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Re: SCOPE and SEQUENCE
Thu, 22 Jul 1999 13:29:03 -0700
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Hmmmm I can't help but think that we just addressed much the same =
question, Bob, made similar observations, but differently. The one thing =
that a DBAE scope and sequence doesn't effectively address is:
"So?" Some times and places there just isn't a lot of space for =
appreciation and enlightened cherishing. There are other overriding =
siutuations. Still I think there is a connection to some art there never =
the less.
-henry
-----Original Message-----
From: Bob Beeching <robprod>
To: artsEdnet DIGEST <artsednet-digest.edu>
Date: Thursday, July 22, 1999 12:59 PM
Subject: Re: SCOPE and SEQUENCE
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----- Original Message -----=20
From: Bob Beeching=20
To: Bob Beeching=20
Sent: Thursday, July 22, 1999 12:14 PM
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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
for students..."
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REPLY: ...the problem is compounded by the discontinuity in the =
teaching of the
arts. Although the teaching of music and sports =
follows a scope and
sequence approach within the elementary grades =
framework - this is
not the case for visual arts training until a =
child reaches high school.
=20
Unlike Sports and Music education, Visual arts =
tend to be taught cafeteria-
style by teachers displaying different levels of =
knowledge and expertise.
=20
One may question a practice where the arts are =
acknowledged by the
observation and verbal discussion of object and =
artifact, and at the same
time, negating the processes by which these =
objects and artifacts are
produced?
=20
Visual Arts will continue to suffer from benign =
neglect as long as they operate
without a rudder. Currently, visual arts are =
whatever a parent, teacher, or student
thinks them to be. When the arts reach the level =
of a discipline-based scope and
sequnce approach to learning, the general public =
will then be able to differentiate
more readily between art and craft.
=20
We will continue to debate the merits of the =
value of visual arts training as long
as we continue to deny children exposure to the =
same learning sequences
we normally apply to the teaching of =
reading,writing, and arithmetic.
=20
If the visual arts continue to be introduced as =
novelty projects, the general public
will continue to view visual arts as a desparate =
collection of isolated variables that are
"fun" to do and apply to a rainy day activity =
not necessarily related to serious
academic studies.=20
=20
=20
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From:=20 Bob Beeching <
Date:=20 Thursday, July 22, 1999 12:59 PM
Subject: Re: SCOPE = and=20 SEQUENCE