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I suggest, and continue my efforts, to use our experience to lead our
colleague into the skills. They seems to appreciate our particular
content more when their instructional methodology has shifted.
P.S. Thanks for the spelling support and ideas . I'm continuing to learn.
> >Being an art specialist dosn't mean that I don't believe (how's that for
> >sentence construction?) that the strength of elementary education resides in
> >the fact that , historically, elementary education has been the home of the
> >generalist. To the degree that schools have moved away from this strength,
> >towards departmentalization for example, is a measure of how far they have
> >moved away from this strength.
> >This faulty dualism: generalist v specialist or art v science (as was argued
> >a few months ago) treats teaching and learning as something way too easily
> >compartmentalized. Classroom teachers are my allies. If they have
> >difficulties with teaching the arts, I try to help. If I'm looking for a way
> >to bring literature into my artroom, (and I often do) I go to them. If we
> >disagree about approaches, we discuss it. If we can't agree, we go on and
> >come back together another day.
> >To argue that teaching art in the regular classroom is a threat to the
> >employment of art teachers is really bogus. Yeh. Our employment status is
> >always iffy. But that comes from the much bigger issue of the degree to which
> >the culture values culture. But the classroom teacher bringing the arts into
> >their curriculum is not a problem by itself. It provides a potential basis
> >for joint work.
> >Keep it up Elizabeth.