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This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the questions: What does literacy look like in the arts? And what does it mean to be arts literate? It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship. It acknowledges that both the arts and literacy are open-textured concepts and notes how they accommodate each other, learn about, and from each other, and can potentially make education ‘better’. It is when the two stretch each other that we see an educationally productive dialogic relationship emerge.  “Literacy in the Arts: Retheorising Learning and Teaching presents a thought-provoking definition of arts literacy as multimodal that moves the conversation about the value of an arts education beyond the intrinsic versus instrumental debate, and into the realm of contemporary practice across arts disciplines. With chapters exploring arts literacy in traditional arts forms, new media, and creativity research, this volume will appeal to readers wishing to focus in on a specific arts discipline, or explore the concept of multimodality in arts literacy comprehensively.” Tracie Costantino, University of Georgia, Georgia, USA.

Visual literacy --- Language arts (Middle school) --- Study and teaching. --- Language arts --- Literacy, Visual --- Study and teaching (Middle school) --- Study and teaching --- Education --- Literacy. --- Creativity and Arts Education. --- Teaching and Teacher Education. --- Educational Philosophy. --- Philosophy. --- Illiteracy --- General education --- Art education. --- Teaching. --- Education—Philosophy. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This book argues the importance of aesthetic literacies in learning and teaching in schools for future work. The study of aesthetics is critical in today’s learning, due to the increasingly complex ways in which we communicate meaning, such as through the presentation of texts and objects. The book provides educators, pre-service teachers, and students an in-depth understanding of aesthetic literacies in innovative spaces, including in philosophical literature, environmental spaces, curricula and classrooms. Using various theoretical frames from both the arts and literacy fields, this book shares relevant pedagogies, theorisations and contexts where aesthetic literacies are at the core of learning. It emphasises how improved knowledge of aesthetics and quality experiences in beauty are vital in aiding students and young children develop the necessary resilience and tolerance needed in today’s uncertain world. .

Literacy. --- Art—Study and teaching. --- Teaching. --- Creativity and Arts Education. --- Pedagogy. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Illiteracy --- General education --- Aesthetics --- Study and teaching. --- Radio broadcasting Aesthetics --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This book explores the many dialogues that exist between the arts and literacy. It shows how the arts are inherently multimodal and therefore interface regularly with literate practice in learning and teaching contexts. It asks the questions: What does literacy look like in the arts? And what does it mean to be arts literate? It explores what is important to know and do in the arts and also what literacies are engaged in, through the journey to becoming an artist. The arts for the purpose of this volume include five art forms: Dance, Drama, Media Arts, Music and Visual Arts. The book provides a more productive exploration of the arts-literacy relationship. It acknowledges that both the arts and literacy are open-textured concepts and notes how they accommodate each other, learn about, and from each other, and can potentially make education ‘better’. It is when the two stretch each other that we see an educationally productive dialogic relationship emerge.  “Literacy in the Arts: Retheorising Learning and Teaching presents a thought-provoking definition of arts literacy as multimodal that moves the conversation about the value of an arts education beyond the intrinsic versus instrumental debate, and into the realm of contemporary practice across arts disciplines. With chapters exploring arts literacy in traditional arts forms, new media, and creativity research, this volume will appeal to readers wishing to focus in on a specific arts discipline, or explore the concept of multimodality in arts literacy comprehensively.” Tracie Costantino, University of Georgia, Georgia, USA.

Philosophy --- Teacher education. Teacher's profession --- School management --- Teaching --- Adult education. Lifelong learning --- Applied arts. Arts and crafts --- onderwijsfilosofie --- geletterdheid --- onderwijs --- kunstonderwijs --- alfabetisering --- analfabetisme --- creativiteit --- lerarenopleiding --- lesgeven

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This book shares a range of examples where international students have undertaken a work placement, practicum, internship or participated in work integrated learning. Contributions reflect on the successes and challenges that this particularly diverse group of students experience when undertaking work placement programs in a variety of disciplines, such as education, engineering and health. The book explores these experiences via three main conceptualisations: 1. Internationalisation and interculturalisation – including the diversity of international student cohorts and the associated policy, practices and assessment related to international students in higher education; 2. Multi-socialisation – of international students with a focus on new cultural contexts, professional learning and disciplinarity; and 3. Reflection and reflective practice – acknowledging that for improvement and change to occur those involved need to reflect on current and possible future practice. A working model of effective practice is introduced which can inform prospective international students, their mentors/supervisors, work placement coordinators and other relevant university staff.

Education. --- International education. --- Comparative education. --- Higher education. --- Professional & Vocational Education. --- Higher Education. --- International and Comparative Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- Education, Higher. --- Students, Foreign --- Employees --- Employment. --- Training of. --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Professional education. --- Vocational education. --- International education . --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher

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This book explores the importance of compassion and empathy within educational contexts. While compassion and empathy are widely recognised as key to living a happy and healthy life, there is little written about how these qualities can be taught to children and young people, or how teachers can model these traits in their own practice. This book shares several models of compassion and empathy that can be implemented in schooling contexts, also examining how these qualities are presented in children’s picture books, films and games. The editors and contributors share personal insights and practical approaches to improve both awareness and use of compassionate and empathetic approaches to others. This book will be of interest and value to all those interested in promoting compassion and empathy within education.

Empathy --- Compassion --- Study and teaching. --- Education --- Educational psychology. --- Emotions. --- Educational Philosophy. --- Philosophy of Education. --- Educational Psychology. --- Emotion. --- Philosophy. --- Feelings --- Human emotions --- Passions --- Psychology --- Affect (Psychology) --- Affective neuroscience --- Apathy --- Pathognomy --- Education—Philosophy. --- Philosophy and social sciences. --- Education—Psychology. --- Social sciences and philosophy --- Social sciences --- Psychology.