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<span><span>This book is an antidote to other books that purport to show teachers an exact formula to follow to get amazing results in the classroom. It will help to create a classroom that is more like play, with much more freedom and less scripting in order to engage students at a deeper level, and still get excellent results by using arts-based research.</span></span>

<span><span>Acknolwedgments</span></span>
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<span><span>Introduction</span></span>
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<span><span>The Purpose of this Book</span></span>
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<span><span>What This Book Can Do for You</span></span>
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<span><span>How This Book Is Conceptualized</span></span>
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<span><span>How This Book Is Organized</span></span>
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<span><span> </span></span>
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<span><span>Chapter 1: Why the Arts Matter in School</span></span>
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<span><span>The Argument</span></span>
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<span><span>What exactly is PBL?</span></span>
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<span><span>The Aqua-Ponics Project</span></span>
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<span><span>A Modest Proposal</span></span>
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<span><span>The Advantages of an Education in the Arts</span></span>
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<span><span>The Arts in Decline</span></span>
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<span><span>Creating Art vs. Thinking Art</span></span>
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<span><span>Art Embraces Accident</span></span>
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<span><span>Critical Design</span></span>
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<span><span>What is the Value of Student Work?</span></span>
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<span><span>Use the Arts as a Fundamental Approach </span></span>
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<span><span> </span></span>
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<span><span>Chapter 2: How to Set the Stage</span></span>
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<span><span>How Does One Create the Environment for Learning?</span></span>
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<span><span>So You Want to Be an Artist </span></span>
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<span><span>Starting with What You Already Know</span></span>
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<span><span>Learning Abhors a Vacuum</span></span>
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<span><span>Demonstrating What You Know</span></span>
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<span><span>Gauging How Far You’ve Come</span></span>
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<span><span> </span></span>
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<span><span>Chapter 3: Building a Culture of Learning and Exploration</span></span>
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<span><span>Infinite Questions</span></span>
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<span><span>Learning to Take Risks</span></span>
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<span><span>Learning to See, Learning to Think, Learning to Ask</span></span>
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<span><span>Learning to Investigate</span></span>
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<span><span>An Interlude for Feedback Feedback </span></span>
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<span><span> </span></span>
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<span><span>Chapter 4: Deconstruction</span></span>
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<span><span>The Importance of the Entry Event</span></span>
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<span><span>The Event Itself</span></span>
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<span><span>Unmaking</span></span>
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<span><span>Unmaking and Remaking</span></span>
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<span><span> </span></span>
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<span><span>Chapter 5</span><span>: </span><span>Deconstruction of Self</span></span>
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<span><span>Deconstruction is a Path to Self-knowledge</span></span>
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<span><span>What is the Danger of Teleological Thinking?</span></span>
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<span><span>The Marriage of the Arts and Sciences</span></span>
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<span><span>What is Improvisational Thinking?</span></span>
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<span><span>What Does All This Mean for a High School Teacher?</span></span>
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<span><span> </span></span>
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<span><span>Chapter 6: Making</span></span>
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<span><span>The Satisfaction of Making Things by Hand</span></span>
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<span><span>Design Thinking</span></span>
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<span><span>The Importance of Having a Guide</span></span>
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<span><span>The Apprentice and the Mentor</span></span>
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<span><span>Mentorship for the Project-Based Classroom</span></span>
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<span><span>Back to the UnHappy Meal: Organization, Production, and Reconstruction</span></span>
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<span><span> </span></span>
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<span><span>Chapter 7: Bridging Body, Mind and Soul </span></span>
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<span><span>A Model for Arts-Based Research</span></span>
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<span><span>First Attempts with Art</span></span>
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<span><span>Making Art with Meaning</span></span>
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<span><span>Developing a Personal Vision for Success</span></span>
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<span><span> </span></span>
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<span><span>Chapter 8: The Exhibit</span></span>
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<span><span>Curating is Creating</span></span>
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<span><span>Art and Social Practice</span></span>
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<span><span>Putting It All Together</span></span>
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<span><span>The Importance of Showing Work</span></span>
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<span><span> </span></span>
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<span><span>Chapter 9: Measuring Success</span></span>
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<span><span>Assessing Progressive Education</span></span>
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<span><span>Assessing the UnHappy Meal as an Education</span></span>
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<span><span>Assessing the UnHappy Meal as Art</span></span>
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<span><span>How About the Audience?</span></span>
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<span><span>The Aftermath</span></span>
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<span><span> </span></span>
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<span><span>About the Author</span></span>
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<span><span> </span></span>

<span><span>Raleigh Werberger</span><span> has been teaching history for fifteen years, in the U.S. and internationally. He taught both Advanced Placement and International Baccalaureate classes and over time began to question the entire premise of high school education. His interest in creating authentic experiences for students led him to experiment with PBL and design thinking challenges. He co-founded a project-based exploratory program at Mid-Pacific Institute in Hawai’i, and served as a Founding Board Member for the School for Examining Essential Questions of Sustainability in Honolulu in 2012-2013. He moved to New York after spending a year at an Arts Residency in Stuttgart, Germany with his wife, a photographer and filmmaker. He is now Dean of Faculty at Darrow School in the Berkshires in upstate New York.</span></span>