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.
----- Original Message -----=20
From: Robert Beeching=20
To: dana artsednet=20
Sent: Thursday, June 24, 1999 2:09 PM
Subject: ON SCOPE and SEQUENCE GUIDES?
Each state publishes Scope and Sequence Guides, unfortunately, they =
tend to read more as statements of purpose than as guides. Here is the =
URL as an example at: =
http://www.artsednet.getty.edu/education/teacherartexchange/Resources/Scope/grid.html. Make =
a print out and substitute the word "art" with "reading", "writing",or =
There is also a scope and sequence manual (instruction guide) =
available from robprod. Many of us are working on an art =
based core curriculum for grades K/8. In the meantime, consider =
structuring art the same way one approaches teaching the sequence order =
of reading, writing and arithmetic; from simple to complex. If children =
do not learn to draw, paint, and to construct from an early age, their =
efforts are stymied when they reach adulthood
Implementing a scope and sequence approach for the teaching of =
visual arts becomes a problem of re-thinking and restructuring. Often, =
art processes are confused with crafts. They are not the same, i.e. =
decorating paper pie plates with glitter may be consdiered learning a =
craft, when drawing from one's immediate environment is considered an =
art process. That is why we often talk about Arts and Crafts as two =
destinct and different avenues of approach.
All artists begin as craftspersons learning various techniques. One =
becomes an artist when those learned techniques become personal =
statements of conviction and insight. In another light, all children may =
learn the technique of throwing a ball, but it takes a Michael Jordan to =
make it into an art form.
Take a look at: http://members.tripod.com/robprod for other ideas =
<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">