Boy, does this hit home! I feel fortunate I haven't been asked to go into
such detail with my scope and sequence. I would be, like you, looking for a
new career if they expected me to write such a document. I cannot fathom
where I'd begin, and yet I must say that my kids are being exposed to, and
apparently learning, and growing, and enjoying so much in my classes, I find
myself wondering what the point of all this documentation would be. This is
where the art part and the school part of my job becomes so cognitively
dissonant. If there are any among us who could clue Patti and me, and I
suspect there are others...in on how to get this stuff, please answer to the
----- Original Message -----
To: "ArtsEdNet Talk" <email@example.com>
Sent: Thursday, February 15, 2001 9:35 PM
Subject: Re: Scope and sequence-send help!!!!
My administrator told me they wanted a more detailed
.....What I find
> incomprehensible-way beyond my right brain-is that they wanted me to
> what I would catagorize as "methods". When do you introduce "scissors" and
> when and how do they "master "scissors. When and how do you introduce
> as an art Element, and when do they "master"line..........
> Honestly -this is beyond me . And I'm lost as how to sequence-art history,
> clay and glazes, watercolor painting, critique, etc.............I can't
even figure out how to start.
> I'm ready to look for another job. What anal person took a beautiful left
> brained activity and made it into an obsessively endless writing
> Can anyone help me??? If this were concepts ,it would be manageble.
> Are there any examples out there?