Abstract This paper owes to different formal and individual explorations of languagearts approaches and methods including work towards a languagearts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of languagearts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of languagearts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper "Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
Abstract This paper shows how art is an important part of education that is dying in many public schools. The writer examines how budget cuts often shift priorities to basic subjects leaving children without a formal arteducation. The paper states that art is a valuable tool that teaches children to communicate and also augments the learning process in subjects such as mathematics and language. Many studies have found that when children are exposed to art, it has valuable effects on their learning process.
From the Paper "When implemented in public schools, art helps raise self-confidence while creating problem solving skills and communication. Unlike math and reading, when children create art they are always successful because there is no right or wrong in art. This gives a child a sense of achievement and success, raising their academic self-confidence. Art also helps children figure out how they want to express themselves, thus building problem-solving skills. Art focuses on making your internal thoughts external images or sounds creating a superior way for children to learn to communicate effectively. When you take all of these factors and apply them to a child's education the result is obvious. Studies show that the cognitive skills and spatial reasoning that art offers are essential for math. The communication of art often helps children become more successful in language classes. When a student becomes involved in an art program, the drop out rate dramatically decreases. Art is an exciting and fun way for students to feel more successful in school."
Abstract This paper presents a classical argument that the current policy towards artseducation is harming the arts discipline. Specifically, this paper argues that by stressing the usefulness of an artseducation, policy makers and educators who are trying to get more funding are actually marginalizing and undermining the arts by making the arts into a supportive skill set rather than a discipline in its own right.
From the Paper "In today's education system, the arts are often either minimized as unimportant or are translated into a "useful" discipline on par with the sciences in order to justify continued spending on arts courses. This places educators in a difficult position. Either they must make claims that the arts are utilitarian or risk facing program cutbacks or even shut-downs of arts programs. Although policy makers and educators can gain funding in the short term by depicting arts education as practical and useful, and although there can be little doubt that the arts do have useful applications, this approach tends to marginalize and harm arts education in the long run by making the arts into an auxiliary solution rather than a valuable discipline in its own right."
Assesses whether there is need for artseducation in the public schools in light of the recent federal and state focus on standardized testing, which has caused school districts to reduce or eliminate arts programs in public schools.
2,250 words (approx. 9 pages), 8 sources, 2006, $ 89.95
Abstract In an attempt to determine the validity of the hypothesis that artseducation is an essential inclusion in the learning experience of secondary students in the public schools, this paper conducts a need assessment through a review of existing documents. The paper contends that, based on the research, new and revised programs are need to allow all students in the American public school systems the opportunity to participate in the arts as part of their regular academic programs.
Abstract This paper explains that languagearts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the languagearts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because languagearts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and LanguageArts The Impact of Technology on Education Obstacles to Using Technology
Technology and LanguageArts Conclusion
From the Paper "The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
Abstract This paper discusses the general problem of decreased achievement among high school students in languagearts and mathematics. It looks at the significance and impact of the problem, the interests of high school students and presents a research design to investigate the problem.
From the Paper "The general problem is that high school students demonstrate decreased achievement levels in mathematics and language arts literacy compared to middle school levels..."
Tags: high school student languagearts, mathematics
Abstract This paper looks at the National Standards for ArtsEducation as a place to start in assessing any state's interest in and support of artseducation. The paper explains that to assess New Jersey's positioning on the canvas of American artseducation, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that artseducation has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for ArtsEducation are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing artseducation. It remains to be seen whether that education will be of the 'media' sort, or the more substantive artseducation that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for ArtsEducation: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine ArtsEducation Educational Reform and ArtsEducation How to Conduct ArtsEducation The Standards Themselves
References
Appendix A: New Jersey Standards for ArtsEducation Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of ArtsEducation by State
List of Figures
Figure 1.1: Reasons to Support ArtsEducation: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper "Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
Abstract This paper discusses four aspects of a professional portoflio addressing languagearts teaching: promoting interest in a book, a double-entry journal, evaluation of student writing, and selecting professional resources. The paper also refers to a proposed five-year plan towards professional development so that languagearts become more familiar and includes questions the author believes are important regarding future teaching practice, particularly in the preparation of classes.
Table of Contents:
Introduction
Four Aspects of a Professional Portfolio
Module I - Promoting Interest in a Book
Module II - A Double-Entry Journal
Module III - Evaluation of Student Writing
Module IV - Selecting Professional Resources
Three Big Ideas for the Future
I - Assessing Students
II - Promoting Listening Skills
III - Writing Strategies
Five-Year Development Plan
Questions to Ask Myself
From the Paper "The student should feel that he or she can err on the side of English using words of one syllable, as long as the meaning is cogent, as opposed to feeling that he or she must use the latest phrase or terminology learned. There needs to be reinforcement, too, of the world as often without 'Spell check' and towards appreciation for what a person knows how to write by hand, spotting errors in time, or what might be expressed differently to better effect. Students learn that there is more to writing than word processing, in effect, as it is an intensely creative activity."
Abstract This paper explains that the main hypothesis of this study is, while artseducation in New Jersey is getting as much attention as it ever has, the state of New Jersey artseducation has no effect either on school improvement initiatives related to artseducation or on calculation of students' GPAs. The author further hypothesized that, while artseducators in New Jersey may well be feeling some dampening effects, financially or through curriculum demands, of NCLB, school districts typically do not receive funds from any outside sources, including parents groups, Booster Clubs, or local businesses to fund artseducation programs. The paper includes the complete questionnaire developed by the U.S. Department of Education, National Center for Education Statistics, to be send to a sample consisting of 50% or more of the 604 New Jersey arts superintendents across virtually every school district in the state of New Jersey.
Table of Contents
Introduction
Restatement of Hypothesis
Sample description
Instrument
Data analysis
The Complete Questionnaire
From the Paper "The standards came into being as a result of a reform effort generated in the 1980s, emerging in several states and gaining nationwide visibility with the publication of A Nation at Risk in 19783. As a result, six national educational goals were announced in 1990. Later, with the passage of the Goals 2000: Educate America Act, the goals were written into law, naming the arts as an essential academic subject as important to education as language, mathematics, history, civics and government, geography, the sciences and foreign language ability."
Abstract This paper attempts to explain the benefits and the pitfalls of the digital revolution for artists and arteducation. According to the paper, the advance of the digital age and its impact on the art form and the education of art appears significant. Traditionalists argue against the newer form observing that it degrades the purity and aura of the original artistic form. Those who embrace the digital age on the other hand believe that the globalization of the digital media and the accessibility of creating and learning art through cheap high quality digital products.
This paper discusses incorporating technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) education programs.
Abstract In this article, the writer notes that the integration of new technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) educational programs is important to maximize their effectiveness. The educational value of new technology for students, teachers, and school personnel make its incorporation into the modern learning environment essential for maximum program success. The writer discusses that educational technology integration is equally useful in the ESL/ESOL curricula and in standard curricula, particularly in the case of delayed learners. The writer maintains that once the administrative decision to incorporate educational technology is made, the most important element for ensuring its success is educator training to understand and implement the software tools for optimum effect on learning.
Outline:
Introduction - Building Blocks for Educational Technology Integration
The Professional Competence Element of Program Evaluation
Predicting ESL/ESOL Student Response to Technology in the Learning Environment
Selecting the Right Technological Tools
Other Educational Applications
Conclusion
From the Paper "The research-based Intellitools products are valuable teaching aides for reading, writing, and mathematics, in addition to introducing computer familiarity and literacy through their use. The IntelliTools products are adaptable to teaching core concepts, providing repetitive non-judgmental practice and immediate feedback, while tracking student responses and progress.
"Software designed by Educational Software Inc. adds another innovative concept to telling stories in its Virtual Storytelling program. The software features animation, sound effects, and interactive commands designed to capture the attention of the students from Pre-Kindergarten through 2nd Grade classrooms. The primary focus of the Virtual Storytelling software is providing 1st and 2nd Grade-level virtual stories in every subject area-related lesson. The idea is simply to promote learning through an enjoyable medium made possible by technology, particularly for the benefit of students with short attention spans, behavior problems, as well as those who exhibit hyperactivity."
Abstract This paper examines the various aspects of music and arts participation and how exposure to and training in arts programs stimulates mental and intellectual abilities from the earliest years through high school. It also explores how artseducation contributes to the overall enhancement of educational curriculum. Through a literature review, it examines three specific frameworks: physiological brain development; spatial and cognitive reasoning abilities; and improved academic performance based on participation in music and other arts programs. It also looks at scholastic performance enhancement through arts integration.
Outline
Literature Review
Physiological Brain Development
Cognitive and Spatial Reasoning Abilities
Improved Scholastic Performance
Scholastic Performance Enhancement
Methodology
From the Paper "In other studies, Nisbet (1991) has pointed out that there is a close relationship between the musical symbolism used in arranging the time signature of a musical piece and the mathematical concepts used in fractional concepts. Numerous studies have focused on the relationship between formal training in a musical instrument and youths' achievement level. According to Wenger and Wenger (1990), neuroscientists suspect that when children exercise cortical neurons by being actively involved in music, they are engaging in activity which enhances their intelligence, specifically their mathematics capability, spatial reasoning skills, and the ability to handle complex reasoning tasks. In fact, Rayl (1995) and Martin (1995) have reported that adolescents with formal training in music tend to have higher achievement in mathematics."
The paper analyzes the theories of educators and child psychologists surrounding the integration of arteducation into other aspects of learning in schools.
Abstract The paper examines the ideas and scholarly work of Elliot Eisner who does not favor a technocratic approach to teaching, as well as exploring Howard Gardner's comprehensive perspectives on the interplay between art and child development. The paper also looks at several examples of real-life scenarios in various schools to emphasize the different educational philosophies being implemented.
From the Paper "In Art, Mind, and Brain: A Cognitive Approach to Creativity, one of Gardner's earlier works, he illustrates some of the dangers of moving away from a creative element to education. A child's early years he characterizes as a golden age of creativity, which he claims is later hampered as the child is beset by the social pressures of peers his or her age. Whereas a six year old child is employing various symbols and designs to convey meaning, a nine or ten year old child is often much more conventional; Gardner claims that the pressure for children to conform, even when they are playing, limits their ability to experiment and grow from experimentation or novelty. Some stop drawing and artistry languishes during this "literal stage" when many see the playful exploration previously enjoyed as being behind them and unbecoming of them."
Abstract This paper examines how, with the age of technology and efficiency at hand and the threat from countries like Japan surpassing American students in technical knowledge, Americans began placing more importance on science and math, and arts have been pushed to the back burner. It looks at how, coupled with budgets that are increasingly difficult to manage, this is a recipe for the demise of arteducation across America.
From the Paper "The solution to the problem, according to Howie Schaffer, a spokesman for The Public Education Network, lies in the public and their refocusing on how important arts education truly is for American children. "For us, public pressure is the key ingredient in fixing schools," Shaffer states. (qtd. in Richard & Hoff) Until Americans realize that well-rounded students are critical to success later in life, the scenario will not change. Until Americans see that the creation and appreciation of art is fundamental to the human psyche, our schools will continue to spit out Internet savvy graduates who feel more comfortable communicating via e-mail and instant messages, rather than interacting face-to-face with other human beings."
Abstract The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.
From the Paper "Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."
