The Sanctuary Of School Lynda Barry Analysis

In Lynda Barry's essay “The Sanctuary of School” Barry gives her own personal feelings and experiences about the school system. She points out the fact that when times are “lean” the first things the government eliminates from the school systems is the art, music. and other creative programs. In her essay she gives her readers insight on her childhood, explaining how going to school was her get-away from her financially and emotionally unstable home. Barry points out how she and her brother weren’t noticed by their family while at home. For example, at the age of seven Barry sneaks out of the house while it was still dark because she feels a sudden urgency to get to school; when she gets close, she feels a sense of peace come over her. When

To begin with, education and engagement in fine art programs are an essential part within the school curriculum because subjects such as mathematics, science, and language arts all require cognitive and creative capacities which are enhanced with the process of learning art. For instance, in the article, Critical Evidence: How the Arts Benefits Student Achievement, it states that “researchers

Within the poem “Schoolsville” by Billy Collins, the author describes his career as a teacher, highlighting the relationship with his students and how they have impacted him. Collins executes this through his creation of an imaginary town, intertwined with the reality of his profession and the real world. Through the frequent use of exaggerations, humorous imagery, and critical diction, Collins captures his weakening grasp on reality. The speaker captures himself in a dark moment where he realizes how detached he has become from his students and reveals his sense of hopelessness as a teacher.

In Lynda Barry's essay “The Sanctuary of School” the author addresses the ongoing issue of funding for public schools in America. She is trying to persuade her American audience, such as the school board, and parents, that we need to keep the public schools. Barry is the perfect person to argue the importance of public schools and art and the children who attend them because she was one of those children. She is now a famous cartoonist and author, and she thanks her public school experience for her success. Her essay was intended for the people who believe they aren't important, people who work for school boards, maybe some parents, and the United States Department of Education. In “The Sanctuary of School,” Lynda Barry uses a sense of

Writer and illustrator, Lynda Barry, writes The Sanctuary of School were she recounts her childhood of neglect. At the age of seven, she recounts how school helped her through her life. She adopts a tone of being fortunate when she recognizes that with the help of her teachers and painting, she is able to forget about the neglect from her parents. Barry's purpose is to make people aware of school funding to the arts in hopes of building funds for the arts.

Lynda Barry attended elementary school in run-down Seattle neighborhood, with a beautiful view of the distanced Cascade Mountains. The condition of the neighborhood reflected her treatment at home: neglect. The neglect was strong enough to cause the seven year old Barry to sneak out in the early, dark morning, with stars still gleaming, to get away from the negativeity, perhaps in an unsubcontious way, and ended up in a place where she didn't feel negelcted-school (721-722). In her essay "The Sanctuary of School, " Barry's personal anecdote complement, supports, and enhance her political argument in the funding of schools (especially in the realms of the arts, music, and creative activities) by pointing out neglect and involvement.

In her short memoir ‘Sanctuary of School’ Lynda Barry remembers her early childhood years at home, feeling somewhat invisible. Growing up in a rather crowded home, which was occupied by relatives who would come and go, and parents who spent the late hours of the evening fighting over shortage of money, Barry and her brother grew accustomed to such a lifestyle. Learning to make the best out of this, the siblings would lay in the living room and watch television until the morning crept in. Feeling such anxiety to rush to school, Barry would make her way there lifelessly, as the sun would slowly rise. While waiting on the playground before making her way in, young Barry states “In a perfect world my absence at home would not have gone unnoticed.”

Once in high school, I put my all into my art. I started exploring different styles and types of art, like design. I applied my skills everywhere: from designing the yearbook for eight years straight to photographing for the Admissions team. I toyed with mediums like acrylic and watercolor as I deviated from the paper I used to use. As time passed, art became who I am: it was what I used to think and feel about the world and I’m compelled to create for

The purpose of this presentation is to persuade my audience that school officials should focus on and advocate for visual and music art based programs, making them a continued part of the school curricula because such programs facilitate the learning process for all students and should never be eliminated. Also, art based programs provides a well-rounded education and levels the playing field for at risk youths that are socioeconomic disadvantaged.

In my short seventeen years, public school has been the greatest, most valuable influence in my life. Since entering Pre-Kindergarten at age four, I’ve been introduced to a wide and diverse range of people, opinions, and opportunities. I attended an inner-city elementary school, where my classmates came from a variety of financial, ethnic, and cultural backgrounds. Learning alongside children different from myself forced me to develop strong teamwork and collaboration skills early on, which became vital to my success in secondary school. I learned to accept others for who they were, and to open my mind to new ideas. Public school also deserves partial responsibility for my passion for the arts. I’ve taken a visual arts course every year since

Education, in the 21st century, refers to certain core competencies such as collaboration, digital literacy, critical thinking, and problem solving that advocates believe schools need to teach to help students thrive in today’s world. (Education Week, 2010). Students are encouraged to think critically and creatively, nevertheless, there are schools throughout the state of Kentucky that exclude the arts from their core curriculum which eliminates a creative outlet for students. Arts integration in public schools provide students the tools they need to think creatively and ameliorate their state mandated testing scores. The arts provide students with developmental skills that aid in the improvement of their fine motor skills, language development,

One of reasons is educational budget cut due to previous years’ economic slowdown. The adverse economic situation which requires redistribution of funds, accompanied by the sharpening focus by national and state educational policy makers on core subjects’ achievements, directly impacts the availability of arts programs at school. Unlike Japan, Netherlands, Hungary and other countries who mandated the arts be integral parts of the standard curriculum and successfully infused them into their educational institutions, the arts in the United States typically connected with those who are “particularly gifted in aesthetics”

In my childhood, I was unbelievably smart, received many awards, presented with many scholarships. I had always been attracted to nursery rhymes and the bedtime stories my mother would read to me. After my father, Otto Plath had passed at age 55, leaving my mother, Aurelia Plath to take care of my brother Warren and I. Eight years of age and I had published my first poem in the Boston Herald’s Children section. Surprisingly from my accomplishments with poetry, I loved art everything about it. Writing and Art gave me a way to

But my parents were delighted. They took pictures at the State Fair, hung my picture at home, and encouraged me to continue. “You have talent. Winning shows it, and winning will make you happy. Continue drawing.” And I did. I continued to draw and paint and win awards. I was taught that hard work led to achievement, and that achievement led to happiness. Even if I didn’t win, I had artwork—evidence of my efforts, evidence that could be shown to

After reading the article “Extraordinary Outsiders: The Makers Who Don’t Know They’re Artists this week I could really relate because art is one of my passions and when I was in high school I volunteered with the