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Lesson Plans


Re: SCOPE and SEQUENCE

[ Thread ][ Subject ][ Author ][ Date ]
henry taylor (taylorh)
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
=20
=20
=20
----- Original Message -----=20
From: Bob Beeching=20
To: Bob Beeching=20
Sent: Thursday, July 22, 1999 12:14 PM
=20
=20
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..."
=20
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
=20
=20
=20
=20
=20
=20
=20

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Hmmmm I can't help but think = that  we just=20 addressed much the same question, Bob, made similar observations, but=20 differently. The one thing that a DBAE scope and sequence doesn't = effectively=20 address is:
"So?"  Some times and places there just isn't a lot of space = for=20 appreciation and enlightened cherishing. There are other overriding = siutuations.=20 Still I think there is a connection to some art there never the=20 less.
 
-henry
-----Original = Message-----
From:=20 Bob Beeching <robprod>
To:=20 artsEdnet DIGEST <artsednet-digest@web1= .pub.getty.edu>
Date:=20 Thursday, July 22, 1999 12:59 PM
Subject: Re: SCOPE = and=20 SEQUENCE

 
----- Original Message ----- =
From:=20 Bob=20 Beeching
To: Bob=20 Beeching
Sent: Thursday, July 22, = 1999 12:14=20 PM

      = RE:  =20 "While many of us have fought very hard for years to get = the larger=20
          &nbs= p;   =20 community to buy into the need for good quality, sequential art=20 education
          &nbs= p;   =20 for students..."
 
REPLY: ...the problem is compounded by the=20 discontinuity in the teaching of the
          &nbs= p;    =20 arts. Although the teaching of music and sports follows a scope=20 and
          &nbs= p;    sequence=20 approach within the elementary grades framework - this=20 is
          &nbs= p;    not=20 the case for visual arts training until a child reaches high=20 school.
 
          &nbs= p;    Unlike=20 Sports and Music education, Visual arts tend to be taught=20 cafeteria-
          &nbs= p;   =20 style by teachers displaying different levels of knowledge = and=20 expertise.
          &nbs= p;    
          &nbs= p;   =20 One may question a practice where the arts are=20 acknowledged by the
          &nbs= p;   =20 observation and verbal discussion of object and artifact, and at = the=20 same
          &nbs= p;   =20 time, negating the processes by = which=20 these objects and artifacts are
          &nbs= p;   =20 produced?
 
       =20         Visual Arts will continue = to=20 suffer from benign neglect as long as they = operate
          &nbs= p;   =20 without a rudder. Currently, visual arts are whatever a = parent,=20 teacher, or student
          &nbs= p;   =20 thinks them to be. When the arts reach the level of a=20 discipline-based scope and
          &nbs= p;    sequnce approach to learning, the general public = will then=20 be able to differentiate
          &nbs= p;    more=20 readily between art and = craft.
 
          &nbs= p;   =20  We will continue to debate the = merits of the value=20 of visual arts training as long
          &nbs= p;   =20  as we continue to deny children=20 exposure to the same learning sequences
          &nbs= p;   =20  we normally apply to the teaching of reading,writing, and=20 arithmetic.
 
          &nbs= p;     If=20 the visual arts continue to be introduced as novelty = projects,=20 the general public
       =20         will continue to view = visual arts=20 as a desparate collection of isolated variables that=20 are
          &nbs= p;    =20 "fun" to do and apply to a rainy day activity not = necessarily=20 related to serious
          &nbs= p;    =20 academic studies. 
          &nbs= p;   =20
       =20           
 
       =20        
 
       =20        
 
 
          &nbs= p;    =20
 
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