Interdisciplinary art education: Building bridges to connect disciplines and cultures (pp. 6-16). Reston, VA: National Art Education Association.
Stokrocki, M. (2007). (Ed.). Interdisciplinary art education: Building bridges to connect disciplines and cultures. Reston, VA: National Art Education Association.
Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. Thousand Oaks, CA: Sage.
Ulbricht, J. (1998). Interdisciplinary art education reconsidered. Art Education, 51(4), 13-17.
Wilson, B. (2003). Of diagrams and rhizomes: Visual culture, contemporary art, and the impossibility of mapping content of art education. Studies in Art Education, 44(3), 214-229.
Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. Journal of Aesthetic Education, 34(3-4), 3-10.

Zimmerman, E. (2009a). “I could interpret an artwork from my own true feelings:” Intercultural and empowerment strategies used to teach in an international setting. In Delacruz, E., Arnold, A., Kuo, A., & Parsons, M. (Eds.). Globalization, art, and education (pp. 292- 299). Reston, VA: National Art Education Association. 

Additional Resources

--->http://www.teachingideas.co.uk/science/contents_animals.htm

This website contains a wide variety of tips and ideas which can be used to help support lesson plans or as resources to help guide how you assess your children's understanding. This website is full of great ideas from fabulous booklets to wonderful worksheets. There is also a couple of interactive games towards the bottom of the list. 

FINGERPRINTING FUN<---ALL SORTS OF ANIMALS TO FINGERPRINT(:
http://123child.com/images/fingerprints/

Activities and Tasks through Eric Carle’s Children’s Books http://blog.huayuworld.org/gallery/7050/Activities%20and%20Tasks%20Through%20Eric%20Carle's%20Children's%20Books.pdf 
--> The Mixed Up Chameleon Virtual Vine http://www.thevirtualvine.com/themixedupchameleon.html

The Very Busy Spider Ideas http://www.makinglearningfun.com/themepages/SpiderVeryBusyLiteracyIdeas.htm

Art Education: Section Four- How to Infuse the Arts Into Learning Environments---http://www.arteducators.org/advocacy/NAEA_WhitePapers_4.pdf

Why Use an Arts-Infused Approach?

Rationale for Using the Arts-Infused Approach to Learning

"Today, art education provides opportunities for the visual arts to form the core in a variety of learning environments..."

Art education affirms and embraces interdisciplinary links between the arts and academics by advocating a balanced approach that asserts that arts are a vital part of interrelated art education for all students—not simply an instrument used to raise test scores, but also a domain of knowledge on equal footing with other school subjects considered academic and integral to a holistic education for all students (Aprill, 2001; Clark & Zimmerman, 2004; Costantino, 2002; Gibson & Larson, 2007). The integrative abilities of the visual arts position it at the center of school curricula and play an essential role in linking all subjects, while keeping the arts’ integrity as a domain of knowledge that is fundamental in diverse learning environments (Efland, 2002; Gibson & Larson, 2007).

All students must be educated to use their imaginations and spatial abilities, and attempt problem solving, without relying solely on mathematical or verbal skills. On the other hand, to be successful in the visual arts, an art student or professional artist needs to effectively use skills from other domains such as mathematics, science, and language arts, as well as personal skills including visual thinking and spatial abilities. Today, art education provides opportunities for the visual arts to form the core in a variety of learning environments that highlight individual processes, cultural practices, and technological communication systems. Art education therefore plays a major role in our increasingly visually oriented world by ensuring all students use their creative skills to develop their imaginations through the study of art and its relationship to the world inside and outside their classroom environments (Zimmerman, 2009b, 2010).