Visual Thinking Strategies ( VTS ) Curriculum At Avery Trace Middle School

Ken Robinson's goes onto his second point, How every education system has the same Hierarchy when it comes to subjects. At the top is math and language arts, followed by the humantanties, and at the bottom is Arts. He explains how there is a lack of focus on art and creativity. The reason being is because school is to meet the needs of industrialism in the 19th century that needed high math and language arts skills. Art based classes werent view as important because they couldn't make a living on it.

All around the United States, art programs are being cut out of the budget in public schools. The arts include dance, band, chorus, theatre, film, drawing, painting, photography and literary arts. Some school board members feel these art programs are not necessary and do not benefit the students in any way. Elementary, middle, and high school students are forced to quit their passion and feel that their talents are not supported by their schools. Although many are not aware, there is a strong connection between arts education and academic achievement. Unfortunately, due to budget cuts in many public schools, the art classes are first on the list to be cut. It is important that the students, parents and teachers

The article “Book Tackles Old Debate: Role of Art in Schools” by Robin Pogrebin explains the influence of art and the conclusion of two researchers, Ellen Winner and Lois Hetland. “Students who study the arts seriously are taught to see better, to envision, to persist, to be playful and learn from mistakes, to make critical judgements and justify such judgements,” conclude both researchers.

Upon reading both the Mississippi Arts Frameworks and the National Core Arts Standards, it became very apparent that there were similarities and contrast in both their structure and content. Both of these frameworks still have the overall goal of increasing both individuality, creativity, and important life skills in students. Both of these frameworks highlight important artistic processes and content, but both differ in the components that they contain as well. Additionally, both frameworks still have the same universal goal as other subject area, which is to inform readers of what a student should know and be able to do at different grade levels. Similarly, both standards are also offer itself as guides and models for educators to plan their instruction. Both standards offer a multitude of resourceful information that can guide teachers into designing a curriculum in which performance is assessed rather than paperwork.

Despite the diversity of art concepts taught, it can become quite difficult for one teacher to teach 23 elementary classes and 11 middle school classes. As part of the Miami Dade College community, we can help and stress the

The American education system has not managed to survive a single day in which it has not been placed beneath society’s microscope to be analyzed and critiqued by both those involved and not. It comes as no surprise that there are a plethora of flaws involved in the institution of education. However, there is one entirely unique aspect of American education that has potential to alter the system’s negative persona; the fine arts programs. Rick Dean, a journalist for Topeka Capital Journal, researching Topeka’s new arts and education program stated, “Teachers and students participating in the program benefit from infusing fine arts across the curriculum, thinking critically. . . . to find creative and innovative solutions to problems beyond

In order to revamp Core tested programs, schools have been shifting focus to those areas and changing instructional times for various classes, which prevents students from achieving their full potential in the affected classes. Instructional time is important, especially in the fine arts. In order to have an arts program with the tangible results and benefits previously explained, elementary students require to have at least 50 hours of instructional time in order to give them a solid base in art disciplines (Good, 374). The schools who would prefer to focus their resources on the Core tested programs will see improvement in the Core areas, but there are other subjects that leave a footprint along the beach of test scores that help improve

To provide curriculum, instruction, and assessment that maximize the potential of the identified students, educational programming for the artistic gifted and talented students must reflect the following characteristics: (a) content, process, and product standards that exceed the state-adopted arts standards for all students and that provide challenges at an appropriate level for the strengths of the individual students; (b) goals and indicators that require students to demonstrate depth and complexity of knowledge, creative and critical thinking skills, and problem-solving skills; (c) instructional strategies that accommodate the unique needs of gifted and talented learners; (d) opportunities for global communication and research using available technologies; and (e) evaluation of student performance and programming effectiveness as related to the goals of the programming submitted in the local gifted and talented five-year

While reading both opinions on how art, whether it be music or paintings, does or does not improve cognitive ability, I’ve come to the conclusion that it does. The articles that were in favor of the arts had great points. They were able to state their point of view, while backing it up with research and scientific facts. The articles against the arts stated that they do not improve learning ability, but rather auditory and visual skills. Despite auditory and visual skills not directly improving a child’s learning ability, they are still a substantial part in child development. Even so, the author of the passage still acknowledged creative imagination’s potential to help a child perform better in learning assessments and IQ tests. Involving in art in the school system, whether that’s learning about it or having the students do it themselves, really can improve school performance in several ways, including heightening brain activity, making them more attentive and enhancing their wellbeing.

Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” During my past career as an art teacher at Intel Academy, introducing and demonstrating aesthetic techniques and materials have thrilled me as much as completing an art piece. Through workshops and demonstrations, I learned how to communicate and suggest better ways of developing their ideas and expressions. Some children had difficulties encountering art due to their behavioral problems; however, respecting their accomplishments and encouraging their process of following the curriculum became a part of the solution. My decision to apply to masters program in art education was pursued as I faced these

This high school, The Arts Academy at Benjamin Rush, focuses on the arts in order to create a community of critical thinkers. The school’s curriculum is based on these habits of mind: Imagination, Communication, Empathy, Perspective, Analysis and Commitment. These qualities are taught in this school in order to create intellectual thinkers who are prepared for the future. The subject of visual literacy in schools rises an earnest question: how does one teach visual literacy? Bailey Freestone believes that visual literacy can’t be taught, but instead needs to be practiced.

The era of accountability has heavily swayed public schools towards narrowing the curriculum across content and disciplines. Student test scores have become the measure in which states, districts, schools, classrooms, and teachers are deemed “excellent.” Also, many schools have been confronted with budget cuts that determine the content offered in schools. Unfortunately, arts programming across the United States’ K-12 public education has been minimized and/or not given the proper attention it deserves. To strengthen the argument for arts education, researchers have developed the integration of Universal Design for Learning (UDL) to curriculum and lesson planning. I argue that the integration of the arts in classroom curriculum with early childhoods students can provide benefits not only for students but teachers. Arts education centers on allowing both students and teachers to engage in creativity and bring out their multiple intelligence. I recognize four reasons why arts education is a valuable tool with young children: (1) arts can be used across subjects and context (interdisciplinary), (2) it touches on the needs of different learners (multiple intelligence), (3) flexibility that allows creativity in the classroom, and (4) shifts away from traditional methods of rote learning.

A student’s ability to enjoy and participate in arts instruction can help, not hinder, the students learning and comprehension in other classes. The arts classes give students creativity that sometimes can not be achieved in an average english, science, or math class. “Students need to be creative and need to understand that being creative is as important as being proficient in skills areas like math and reading. Learning basic language and math skills should be accomplished in all public schools- not at the expence of arts, but in addition to them” (Ford and

Self-initiated learning is a key aspect of Rogers’ beliefs for a lasting education. He notes that when a student is fully engaged with the subject matter, they are more likely to retain the significant information they have been taught. When developing a curricular activity to represent Rogers’ experiential learning theory, we must remember to assemble a curriculum where the student can reflect on their work. As a secondary school art classroom focuses on work developed by the student, the assignments are often structured with a curriculum created by the educator. Assignments and art pieces are put in place to help the student learn the foundations of art and art history. Although students create the art pieces, they are often confined to the outline created by the teacher.

Art Education is very important for students. A growing body of research suggests that the arts offer students a unique, valuable way to grow intellectually, socially and emotionally. These things are all associated with creativity. Schools today want to focus more on the four core classes math, science, english, and social studies which is acceptable for some students who are academically stronger in school. Opposed to the students who have a harder time focusing in school and we see them drawing when they need to be taking notes. Creativity today has become less and less more visible in classrooms in America. Due to the expansion of technology people see that it takes less time to look an idea up on the internet rather than taking the time to come up with something original.