Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans

curriculum Issues

[ Thread ][ Subject ][ Author ][ Date ]
Thu, 27 Feb 1997 09:15:22 -0700

Respond to this message.

Hi, this message is from Linda Sleight and Mary Jordan, Visual Arts Curricu=
lum Specialists in Tempe , Az.

We are participating in the Curriculum Issues Seminar focused on =22Our Pla=
ce in the World=22 a curriculum resource posted on the ArtsEdNet website (= This message is our contribution to the seminar disc=
ussion topic for week one.=22

In our position, it is our responsibility to train classroom teachers to de=
liver art instruction to their elememtary students on a regular basis. The=
re are no certified art teachers in the 18 elementary schools of Tempe Elem=
. Dist. =233. When developing inservices, we constantly wrestle with WHO o=
ur =22clients=22 are, the teachers or the elementary students. When respon=
ding to the issues raised in this seminar, we will be coming from the persp=
ective of whether or not this is a unit/activity that classroom teachers wo=
uld likely spend the time to absorb the concepts, organize the materials, a=
nd present to students.

We chose Core Lesson 2 (Theme Portifolio) of Activity 3 (Reviewing the Cor=
e Lessons) because it presented a clear and familiar task that most classr=
oom teachers would not be intimidated by. It also includes specific direct=
ions for creating a Theme Portifolio. Since portfolios are currently being=
encouraged as an assessment method in our district, but little instruction=
or difinition has been given to assist developing one, this lesson would b=
e of great help to teachers in understanding what a =22valuable=22 portfoli=
o might look like.

Objective 1 is most important to us because the concept of understanding co=
mplex ideas through porfolios and journals may be a unique one for many ele=
mentary teachers. Most classroom teachers consider an art portfolio to onl=
y be a place to store kids drawings and paintings. What looks great about =
these portfolios is that students are making connections between current c=
lippings and articles, as well as their own reflective thought, to their ar=
twork. This brings a validity to art production that is often not understo=

We are currently teaching a methods class to K-5 teachers and are going to =
ask that they construct a theme portfolio for themselves to see how they re=
spond. We'll adapt this lesson by useing, Our Place in the World:=20

the American Southwest. =20

To prepare the teachers for this lesson, a discusson on art assessment cosi=
derations would be essential.This would be a great time to bring up the iss=
ue of art being seen as a =22frill=22 because it not cannot be assessed thr=
ough a standardized test. We need to help these teachers understand the th=
inking processes that go on during =22artmaking=22 and be able to VERBALIZE=
it to others, like their principal and parents=21 Maybe some of you can h=
elp us with this task?=21

We're excited to be learning more about =22Our Place in Time=22, how we can=
use it with teachers, and communicating with all of you.

Adios=21 =20

Mary and Linda



Tempe School District =233

=22Putting Kids First=22


Respond to this message.