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Lesson Plans


Fw: ON SCOPE and SEQUENCE GUIDES?

[ Thread ][ Subject ][ Author ][ Date ]
Robert Beeching (robprod)
Thu, 24 Jun 1999 14:25:20 -0700

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----- 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 =
"arithmetic".

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.
=20
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 =
and directions.
_____________________________________________________________________rb
=20

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----- Original Message -----=20
From: Robert=20 Beeching
To: dana artsednet
Sent: Thursday, June 24, 1999 2:09 PM
Subject: ON SCOPE and SEQUENCE GUIDES?

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