Anderson, T. (2005). Chapter 8. In Art for Life: Authentic Instruction in Art (pp. 31-38).

NY:
McGraw - Hill.
Examining meaning making through the lens of a/r/tography, Anderson sets out to explain a
variety of art making approaches, research strategies for art educators, and an examination of
the artistic process and meaning making as a society, artists, and students.

Bergin, C. A., & Bergin, D. A. (2015). Chapter 11: Peers, Friends, and Play. Child and adolescent
development in your classroom (pp. 454 – 494). Stamford, CT: Cengage.
While covering a myriad of information in regards to child and adolescent development in their
text, Bergin and Bergin dive specifically into the concepts and benefits of peer interaction and
play within the scope of development as well as within the classroom in chapter 11.

Compton, W. C., & Hoffman, E. (2013). Positive psychology: the science of happiness and
flourishing. S.l.: Wadsworth Cengage Learning.
Utilizing an approach from world of psychology, Compton and Hoffman ponder and illustrate
the uses of creativity within our lives and its benefits.

Pink, D. H. (2006). A whole new mind: how to thrive in the new conceptual age. London: Cyan.
Pink seeks to illustrate the importance of approaching life, not education, through the lens of
the right-brained thinker. Encouraging readers to think outside of the box through six senses –
design, story, symphony, empathy, play, and meaning, Pink illustrates how approaches meaning
making through a variety of contexts and suggestions of implementation.

Walker, S. (1997). Working in the Black Box: Meaning-Making and Artmaking. Art Education,
50(4), 23-38. doi:10.2307/3193650
With an approach of experiential learning, Walker illustrates the concepts of meaning making
to art educators through the lenses of their creative practices and studio instruction within
their classroom as well as encouraging original thought through these practices within their
students work and approaches.

Yenawine, P. (2014). Visual thinking strategies: Using art to deepen learning across school
disciplines. Cambridge, MA: Harvard Education Press.
Utilizing visual thinking strategies, Yenawine explores an approach to meaning making through
three inquiry based questions: What is going on in this image? What do you see that makes you
say that? and What more can we find? Asking viewers to really study an image, decide how
THEY feel and why, and to also look further than the first approach or glance, Yenawine, along
with Abigail Housen, has developed a methodology to research that is multifaceted in approach
and application.

Zeichner, K. M., & Liston, D. P. (1996). Chapter 2: Historical Roots of Reflective Teaching (pp. 9-
24). Reflective teaching: An introduction. New York, NY: Routledge.
Emphasizing the need and importance of reflective teaching, Zeichner and Liston sift through a
variety of historical theories to education – from Dewey to Schon, the authors ask educators to
examine the why to their how and what ifs.