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Re: [teacherartexchange] Elliot Eisner on choice


From: M. Austin (whest177_at_TeacherArtExchange)
Date: Wed Jul 20 2005 - 06:31:52 PDT

What I have found by teaching (and documenting standards taught) the
standards is that it also makes you aware of what you are not teaching, and
what you barely cover. I will admit to extreme frustration when I was first
asked to document not only my art standards that I was teaching, but also
which math and reading standards were being taught. I told my administrator
that that was 13 standards per subject I was being asked to familiarize
myself with. Luckily, she saw my point and now just asks me to document what
vocabulary words and concepts I am covering for these other subjects. I find
that being required to incorporate reading and math actually adds depth to
my lessons. Now, I do tesselations with 4th grade, because some of the
tested standards are rotation, translation, and (summer brain dead here -
there is another math vocabulary word here). The first year I did this with
4th grade, EVERY student passed those questions, where the year before we
had 33% of the students pass them. In an age where budgets are being cut
drastically, having your administrator know that you specifically helped
boost those scores is a tremendous benefit to you and your program.
K-12 Kansas Art Teacher

>>I, too, am standards driven.<
> ---------------------------------------------------------------
> Perhaps I have been at this too long, but it seems to me that when
> "standards" (that's what 'it's' called now) became emphasized in
> districts,
> teachers started to shift their thinking, instead of realizing that a good
> teacher already covers all of those 'standards' and much more. I haven't
> found 'standard based teaching' a problem, on the contrary, I have found
> it
> to be a creative challenge, and in many ways an 'eye opener' for those
> non-academic teachers and administrators who truly do NOT "know" what an
> art
> educator does and has been doing.
> San D

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