SACRE Analysis

They will analyze and describe this in the verbal and written communication. They will be able to continue the classroom experience in their own lives through discussions of the value of art that they will share with their families, friends and other acquaintances.

The 1920s proved to be hysterical in Braintree, Massachusetts. Nicola Sacco and Bartolomeo Vanzetti were Italian immigrants during a time period that showed great animosity to foreigners. In the presence of two crimes, one a robbery and assault, the other a holdup and murder, Sacco and Vanzetti were ultimately executed with minimal evidence to support the allegations against them. In the presence of prejudice, acts of injustice to another are inevitable. A witness arraigned Vanzetti of committing a crime based on the overgeneralization that all foreigners run the same. The judge adjudicating the trials disclosed to a friend of a noted humorist about his intentions to have Sacco and Vanzetti executed based solely on the fact that they were

Sometimes words cannot exactly explain what we want to convey, so we need a visual to support it. A similar thing was observed in the article of Alan M. Dershowitz, he cleverly makes use of Ben Shah’s painting in the article to grab the attention of folks. The author writes about a murder case of a paymaster and a guard of the South Braintree by Sacco and Vanzetti, both were Italian immigrant anarchists. Surprisingly, the truth was not revealed that whether Sacco and Vanzetti were the killers and this case is still unsolved. I agree with the author that the trials could not get to the fair results. I believe that the painting is an ironic symbol of the justice. It silently expresses a lot what the text can’t. I think the painting adds words

During my time as volunteer at Somerset Dade Academy, I was able to work closely with the elementary and middle school teacher. During each visit, I was able to follow Ms. Lee’s daily routine. In the morning, we had 30 minutes to plan and get her cart ready with supplies she needed for the day. Also, we would both create various model artworks to inspire her students to create something more original and imaginative. She wheeled her cart through certain elementary classes depending on her schedule. Depending on the grade level she was assign to that day, we were able to teach her students the fundamental concepts of arts and major art movements, all in 30 minutes. Every three weeks, she would focus on a concept, artist, or art movement. Additionally, she would assign vocabulary words, which her students would copy and also had access to them online on Quizlet. At the end, she would administer a summative test on everything they learned for the past three weeks. On the other hand, Ms. Lee’s middle school classes were different, more one-on-one, and it was a one-hour period. Her students were able to recreate impressionist and expressionist artworks, such as Monet’s Water Lilies, Van Gogh Starry Night and The Bedroom on wall-sized canvases.

Inspire the children to create! Read The Dot or Ish by Peter H. Reynolds to them. Show them pictures of relief prints that might peak their interest. Draw inspiration from the outdoor: explore the colours, flowers, bugs, birds, and bees of springtime, basks in the gloomy colours of rain or the bright whiteness of the snow. Present them with actual articles to look at, like flowers, leaves, branches, fruit, and vegetables. I suggest demonstrating the final step of the activity to get the children excited, as pulling the paper away to reveal a print seems to be the most appealing for young children.

When children are young and they travel to their grandparents or friends house a long list of fun activities begin to emerge. Kids love to have fun and it makes no sense to not embrace and capitalize on this fact. As educators we must realize that children do not respond like adults do. no matter how often we want them too. Teachers need to employ techniques specifically for this. One great examples of this is a teacher walked into a classroom of students working on sentences about the ocean. He proceeded to take his shoes off and roll up his pants and tip toe across the floor. “What are you doing” a student asked. “So I don't get my pants wet in the ocean” They immediately started engaging with him. “Watch out for that shark, they warned while the teacher jumped and dodged. At a young age students do not need much to imagine their environments. The theatre presented gains instant results because students are ready to speak and write about the ocean with new excitement and

Bob Bryant, the Executive Director of Fine Arts for Katy ISD in 2000, emphasises the importance of utilizing art in schools’ curriculums: “The arts are what make us most human, most complete as people. The arts cannot be learned through occasional or random exposure any more than math or science can” (Bryant). Art is a way of expression and leads to acquiring a deeper understanding of the details in life. The first day of preschool, teachers teach through the help of art. This is due to the fact that art is the foundation of a child's learning. Art is a way, where one can explore their ideas and thoughts. Creativity should neither be contained nor limited. Art is an outlet used for people to show who they are. The aspect of art is carried along in each generation. Different cultures use art to show who they are as one. Art appeals to people's senses and emotions, which helps people connect with one another. Since art is an essential, integral part in a student's academic learning, schools should make art classes mandatory.

The construction of a matrix for the learning journey of a lower school student from year seven through towards year eight is complex and should be diverse. I will be discussing the considerations and why we have made our decisions as a group throughout the matrix, before narrowing down on my focus to the one year exploration of visual arts for a year nine. Considerations for its construction include the influence of learning (specifically learning theories), creativity, teaching and learning processes, and assessment. It is important to note that what students can do at the beginning of this journey in comparison to what that can do at their completion of this pathway should be vastly improved upon.

For RE to be taught ‘efficiently and sustainably’ it is important to spend some time thinking about Why it's taught? And how it can be delivered? This is where NASACRE (The National Association Standing advisory Council on Religious Education.) assist SACRES to fulfil their potential. They ‘stand for the value of RE within the whole school curriculum by supporting RE’ (Nasacre.org.uk, 2016)The individuals within this organisation support Religious Education on the curriculum by offering resources to help teachers knowledge and ability within teaching the subject itself. This reinforces the effectiveness of the teaching as tools are given so this then questions the teacher’s ability. Whilst many primary schools isolate RE from the curriculum,

With the growing demand for schools to meet the criteria set for them to focus more on core subjects such as science and math, the classes deemed as “non-essential” are struggling to make it by. The arts department in schools across the country is dealing with extensive cutbacks in financial support as well as teacher and students involvement. As the cuts made to the arts department is overreached The United States is forgetting about the significant impact art has made in not only this country, but the history it has made across the globe. For centuries, different forms of art became beneficial in shaping generations and society. The arts give beneficial, developing factors to the youth and by eliminating these classes the key forms of growth

In many ways, art is about inclusion. Therefore a global art history curriculum should not solely focus on the evolution of European and American art, leaving Non-Western as an afterthought. This club fights against the constant Eurocentric reality taught through schools

Art education should be required in public school because art learning skills starts out when a child is young and it progress as they get older. It benefits motor skills, language development, decision making, and visual learning. In June of 2012 Grace Hwang Lynch wrote an article in the education section in web site PBS.org “The importance of art in Child Development” she stresses about the many benefit of arts for child development. She explained the concept of motor skills by the National Institutes of Health, There can be many different motion from drawing to using a scissor to cutting a straight line. She implicates that children developments emphasize on prepare a child for the dexterity for writing (Lynch). I agreed with Lynch, because

According to the National Art Education Association’s goals for schools, “all elementary schools shall require students to complete a sequential program of art instruction that integrates the study of art production, aesthetics, art criticism, and art history,” (Clark, 1987). Elementary schools are having difficulty because they are cutting back on the fine arts programming and many non-specialist classroom teachers are expected to integrate the fine arts into their daily curriculum. Most of these teachers feel inadequate and uncomfortable when teaching these subjects. The children are receiving inadequate lessons in art education. All elementary schools should expand their curriculum to include the fine

Figure 1 represents the answers of 97 people when they were asked whether art education was important in school from kindergarten through the twelfth grade. 100% of them answered that art education was important. This poll was conducted using people of various ages, demographics, and backgrounds (Saal).

A considerable amount of research has been carried out on what should be taught in religious education, and how it should be taught in classrooms. REDCo was one research carried out in eight European countries with students from the age of fourteen to sixteen, this research really got me interested in the content being taught to students, as they expressed their own attitudes