County School Music Programs of California PDF Download
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Author: Marion Agnes Curry
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Author: Marion Agnes Curry
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Author: California. State Board of Education
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 76
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Book Description
Author: Dixie Robison Zenger
Publisher:
ISBN:
Category :
Languages : en
Pages : 156
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Book Description
Author: California. Department of Education
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 88
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Book Description
Author: University of Southern California. School of Music
Publisher:
ISBN:
Category : Concert programs
Languages : en
Pages :
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Book Description
Author: California. Department of Education
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 44
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Book Description
Author: Lynn T. Woolston
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
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Book Description
Author: California. State Superintendent of Public Instruction. Task Force on the Visual and Performing Arts
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 32
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Book Description
Author: Sarah Elizabeth Evans
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Book Description
Author:
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 188
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Book Description
Two approaches to teaching dance, drama/theatre, music, and the visual arts are interwoven into a comprehensive whole in the framework described in this document. The first approach views arts instruction as direct student involvement in the expressive modes of the arts. The second approach views the arts as a means of acquiring cultural literacy. The framework is constructed on these two complementary approaches, which are expressed in four components of arts education: aesthetic perception; creative expression; arts heritage; and aesthetic valuing. The framework is organized to assist curriculum planners design an arts curriculum that has a triple thrust that: (1) develops the unique characteristics of each of the arts; (2) interrelates the arts; and (3) infuses the arts into the general curriculum. Chapter 1 addresses the commonalities among the arts; chapters 2 through 5 present the unique aspects of each discipline. The individual discipline sections follow similar formats to assist teachers and curriculum developers build a balanced curriculum that includes all four areas of the arts. Chapter 6 provides a guide for interrelating the arts and for integrating the arts into the total learning process. The concluding chapter articulates what is needed to develop an adequate program for the arts. (JB)
