thanks for your response - I have looked at a number
of state guidelines concerning scope and sequence for
art and they are very useful in building a programme.
I will be working on this for the next few weeks
although the deadline is next wednesday. It's easy for
me to make up a plan that fits the job and satisfies
the Principal of the school, in a rudimentary fashion,
but I want to make the scope & sequence apply to the
students in terms of environment, cultural differences
and language arts, keeping in mind the time
constraints, and as you rightly said a link needs to
be made to other subjects to make it more
inter-disciplinary in nature. I hope to do that with
English Lit, History, Geography and Social Studies
too. Thank you again for suggestions.
--- June Covington <firstname.lastname@example.org> wrote:
> John, I am in a similar position at a private school
> in Texas. I have
> used the state guidelines for each grade level, then
> looked at what
> each grade level will be studying in Social Studies
> and linked our
> work to the Social Studies curriculum.
> For example, SIxth graders are studying World Civ so
> we focus on Art
> of Ancient Civilizations and I select projects that
> tie in to this.
> We look at the artifacts they might have seem in
> Social Studies but
> analyze them aesthetically. Troll around museum
> web-sites for fun on
> line homework. I might assign them to go to the
> local museum website
> and look at four artifacts that are from the culture
> are are focused
> on, They are to select one and email me a paragraph
> about it. I
> might ask tem to tell me which one they would like
> to own, for
> example, and why. Nothing stressful.
> Last year, I had a great opportunity to collaborate
> with the
> Comparative religions teacher on a big project.
> June Covington
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