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


RE: SCOPE and SEQUENCE

[ Thread ][ Subject ][ Author ][ Date ]
Bob Beeching (robprod)
Thu, 22 Jul 1999 13:15:18 -0700


This is a multi-part message in MIME format.

------=_NextPart_000_0042_01BED444.3E90E360
Content-Type: text/plain;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable

RE: "While many of us have fought very hard for years to get the larger=20

community to buy into the need for good quality, sequential art =
education=20

for students..."

REPLY: ...the problem is compounded by the discontinuity in the teaching =
of the=20

arts. Although the teaching of music and sports follows a scope and=20

sequence approach within the elementary grade framework - this is=20

not the case for visual arts training until a child reaches high school. =

Unlike Sports and Music education, Visual arts tend to be taught =
cafeteria-=20

style by teachers displaying different levels of knowledge and =
expertise.=20

One may question a practice where the arts are acknowledged from the=20

observation and verbal discussion of object and artifact, and at the =
same=20

time, negating the processes by which these objects and artifacts are=20

produced?=20

Visual Arts will continue to suffer from benign neglect as long as they =
operate=20

without a rudder. Currently, visual arts are whatever a parent, teacher, =
or student=20

thinks them to be. When the arts reach the level of a discipline-base =
scope and=20

sequence approach to learning, the general public will be able to =
differentiate between=20

art and craft.=20

We will continue to debate their merrits as long as we deny children the =
same=20

learning sequences we normally apply to the teaching of reading,writing, =
and arithmetic.=20

If the visual arts continuue to be introduced as novelty projects, the =
general public=20

will continue to view visual arts as a disparate collection of isolated =
variables that are=20

"fun" to do and apply to a rainy day activity; not necessarily related =
to serious=20

academic studies.

______________________________________________________rb=20

------=_NextPart_000_0042_01BED444.3E90E360
Content-Type: text/html;
charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable

<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">

RE: "While many of us have fought very hard for years to get the = larger

community to buy into the need for good quality, sequential art = education=20

for students..."

REPLY: ...the problem is compounded by the discontinuity in the = teaching of=20 the

arts. Although the teaching of music and sports follows a scope and =

sequence approach within the elementary grade framework - this is =

not the case for visual arts training until a child reaches high = school.

Unlike Sports and Music education, Visual arts tend to be taught = cafeteria-=20

style by teachers displaying different levels of knowledge and = expertise.=20

One may question a practice where the arts are acknowledged from the =

observation and verbal discussion of object and artifact, and at the = same=20

time, negating the processes by which these objects and artifacts are =

produced?

Visual Arts will continue to suffer from benign neglect as long as = they=20 operate

without a rudder. Currently, visual arts are whatever a parent, = teacher, or=20 student

thinks them to be. When the arts reach the level of a discipline-base = scope=20 and

sequence approach to learning, the general public will be able to=20 differentiate between

art and craft.

We will continue to debate their merrits as long as we deny children = the same=20

learning sequences we normally apply to the teaching of = reading,writing, and=20 arithmetic.

If the visual arts continuue to be introduced as novelty projects, = the=20 general public

will continue to view visual arts as a disparate collection of = isolated=20 variables that are

"fun" to do and apply to a rainy day activity; not necessarily = related to=20 serious

academic studies.

______________________________________________________rb=20

------=_NextPart_000_0042_01BED444.3E90E360--