So, I am here in Albuquerque (spelled right this time I hope). This morning I went into a session about studying visual representation of children and youth.
The presentation focused on analysis of identities and stories that had very little to do with the work we are doing in arts integration. What it did point to was the way visual texts allow choice, and expression that are not usually acceptable in the classroom. The problem, however, was that most of the projects that presented were not part of classrooms either.... Thus, it is not as much integration in school as it is out of school chances for expression. I am not saying in any way that it is not important. Instead I am trying to say that this has to happen IN schools as part of the fabric of instruction.
The second piece was that there is a need to make our voices about integration heard- next year we will again suggest a session or at least a paper.
As for vocabulary Judith Scott allowed me to see today that we have abandoned at least partially the emphasis on wide vocabulary and focused on other aspects more- well more work to do- maybe in the next grant...
More tomorrow
I think what Judy said about us leaving the wider world of word consciousness to the narrow world of word lists--may be in fact a microcosm of the wider world of education. Are we not narrowing education in the mad race to make sure every child has the same facts? When standards move into specific facts we lose the forest to gain the trees. I have always supported standards, but worry about impact.
ReplyDeleteBut back to our project. Is our change in focus a result of measurement issues? Give a teacher a list of 12 words and they will focus on those 12 words. At the same time-have we really looked at the general increase in vocabulary?
do we see any growth in oral discussion or word choice? I know the writing samples get longer.
on the other hand, in the beginning we pushed the vocabulary strategies and lost the art, now have we pushed the art and lost the vocabulary? Is this the core of the issue of integration?
I do think the teachers are trying to meld, the walk into the painting that the 3rd grade teachers wrote about seems to me to be a vehicle to Judy's word consciousness and to good art.
Faded anomics are a real problem! However in the decline of arts culture in general it may be best to remain aware rather than trendy
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