This longitudinal study (2001-09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the ...integration of learners' construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are unaccustomed to co-teaching; fourth, teachers have little prior experience conceptualizing cross-discipline teaching and learning; fifth, Hong Kong's current systemwide education reform places arts integration as a relatively low priority; and sixth, because integrated arts curriculum implementation is not mandatory, the vagaries of individual school management create a plethora of integration approaches that confound the task of forging a common definition. Remedial recommendations include cascading "seed projects" to broaden teachers' views of integrated arts and teaching, facilitating supportive school timetabling, and sharing integrated learning outcomes in the individual schools.
This book offers integrated activities in which students explore words and, at the same time, develop their language arts and thinking skills. The book states that this way teachers can pay more ...attention to word study, without sacrificing other parts of the English curriculum and without resorting to word lists and memorization. In the first section, "Verbal Charades," students play a verbal version of charades, using all the language arts in the process, while "Verbal Clusters" is a weeklong set of writing and reading tasks involving a group of related words. To help teachers use the activities, the second section of the book--a brief, nontechnical history of the English vocabulary--discusses the differences between native words and borrowed words. A third section on writing style offers activities in which students analyze the kind of words used by often-studied writers. Students also explore writing in different styles themselves, as they learn the special advantages of combining the best features of native and borrowed words. The final section, "Word Study and Cultural Values," makes students aware of the cultural values of the words they encounter. In an activity based on "Bartlett's Quotations" they explore certain key cultural concepts such as courage, patriotism, and non-violence. Contains 21 figures that can be duplicated as handouts, along with additional teaching suggestions and samples of student work. (Contains 41 references.) (NKA)
This article attempts to articulate the role of what I call the 'aletheic imagination' within contemporary aesthetic education and the fine arts curriculum, broadly conceived. In proposing such an ...idea I intend it to assist arts educators to undertake a more satisfactory pedagogical use of the aesthetic in theory and practice. Enriching the imagination by way of aletheia - 'of one who speaks truthfully or frankly' enabling a liberating syntax in aesthetic practice - encourages educators to highlight the multifaceted presence of the aesthetic in students' artistic awareness. The aesthetic is the opening up of the immanent potential for meaning: an endorsement of perception which generates the communicative possibilities of imagination in creative action. Here I offer a critique and reappraisal of John Dewey's naturalistic metaphysic of thinking and experience in relation to education in contrast with Lev Vygotsky's transformative psychological aesthetic. I argue that their stances may contribute to a contemporary revitalization of aesthetic education and, conceived alongside the paradigm of the aletheic imagination, promote a more discerning visual arts philosophy and practice for our times.
This chapter discusses the contributions of Catharine Beecher and Mary Lyon. The two founded the Holyoke Female Seminary in Massachusetts. Beecher and Lyon developed more articulated educational ...philosophies that fused liberal studies with training in domestic arts and feminine graces. Their three-year schools offered a curriculum slightly less rigorous than men's colleges, and reflected a growing interest in women's education nurtured by both the political and economic realities of the 1820s and 1830s. Contrasting the educational philosophies of the two women reveals that the Seven Sisters Seminary's decision to copy the liberal arts curriculum of elite male colleges was not a forgone conclusion, and neither were their high price tag or the moral messages they communicated to students.
This article summarizes the results of a survey sent to State Directors of Education to determine the nature of oral communication in state standards/requirements in K-12 education. State directors ...were asked to indicate the role and importance of oral communication in their statewide curriculum. Thirty states reported requiring oral communication as part of an integrated language arts curriculum, while only one state reported no statewide standards of any kind for oral communication. Only two states reported oral communication is included in state standards separately from language arts. Twelve states reported exit level testing (or competencies to be met/performed) of graduating high school seniors which included oral communication in some form. This article concludes with a recommendation that communication educators become proactive in assisting state language arts consultants in their development of standards and materials for teaching oral communication in order to ensure the communication discipline is well represented in K-12 curriculum.
A great change in education is taking place at this moment. Studies have shown our U.S. students to be behind, threatening our place in the global community. Our businesses decry the skills (or lack ...of skills) for their incoming employees. Everyone agrees that we need to change the tide. STEM is the current model holding everyone's attention, and the addition of the arts is gathering STEAM. Stakeholders weighing in to the debate seem to cause more confusion about what these terms mean, and how we can best implement them in the schools. This paper explores the role of the arts in the K-12 setting, and Middle School General Music in particular, and the impact it has as an integrating force in the STEM debate.
이 연구는『2009 개정 교육과정 총론에 따른 국어과 교육과정』(2011 개정국어과 교육과정) 중 “읽기·독서” 관련 내용을 분석하여 그 가능성과 한계를 탐색하였다. 2011 교육과정에서 읽기·독서 관련 내용은 공통교육과정의 “국어”와 선택교육과정의 세 과목(『국어』Ⅰ·Ⅱ, “독서와 문법”, “고전”)에 배치되어 있다. 이 논문은 공통과 선택교육과정 ...“국어”를 중심으로 분석하였고, 분석 주제는 ① 읽기·독서 교육에 대한 요구, ②공통과 선택 “국어”의 읽기·독서 내용, ③ 읽기 교육과정의 학년군, ④ 읽기 영역 내용 체계, ⑤ 읽기영역 성취기준, ⑥ 선택 “국어”의 독서 내용 체계와 내용이었다. 이 연구를 통해 2011 개정 국어과 공통교육과정의 “읽기” 관련 내용은2009 총론의 요구(학년군, 학습량 감축)를 반영한 결과, 교육 내용의 위계와 적합성 측면에서 2007 개정 때보다 상당히 정련된 모습임을 확인할 수 있었다. 그러나 공통과 선택교육과정을 관통하는 학교 독서 교육에 대한 전체적인 계획(성격·목표·체계)의 문제, 공통과 선택교육과정에 포함된 “읽기·독서” 교육 내용의 위계, 선택교육과정 독서 관련 과목들(『국어』Ⅰ·Ⅱ, “독서와 문법”, “고전”) 간의 관계와 각기 담고 있는 교육 내용, 읽기 교육과정의 내용체계와 관련된 다양한 쟁점들도 제기되었다.
The purpose of this study was to review and discuss the opportunities and limits of reading-related contents in 2011 Korean Language Arts Curriculum. Reading contents in 2011 Korean Language Arts curriculum were dispersed among four subjects; 1) Korean Language Arts in common core curriculum, and 2) Korean Language ArtsⅠ·Ⅱ, Reading and Grammar, and Classics in optional curriculum. The study focused on analyzing Korean Language Arts in core curriculum and Korean Language ArtsⅠ·Ⅱ for high school students using six standards. A major finding of this study was the refinement of the reading contents in 2011 Curriculum. The level of appropriateness and hierarchy of the reading contents was improved, especially adapting the system of grade cluster and cutting off the amount of contents over 20 percents. However, this study also found out that reading contents in 2011 curriculum have many issues to discuss; such as the relation and hierarchy between core and optional curriculum contents and subjects about reading, and the content structure for reading in curriculum. Several suggestions and implications based on the findings of the study were offered for further research.
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