Learn More About the Arts and 4 Cs “ Just imagine the

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Champion Creatively Alive Children
Learn More About the Arts and 4 Cs
Creativity
Gardner, Howard. (1984). Art, Mind and Brain. New York: Basic Books.
Gardner, a leading cognitive psychologist, discusses how young children learn to draw,
make music and tell stories. He explores all aspects of human creativity and cognition and
makes recommendations for educators.
IBM. (2010). Capitalizing on Complexity: Insights from the Global Chief Executive Officer Study.
Somers, NY: IBM Global Business Services.
http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03297usen/GBE03297USEN.PDF
IBM. (2010). Working Beyond Borders: Insights from the Global Chief Human Resource Officer
Study. Somers, NY: IBM Global Business Services.
http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03353usen/GBE03353USEN.PDF
IBM's global study of CEOs, general managers and senior public sector leaders in 60
countries and 33 industries revealed that creativity is the most important leadership
skill for a complex world. Human resource officers worldwide are focusing on cultivating
creative leaders with a flair for thinking about opportunties and challenges in completely
different ways.
Kaufman, James, Plucker, Jonathan A., & Baer, John. (2008). Essentials of Creativity Assessment.
Hoboken, NJ: John D. Wiley & Sons, Inc.
Kaufman and colleagues outline major creativity research and evaluate various creativity
measures including divergent thinking tests, peer/teacher assessment and self-assessment.
Robinson, Ken. (2009). The Element: How Finding Your Passion Changes Everything. London:
Penguin Books.
Robinson refers to the “element” as that magical experience when a person’s passion and
creative talent are leveraged. People find their “element” when they are most “themselves” and follow their inspiration. They in turn achieve their greatest heights. Robinson
draws upon the life stories of creative leaders in many fields to demonstrate how finding
“your element” can fill a life with confidence and accomplishment.
Critical Thinking
Barell, John. (2003). Developing More Curious Minds. Alexandria, VA: ASCD.
Barell explains the importance of fostering an atmosphere of inquiry. He provides practical examples of how to expand daily exploration and curiosities, encouraging students to
exchange questions and thoughts and how to establish a classroom culture that is based in
curiosity.
Darling-Hammond, Linda. (1995). Authentic Assessment in Action: Studies of Schools and Students
at Work. New York: Teachers College Press.
Darling-Hammond, a renowned expert on performance-based assessments, presents case
studies and promising practices that will inform and inspire educators and policy makers.
She urges a paradigm shift from traditional, standardized testing to more robust forms of
assessment that enable educators to evaluate how students master intellectual challenges
and apply learning to life.
Hetland, Lois. (2007). Studio Thinking: The Real Benefits of Visual Arts Education. New York:
Teachers College Press.
Hetland makes a strong case for arts education based on research that examines the
immersive inquiry practices of experienced arts teachers. Educators from other disciplines
are urged to adopt the best practices demonstrated by art teachers.
Sternberg, Robert. (1994). Thinking and Problem Solving. San Diego: Academic Press.
Sternberg relates creativity and cognition in his review of research on problem solving and
intelligence. He discusses the creative process and how to measure creativity.
Communication
McKay, Matthew. (2009). Messages, the Communication Skills Book. Oakland: New Harbinger
Publications.
McKay explains the importance of effective communication skills, how to craft the message, convey effectively, understand the context and audience, and receive listener feedback. He suggests methods to overcome common communication barriers. Silberman, Melvin. (2000). PeopleSmart: Developing Your Interpersonal Intelligence. San Francisco:
Ingram Publisher Services.
Silberman presents communication insights with practical tips and engaging exercises.
Improve your ability to hear and be heard.
School of Performing Arts P.S. 315, Brooklyn, NY.
Photo by eMedia Works.
“Just imagine the
impact if arts
education was
embraced fully
and integrated
wholly into every
school’s curriculum.
It would unleash
the talents of all
children, helping
them to succeed
academically,
giving them more
self-confidence,
teaching them to be
open and tolerant,
and keeping them
engaged in school.”
Gail Connelly,
Executive Director,
National Association of
Elementary School Principals
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Simmons, Annette. (2007). Whoever Tells the Best Story Wins. New York: American Management
Association.
Simmons demonstrates how bringing stories to life helps the audience remember your
message. Learn how to find, develop and tell stories that will engage others and help them
see your point of view. Great for arts advocates!
Collaboration
Friedman, Kerry. (2003). Teaching Visual Culture: Curriculum, Aestheticism and the Social Life of
Art. New York: Teachers College Press.
Friedman provides guidance for teaching visual arts from a cultural standpoint and
addresses how exploring others’ visual culture helps interpret their cultural context.
Hargrove, Robert. (1997). Mastering the Art of Creative Collaboration. New York: McGraw Hill
Book Co.
Hargrove believes one of the biggest breakthroughs of the 21st century will be the
increased focus on collaboration. He provides a strategic rationale for “why to” and stepby-step hands-on guidance on “how to” be more collaborative.
Rosen, Evan. (2007). Culture of Collaboration. San Francisco: Red Ape Publishing.
Rosen discusses 21st century trends and the increased need for collaboration. He provides
collaboration tips and tools to help foster a collaborative culture based on trust and
communication.
Tharp, Twyla. (2009). The Collaborative Habit: Life Lessons for Working Together. New York: Simon
& Schuster.
Tharp, a world-renowned dance choreographer, defines collaboration as a process where
success can be measured by the outcome. Her premise is simple: “the we is greater than
the me.” Tharp explains how to recognize good candidates for partnership and how to
build a successful collaboration.
VanGundy, Arthur B., & Naiman, Linda. (2003). Orchestrating Collaboration at Work. Somerset:
Wiley/Jossey-Bass.
VanGundy and Naiman propose that the arts are a way to create transformative learning
experiences in organizations. They share lessons learned in arts communities and apply
them to businesses and other organizations. More than 70 engaging activities bring theories to life and urge readers to engage in collaborative experiences. Become a change
agent who brings more collaborative practices to your colleagues.
Learn More About How Creativity Connects Us
Creativity Connects the World
Carter, Carol J.; Bishop, Joyce; & Kravits, Sarah Lyman. (2011). Keys to Success: Cultural Awareness
and Global Citizenship. Upper Saddle River, NJ: Prentice Hall.
This book helps readers understand cultural awareness and know how being culturally
aware can benefit them and their students. It provides practical ideas to increase students’
cultural competence to enhance relationships and communication and to take action as
global citizens.
Clark, Robert P. (2003). Global Awareness: Thinking Systematically About the World. Oxford, UK:
Rowman & Littlefield Publishers.
This book will help teachers raise students’ awareness and understanding of global trends
and events and help students think about the world more holistically and systematically.
Seven case studies are explored from a global perspective: AIDS, endangered species,
endangered languages, energy systems, gasoline prices, food contamination and terrorist
attacks.
Drake, Marjorie. (2006). Successful Global Awareness in Schools: Developing and Consolidating the
Global Dimension: A Handbook for Teachers. Lancashire Global Education Centre, UK.
This handbook helps teachers infuse a global focus into teaching. It describes several projects that schools can become involved in.
Hanvey, Robert G. (2004). An Attainable Global Perspective. New York: The American Forum for
Global Education.
This free PDF summarizes studies of global dynamics, perspective consciousness and human
decision making. Explore how cultural perspectives are built and evolve. Hanvey provides a
realistic perspective on world issues and an awareness of various cultural
perspectives around the world. http://globaled.org/an_att_glob_persp_04_11_29.pdf
Student artwork courtesy of
Oxford Elementary School, Oxford, MS
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Champion Creatively Alive Children
Noddings, Nel. (Ed.) (2005). Educating Citizens for Global Awareness. New York: Teachers College
Press.
Educators are challenged to expand their perspective on how to build a sense of global
citizenship within students and how to modify curriculum to integrate global perspectives.
Rubenstein, James M. (2010). The Cultural Landscape: An Introduction to Human Geography,
Eighth Edition. Upper Saddle River, NJ: Prentice Hall.
This book addresses the relationship between globalization and cultural diversity. Geography is viewed as a social science relevant to human problems, culture, population patterns,
language and industry.
Tavanger, Homa Sabet. (2009). Growing Up Global: Raising Children to Be at Home in the World.
New York: Ballantine Books.
Parents, educators and communities must prepare children to succeed by increasing socialization skills and to become informed global citizens. This idea book offers suggestions for
hands-on, minds-on engaging activities for all ages, using language, play, meals, celebrations, “watching the world,” “reading a movie” and more.
Creativity Connects Schools with Families
Berk, Laura E. (2001). Awakening Children’s Minds: How Parents and Teachers Can Make a
Difference. New York: Oxford University Press.
Drawing from 30 years of research experience as a professor of psychology and childhood
development, Berk makes recommendations to educators and parents on how to support
children’s cognitive and creative abilities. She pulls from sociocultural studies that document how parents and teachers can contribute profoundly to the development of competent, caring and well-adjusted children.
Edwards, Patricia A. (2009). Tapping the Potential of Parents: A Strategic Guide to Boosting
Student Achievement through Family Involvement. New York: Scholastic, Inc.
Edwards, a nationally recognized expert in parent involvement, offers strategies that foster strong family–school partnerships, which, in turn, help build student success. Her strategies enable teachers to interact with diverse families.
Fried, Robert L. (2001). The Passionate Learner: How Teachers and Parents Can Help Children
Reclaim the Joy of Discovery. Boston: Beacon Press.
Filled with stories and specific ideas, Fried addresses the question: “How do parents and
teachers raise children to be lifelong learners?” He unveils several stories of children’s
passion for discovery and how their innate curiosity as preschoolers dissolves as they
enter elementary education. His solution to keep children creative and passionate learners
resides in a triangle of partners: parents, teachers and the children themselves as codirectors of their learning.
Student artwork courtesy of
Orems Elementary School, Baltimore, MD
Gardner, Howard. (1984). Art, Mind and Brain: A Cognitive Approach to Creativity. New York:
Basic Books.
Gardner, a leading cognitive psychologist, discusses how young children learn to draw,
make music and tell stories. He explores all aspects of human creativity and cognition, and
makes recommendations for educators and parents.
Glasgow, Neal A., & Whitney, Paula Jamison. (2009). What Successful Schools Do to Involve
Families: 55 Partnership Strategies. Thousand Oaks, CA: Corwin Press.
This book provides tools for successfully involving parents and families as partners with
educators to create environments where students learn and thrive. Based on solid educational research that reflects culturally diverse communities, this book offers teachers and
administrators 55 practical strategies for forming effect partnerships with families.
Henderson, Anne T.; Johnson, Vivian R.; Mapp, Karen L., & Davies, Don. (2007). Beyond the Bake
Sale: The Essential Guide to Family/School Partnerships. New York: The New Press.
This practical guide helps teachers, families and administrators build collaboration and
cooperation in schools. Contains research that proves that when schools, families and the
community work together, children do better in school, like school more and stay in school
longer.
Hiatt-Michael, Diana B. (Ed.) (2010). Promising Practices to Support Family Involvement in Schools.
Charlotte, NC: Information Age Publishing.
This book is part of a series that translates research into practices that lead students,
teachers, administrators and families to stronger school outcomes. Through fact-based
educational research and real-life experiences, readers will learn practical approaches to
encourage parental involvement in school decision making, bridge home with school and
form school–family partnerships.
Hornby, Garry. (2011). Parental Involvement in Childhood Education: Building Effective School
Family Partnerships. New York: Springer Science+Business Media, LLC.
This book details methods for evaluating parental involvement in a child’s education. It
offers an evidence-based model for parental participation and an analysis of key interpersonal skills for effective work with parents.
Student artwork courtesy of
Oldham Elementary School, Norwood, MA
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Champion Creatively Alive Children
Jensen, Eric. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and
What Schools Can Do About It. Alexandria, VA: ASCD.
Jensen examines how poverty affects the brain’s ability to learn. He gives insight into
children’s behavior and academic performance when they are living in poverty. He cites
examples of model schools in low socioeconomic areas and demonstrates how educators
can improve both academic achievement and life readiness skills of economically disadvantaged students. Art is an important part of proposed solution.
Weiss, Heather B.; Kreider, Holly M.; Lopez, M. Elena; & Chatman, Celina M. (Eds.) (2005).
Preparing Educators to Involve Families: From Theory to Practice. Thousand Oaks, CA: Sage
Publications.
This book helps teachers partner effectively with families of elementary students. Using a
framework of ecological systems theory, this book presents child development theory with
research-based teaching cases that address critical dilemmas in family–school–community
relations. Special attention is given to families who live in poverty. Readers are encouraged
to link theory and practice and hone analytic and problem-solving skills for use in realworld situations with students and families.
Arts-Infused Education Advocacy
Arts Education Partnership. (2011). What School Leaders Can Do to Increase Arts Education.
Washington, DC: Author.
This brochure from the Arts Education Partnership offers recommendations for
establishing a school-wide commitment to arts learning, creating an arts-rich learning
environment and rethinking the use of time and resources.
http://www.aep-arts.org/files/publications/AEP_Principals-brochure-final.pdf
Catterall, James S. (2009). Doing Well and Doing Good by Doing Art: The Effects of Education in
the Visual and Performing Arts on the Achievements and Values of Young Adults. Los Angeles:
Imagination Group I-Group Books.
Norwood Elementary School, Baltimore, MD.
Photo by eMedia Works.
Significant longitudinal data show support for benefits of arts education. Findings from
two studies done by Catterall and colleagues from the National Educational Longitudinal
Survey in the late 1990s and 2009 strongly connect arts learning with both academic
success and pro-social outcomes.
The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families,
& Society for Human Resource Management. (2006). Are They Really Ready to Work? Employers'
Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S.
Workforce.
This study provides the corporate perspective of skills that are increasing in demand in the
workforce. Creativity, critical thinking, communication and collaboration are high on the
list. http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
Davis, Jessica Hoffman. (2007). Why Our Schools Need the Arts. New York: Teachers
College Press.
Davis makes a powerful case for why the arts are essential to every child’s education. She
offers educators and advocates evidence in support of arts education programs and helps
advocates make a persuasive case.
Eisner, Elliot W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Eisner presents strong arguments for the inclusion of the arts as a core element of the
school curriculum. He addresses both assessment and evaluation in the arts, and proposes
a shift from the evaluation of outcomes to the evaluation of process.
Jensen, Eric. (2001). Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and
Curriculum Development.
Each of the four arts disciplines promote brain development. Jensen provides a neurobiological case for why the arts should be taught in schools and practical suggestions for
educators to use to improve students’ academic achievement.
National Art Education Association. (2009). Learning in a Visual Age: The Critical Importance of
Arts Education. Reston, VA: Author.
This guide examines the evidence about the capacities that art education develops in
students and what it can prepare them to do. It explores what high-quality instruction
looks like and takes a look at some environments in schools and in other settings in which
excellent visual arts instruction takes place.
http://www.arteducators.org/learning/learning-in-a-visual-age/NAEA_LVA_09.pdf
National Art Education Association. (2011). The Visual Arts: So Much More Than What You See …
Reston, VA: Author.
This guide offers three concrete actions school principals can take to increase
arts education in their schools: establish a school-wide commitment to arts learning,
create an arts-rich learning environment, and rethink the use of time and resources.
http://www.arteducators.org/advocacy/ARTS_ED_e-FLYER_3.pdf
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Champion Creatively Alive Children
National Association of Elementary School Principals. (September/October 2011). Principal
Magazine: Champion Creatively Alive Children Supplement.
This special supplement profiles best practices in arts-infused education throughout
the country. It provides insights for becoming “art smart,” turning ideas into practice
and bringing creativity into schools, whether in four minutes, four weeks or four years.
www.Crayola.com/creativelyalive
National Association of Elementary School Principals. (September/October 2012). Principal
Magazine. Champion Creatively Alive Children Supplement.
This special supplement highlights schools that are using the arts to connect students to
the world, engage families in student learning and teach literacy, math and other subjects.
It reveals the strategies of arts-engaged principals and offers guidance for building a
creative leadership team. And it unveils the latest research on arts access, availability and
quality—and the rewards of the arts for at-risk students.
www.Crayola.com/creativelyalive
Partnership for 21st Century Skills. (2010). 21st Century Skills Arts Map. Washington, DC: Author.
The Partnership has forged alliances with key national organizations that represent the
core academic subjects, including social studies, English, math, science, geography and
the arts. As a result of these collaborations, the Partnership has developed this map to
illustrate the intersection between 21st century skills and the arts. The maps will enable
educators, administrators and policymakers to gain concrete examples of how 21st century
skills can be integrated into core subjects.
http://www.p21.org/documents/P21_arts_map_final.pdf
Partnership for 21st Century Skills. (2011). P21 Common Core Toolkit: A Guide to Aligning the
Common Core State Standards with the Framework for 21st Century Skills. Washington, DC:
Author.
This toolkit is designed for state and district leaders who are interested in implementing
the Common Core standards in ways that strengthen the 4 Cs.
http://www.p21.org/images/p21_toolkit_final.pdf
President’s Committee on the Arts and the Humanities. (2011). Reinvesting in Arts Education:
Winning America’s Future through Creative Schools. Washington, DC.: Author.
This is the most comprehensive report on the state of arts education in schools published
in a decade. It reviews research, literature, promising practices and state initiatives—
making a case for why the arts are “a wrench to fix schools” not just a “flower to beautify”
them. The report presents recommended action steps for policy makers, educators and
the private sector. The resource appendix is a treasure trove of studies and model arts programs that will connect readers to additional insights.
http://www.pcah.gov/sites/default/files/photos/PCAH_Reinvesting_4web.pdf
Robinson, Ken. (2001). Out of Our Minds: Learning to Be Creative. Oxford: Capstone Publishing.
Robinson gives historical perspective on the evolution of what education values. He makes
a strong case for understanding the archaic nature of the Intelligence Quotient that fails
to consider each person’s unique gifts. Robinson argues for radical changes in education to
meet the challenges of living and working in the 21st century. His focus is on the need for
creativity.
Trilling, Bernie, & Fadel, Charles. (2009). 21st Century Skills: Learning for Life in Our Times. San
Francisco: Jossey-Bass.
What skills do students need in the 21st century to meet today's challenges and be successful? Educators are urged to build students’ 4 Cs and change pedagogy to prepare students
for the fast-changing global economy.
Visit Crayola.com/CreativelyAlive for more resources on the arts and the 4 Cs.
Program Concept and Development by Cheri Sterman, Director, Education & Consumer Relationships, Crayola
Writing and Design by Vockley•Lang
Photography except where noted by John Pinderhughes
Not for sale. Available for free at www.Crayola.com/creativelyalive
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