Harvard Educational Review
  1. Spring 2013 Issue »

    Teaching Beyond and In Between

    Reframing a Flourishing Future for Arts Learning in Schools Through Isotonic Instruction

    ERIC BOOTH
    In this reflective essay, Eric Booth utilizes his Habits of Mind for Creative Engagement to offer two suggestions for intensifying the impact of arts learning in schools. Booth’s first suggestion redefines what artistic engagement really means and where it can contribute to creative learning. His second suggestion advocates for the use of isotonic instruction—two- to three-minute exercises that can be applied in between classes—to build up the learning muscles of creative engagement. The author shares lessons from his decades of experimentation with teachers and gives specific examples of activities he has introduced in professional development workshops.

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    Eric Booth is an independent teaching artist and international arts learning consultant. Formerly a Broadway actor and successful entrepreneur in trend analysis, he is the author of three dozen articles and five books, including The Everyday Work of Art (Universe, 2001) and The Music Teaching Artist’s Bible (Oxford University Press, 2009), and is the founding editor of the Teaching Artist Journal. In arts learning, he has taught at numerous universities and arts institutes. He has also served as the faculty chair of the Empire State Partnership program, the largest arts-in-education experiment in the United States, as well as on the College Board’s Arts Advisory Committee for seven years. Widely regarded as the “father of the teaching artist profession,” Booth serves as a consultant for many organizations, cities, states, school districts, and businesses around the country and is a frequent keynote speaker on the arts to groups of all kinds all over the world. He is also a senior adviser to the El Sistema Movement in the United States.
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    Spring 2013 Issue

    Abstracts

    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)