Albers, P. (2007). Finding the artist within: creating and reading visual texts in the English language arts classroom. Newark, DE: International Reading Ass. In this non-fiction textbook, author Peggy Albers notes the intention of the text is “to support middle and high school English teacher’s learning – raw and untutored, perhaps – in designing and creating visual arts and technology rich-texts, as well as reading and interpreting students’ visual texts.” The majority of this book describes only basic art concepts and techniques that artists use when creating visual texts and how it can be introduced to students. The book is segmented into two sections: basic techniques in art, basics of reading visual texts, both artistically and critically,
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Cahn and Aaron Meskin provide insight and research upon the works of contemporary artists and philosophers. This anthology showcases classic texts to provide sight into the developmental and philosophical thought about art and the aesthetic realm. This book brings together the most comprehensive collection of writings over the past 2500 years and includes a multitude of overviews within the analyses of the works. The anthology is broken down into three sections: historical sources, modern theories, and the contemporary aesthetics and philosophy of art.
By nature of this highly informative and densely knowledgeable text, the instructional strategy that would best compliment this anthology is think-aloud and think-pair-share. In the think-aloud strategy, the teacher models the thinking as the class is reading the text, asking effective questions and presenting key points of the text. This strategy is most useful when covering difficult information, such as this aesthetics book, to reinforce learning or retaining information. From personal experience, this book allowed for many different types of instructional strategies to sneak into conversations as the class did think-aloud notions (often times, this would start a
Cahn and Aaron Meskin provide insight and research upon the works of contemporary artists and philosophers. This anthology showcases classic texts to provide sight into the developmental and philosophical thought about art and the aesthetic realm. This book brings together the most comprehensive collection of writings over the past 2500 years and includes a multitude of overviews within the analyses of the works. The anthology is broken down into three sections: historical sources, modern theories, and the contemporary aesthetics and philosophy of art.
By nature of this highly informative and densely knowledgeable text, the instructional strategy that would best compliment this anthology is think-aloud and think-pair-share. In the think-aloud strategy, the teacher models the thinking as the class is reading the text, asking effective questions and presenting key points of the text. This strategy is most useful when covering difficult information, such as this aesthetics book, to reinforce learning or retaining information. From personal experience, this book allowed for many different types of instructional strategies to sneak into conversations as the class did think-aloud notions (often times, this would start a