Art Curriculum

Anne was curious about why murders, lynching and mysterious fires were taking place in and around her community. Every time she went to her mother for advice or discussion on race relations, she was immediately redirected to a subject less controversial. If Anne wanted to figure any of these issues out, she was going to have to do it on her own.

Anne’s story begins as an introduction into her childhood. She lived on a farm where her parents worked, as did all the Negroes that lived on the property. Her family lived in a small wooden shack; it had one large room and a kitchen. Anne is four years old when she begins her story. Anne and her family grew up very poor, both of her parents had to work. Her father did not make enough money so their mother could stay home and the girls rarely saw their parents because they had to work so much. Anne’s uncle George watched her and her sister Adline, he was only eight years old. Her uncle George did not like the fact he had to watch Anne, he wanted to fish, chase birds or go out to play, but was forbidden by the girls mother to take them out of the house. This angered George, whenever he wanted to play he would beat Anne, one day George is playing

Anne's was a life filled with significant events. The trial and home confinement of her father was the most significant of her childhood. The education she received from her father at this time would prepare her well for her own trial. She had a deep confidence in

Anne matures throughout the course of her diary entries, moving from detailed accounts of basic activities to deeper, more profound thoughts about humanity and her own personal nature. “I know what I want, I have a goal, an opinion, I have a religion and love. Let me be myself and then I am satisfied. I know that I’m a woman, a woman with inward strength and plenty of courage.” This shows that Anne matures through the course of her diary, she considers herself as a woman rather than a young girl and sets goals for herself that she wants to achieve. Anne becomes more optimistic even after she feels misunderstood by everyone and feels completely alone.

In contrast, for Anne, playing the piano is a way to give  "pleasure . . . to herself" (48) and to others.  Anne thinks about Louisa and Henrietta, who are carefree, "living to be fashionable, happy, and merry" (43).  Yet she does not desire to trade places with them because "she would not have given up her own more elegant and cultivated mind for all their enjoyments" (43).  Anne very much values her education and musical training.

Catherine again notes Anne Marie's swift recovery. She comes alive outside, and names everything she can. Additionally, she becomes more aware of Daniel. One day, as Michel sits in Catherine's lap, Anne Marie comes over to shove him off, showing sibling rivalry, which is another good sign of recovery. On another evening, Catherine and Anne Marie are outside at dusk, when Anne Marie starts giggling and looking down the street. Catherine realizes Marc is coming down the road. When she lets Anne Marie down, she runs into her father's arms. Catherine begins using modeling and prompting, as well, and has much success. Bridget teaches Anne Marie more about how to play and interact with the world, and Catherine begins to teach her how to try different foods, and different activities. In this way, the therapy introduces change as a desired aspect of life. She begins to force her into different situations. In one example, Anne Marie whines near Catherine's father at a plate of crackers, clearly wanting to try one. Catherine takes Anne Marie's hand, and places it on the crackers, showing her she can take one without someone else getting it for her. The family then praises her animatedly. Between them all, they begin to shape Anne Marie's behaviors.

A pluralist art curriculum explores issues of social equity by bridging the individual with the world, which is essential because misconceptions about minority populations can lead to ineffective school cultures, disengagement in learning, lower standardized test scores, and weakened relationships with others (Chappell & Cahnmann-Taylor, 2013). Conversely, social equity issues are not recorded in the CCSS statistical achievement gains documents, leaving educators few valid tools of measurement for marginalized populations, and this project could help raise awareness and provide documentation of measurable growth (Chappell & Cahnmann-Taylor, 2013, p. 245). Therefore, in order to help address the achievement gap, create a sense of belonging in

The authors showed how Anne transitioned into adulthood by showing that she learned to communicate better. Like many kids today that are undergoing the transition into adulthood, she learned to communicate better so she was less misunderstood. She was still misunderstood at the end, but no more than anyone else. Many kids today can relate to Anne because they have a hard time communicating. Throughout their transition, like Anne, they can also learn to communicate better. In the beginning Anne often says things such as, “Mother still does not understand me.” (Goodrich, Hackett) She says

Although Anne and Harry challenge authority, they challenge their behaviour against their power and status in the community. Both Anne and Harry share the ideals as orphan children; however, Anne Shirley is merely an ordinary girl, in contrast to Harry Potter who is an extraordinary boy. However, both children respond to their behaviour differently in order to adapt to their community. At Green Gables, Anne works hard to fit-in, except her lack of control affects her ability to conform since she does not think about her behaviour. Therefore, she challenges the community because she does not pay attention. She easily messes up and causes problems for herself; as a result, Anne challenges authority against her inability to conform, where Marilla says, “Anne, you certainly have a genius for getting into trouble” (Montgomery 151). Christopher Parkes argues how Anne has no trouble challenging her power to draw attention to herself when she uses her imagination (168). Thus, Anne challenges her power to find innovative ways to reinvent herself and conform to the community. For that reason, Anne continues to create trouble when she has a tea party with Diana. Anne’s lack of focus cause Diana to become drunk when Anne gives her red wine instead of raspberry cordial. “I never though raspberry cordial would set people drunk” (Montgomery 151), Anne explains to Marilla, in regard to her mistake because

Some people believe that students should be required to take a music, a drama, or an art class. These classes have advantages and disadvantages, but are important nonetheless. Studies have shown that students educated in the arts have better test scores and do better in their classes. However, these classes take the place of another class, preventing students from learning another subject. Students should be required to take a fine arts class because it improves ones studies and other skills, it allows students to connect with each other, and allows them to express themselves.

As Anne matures she begins to see the reality of life, especially after Mathew dies. Anne stops reimagining her life and ‘commonplace’ locations. When asked about her plans for the future, she doesn’t go off on tangents and is straight to the point. “‘I’m just as ambitious as ever. Only, I’ve changed the object of my ambitions. I’m going to be a good teacher— and I’m going to save your eyesight. … What curves and hills and valleys further on.’” Anne also stops reimagining her prayers and at the end of the novel and rehearses a prayer that she was taught. This signifies her transition from imagination to reality. Anne also has more responsibilities and duties since Matthew’s death. She must take care of Marilla and look over Green Gables all while completing her college course to become a teacher. This large amount of responsibilities and duties prevents her from probing her imagination as she did when she first arrived at Green

Some people argue that elective and the fine arts classes take away from the educational part of school, but how important is arts education? I believe that the arts programs is crucial for students as it allows them to find new talents and hobbies outside of the traditional core classes.

Have you ever felt as if you can’t express your ideas or imagination, or have you felt limited by the school system to not follow your dreams? This is a crisis that is occurring all over the country in which school corporations cancel art programs. Many of these schools cut art classes and drama class, because they believe that they are not necessary for children’s education. Another reason for the decrease in art programs is that 95% of schools have had their budgets cut in the past couple of years, so most schools have to cancel art, music, and drama programs to just stay alive (Law Street). We need to keep art programs in school, because many students and I have wanted to learn more skills in topics that interest us.

7.At the begining of the play Anne wanted to write and explore the world.It was tuff for her to reach her goal because she went hiding and then she could’nt umcompilish her dreams.At the end of the play she grew older and she understands better how the world is today.She still wants to umcomplish her drams but she could’nt because the green police took her and her family to the

The arts provide many unique benefits and opportunities for those who are interested. It is a priceless way of expressing yourself and understanding those around you. There are some things that can only be expressed through a form of art, whether it be music, paintings, film, or writing. Art not only teaches us about ourselves and emotions, but it uses a different part of our brain to put our art into effect. Art is essential for our lives and therefore is fundamental to include in our education. The topic for my argument is saving the arts in education and why it is important and necessary for students to have arts implemented into their schooling. My policy claim is “continue using the same funding that schools have been using for arts otherwise students learn differently without arts.”