Session 5: Connected: An Autobiography...

1.     Response to, “Connected: An Autobiography…”

a.     In what way might the film relate to your content area? Give a concrete example.

The film, “Connected,” absolutely relates to my content area of art integration in the core curriculum by the mere definition of integration alone. The synopsis of this film states, “after centuries of declaring our independence, it may be time for us to declare our interdependence instead.” Integration is defined as the act of combining or adding parts to make a unified whole, which is what this film is about; connection to the world at large. Shlain asks the question, “Why did we start teaching in isolation?” at the very beginning of the film and one of the goals of my capstone project is to answer my content question of why the arts should be integrated through out subject matters taught in the curriculum.  Shlain’s mothers belief that emotional connection drives everything we do, is very true. If students are taught subjects in isolation, they are not being given the opportunity to experience and connect with what they are being taught nor being taught how to put perspective on what they are being told, ultimately teaching ignorance.

b.     What questions does it raise?

The film itself raised a question, “Why do we have such a hard time seeing the bigger picture, when as a world we have so much knowledge?” which raised further questions for myself: Are we unable to see the bigger picture due to our lack of empathy and perspective taking skills? Can lack of perspective taking skills be correlated to the way we are taught in school? If subjects are taught in isolation then how can we or would we be able to see the bigger picture if we were never taught to think in a way for connections to be made?

c.      How is your content area interconnected with other content areas?

Since the content I am focusing on is art integration in the core curriculum, it is interconnected with other content areas such as literature, literacy, history, math, science and physical education by means of pedagogy. For example, when teaching children the reading comprehension strategy of visualization using music without lyrics and drawing what they see in their head while listening.

d.     How does an interdisciplinary lens deepen understanding for a “well-educated” person?

An interdisciplinary lens deepens understanding for a “well-educated” person because they are able to consider multiple perspectives, know how to think and know how to question material based on their range of background knowledge. They are able to pull from many resources and see the bigger picture.   

I responded to: Natalie Hull and Marshall

Session 4: "What would Mrs. Ratliff do?"

1.     Disciplinary Lenses –

a.     What is one specific way your content research thus far has caused you to re-think about an idea, or question, or caused you to challenge assumptions that you had previously not considered – or- even pushed you further in thinking?

One specific way my content research has caused me to re-think art integration into the core curriculum has pushed me to think about how I need to acquire support from parents, staff and school in order to do so effectively. Art integration not only requires additional resources such as supplies, but time as well. The numerous journals and studies I have read on the positive effects art has on cognitive development and creative thinking, has pushed me to think further about the pedagogy component. How can I integrate art effectively across subject matters and overcome the “classroom decoration,” stigma it currently has? What differentiates effective art integration versus wasting/filling precious classroom time?

2.     The Death and Life of the Great American School System, Diane Ravitch

a.     How do you think the Common Core standards might fit in this narrative of school reform?

 I think that the Common Core standards might fit in this narrative of school reform because from they focus on depth of content areas versus breadth, thus allowing teachers to dig deeper with their students. From what I have seen of the Common Core standards, I feel that they give control back to the classroom teacher and let them teach and develop students’ minds versus their test taking abilities. The goal of Common Core standards, taken from the Common Core website, is, “The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” We are currently failing our future citizens by identifying success on the basis of a basic skills test score/data, determined by bubbling in circles, versus the ability to think and become contributors in society. Hopefully Common Core brings the purpose of education back to what it should be, to produce a better educated citizenry that encourages innovative thinking.     

b.     In Chapter 9, Ravitch says critics argue that schools would improve if unions ceased to exist. What argument does she present based on available research? What do you think?

Ravitch presents the argument that Teacher Unions are indifferent in determining a teachers level of effectiveness on their students. Ravitch states, “The difference in performance is probably due to economics, not unionization (page 175).”  The reason why unions formed was to, “protect their right to think, speak, and teach without fear (page 174).” I personally think that teachers are needed to protect our basic rights; however, should not be used to guarantee a lifetime of employment and dismiss inadequate teachers. I do not think that teacher unions depress student achievement nor an adult interest group. I would hope that teachers are teachers because they are passionate about what they do and want to inflect knowledge on the minds of our future. Teachers cannot be blamed for depressed student performance since they are being told what to teach, how to teach and when to teach it. Instead of trying to pin point the downfall of student achievement on reasons such as teachers unions, we should reflect on the purpose of education.

I replied to Alaina Rowen and Sarah Wilkerson 

Session 3: The Raising of America

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Content Knowledge: Session 3

1.     What strikes you as most important in this discussion of the relationship between social policy, child development and later achievement?

What strikes me as most important in the discussion of the relationship between social policy, child development and later achievement is the high return on investment that early childhood education has on our economy. Early childhood education equates to life long individual success and breaking the cycle of crime, poverty, and unemployment yet the United States doesn’t want to invest.  Education lacks the lobbying power needed to show the return of high quality early childhood development, the main driver in sustainable economic growth. That California cemeteries are inspected more often than childcare facilities is disgusting, I have no other words to describe it.  Growing up playing sports, my coaches always emphasized grooming the bench for the future by giving the younger/greener players an opportunity to get game time and practice experience in the hopes to maintain a championship team for more years than one. I agreed with a line in the film stating how we are creating a two- tiered society even though we know how to prevent it and help, much like grooming our children, the future contributers to society.

2.     What do you think this perspective adds to the discussion of school reform?

By taking a cost benefit equation perspective when looking at school reform, demonstrates how early investment in HIGH quality education can yield a huge return on investment. High quality education is key here. Our current school reforms are looking for the quick fix, almost a band-aid, instead of starting with the root of the future.  NCLB is a perfect example of the failure of the school reform, which started with an unattainable goal. The high school class of 2013 was the first class to have gone through their entire K-12 education under NCLB, and I feel like we have failed them (as a nation). From my experience, this generation of students/people do not know how to think or take initiative because they have never been given the opportunity to do so, not because they are unable. I feel that we need to define what HIGH quality education entails to policy makers and let teachers do the teaching. There is no one right way of teaching, learning and connecting with students, which is why I think investing in early education and merely giving children the opportunity to be successful, is so important.

3.     What is one question these videos raise for you?

If the cost of special education is outpacing the cost of regular education, due to a lack of opportunity prior to Kindergarten, then why isn’t preschool made mandatory? If it is due to cost, wouldn’t creating public preschools be a smart investment to allow equal opportunity for all children regardless of socio-economic status and curb the cost of special education to those who really need it? This raises another question for me, if public preschools were created and mandated, do you think people would just feed off the system similar to welfare and unemployment? 


I responded to both Taylor Francesci and Kelly Bull. 

Session 2: Mind the Gap

1.     Chapter 1: In recounting her journey through many education reforms, Diane Ravitch makers a number of provocative statements. Choose two, quote them and personally respond.

“How can I distinguish between thinking like a historian and seeing like a state? A historian tries to understand what happened, why it happened, what was the context, who did what, and what assumptions led them to act as they did….knowing that unanticipated developments often lead to unintended consequences. A policy maker, on the other hand, is required to plan for the future and make bets about a course of action that is likely to being about improvements….and they implement plans based on their theory of action.  Historians are trained to recognize assumptions and theories and to spot their flaws” (page 11).

After reading this quote, the implications of the education system finally clicked. Politicians are writing the reforms for our schools without using hindsight like a historian would. History will repeat itself if lessons are learned from the past and modified for the future, which is why I feel like the education system is like a pendulum swinging from one extreme to the other instead of finding a balance. I think Ravitch gives the historian/politician comparison to set up the rest of her experience (book) working in education and the system.

“School reformers sometimes resemble the characters in Dr. Seuss’s Solla Sollew, who are always searching for that mythical land ‘where they never have troubles, at least very few.’ Or like Dumbo, they are convinced they could fly if only they had a magic feather. In my writings, I have consistently warned that, in education, there are no short cuts, no utopias, and no silver bullets” (page 3).

This quote resonated with me, especially since I am a huge Dr. Seuss fan and soon to be elementary school teacher. This quote is applicable beyond education and the reason underlying the cracks in our country’s foundation and unfortunately there is not magic pill or quick fix, especially when it involves each voter, parent and child in our nation. Ravitch does a great job explaining why using a performance based business model to run schools is not feasible or effective. Establishing the same cookie cutter policies and procedures in all schools is not possible, although it sounds nice. Unless school reformers experience the range of classroom dynamics, demographics and social economic status they will continue to search for something that cannot be found.

2.     How would you characterize a well-educated person? What should any well-educated person know in today’s world?

I would characterize a well-educated person as Ravitch does: “The well-educated person has learned bow to explain ideas and listen respectfully to others” (page 16). A well-educated person isn’t characterized by a 4.0 GPA and attaining a PHD from an Ivy School. A well-educated person has the capacity to communicate effectively, empathize, understand multiple perspectives and is receptive to new ideas and ways of doing things. They have values, morals and contribute to society.

Any well-educated person in today’s world should know how to think for themselves, how to listen to others and be literate. They need to know how to filter information using multiple perspectives and be productive citizens in society. In order to live in today’s world, you need to know how to work cooperatively with others.

3.     What would you like to say that you did not say?

I get frustrated with the politics involved in the education system. Sometimes I feel policy makers are ignorant towards the dynamics within the classroom. Schools cannot be run using a business model with standard procedures. Have they every step foot inside of a classroom or attempted to “teach,” 32 first graders? A business has a choice on whom to hire, based on previous experience and qualifications, and a choice on who to fire, based on performance. The education system, specifically public education, does not. Every child, by law, is allowed free and appropriate public education. As an educator, when a child is not “meeting standards,” we are to work with them until they do. As an educator, when a child is gifted and talented, we push them further. As an educator we have to accommodate our students range of academic abilities, SES, and background experiences, not because we “have to,” but because we want to. I would love to see an education system that lets teachers teach instead of having to acquiesce to politics and reforms with no backing.

4.     Choose one gap listed from your subject area and identify 3 resources: a website, an article, and a book that can help you fill that gap.

The three resources I found to help fill the gap of why should art be integrated into the core curriculum (the research and evidence) are:

Website: Chicago Arts Partnership in Education www.capeweb.org

Book:  Burnaford, G.E., Aprill, A., Weiss, C. (2001) . Renaissance in the classroom:   Arts  integration and meaningful learning. Lawrence Erlbaum Associates.

Article: Fiske, E.B. (1999). Champions of change: The impact of the arts on

learning.

Champions of change: The impact of the arts in learning taught me a lot about the impact learning through the arts can have on students. It also provided evidence that student achievement is heightened in an in environment with arts education. This whole article was in supports my belief in the importance of integrating art into the core curriculum and provided me with additional resources of  art education programs and research; such as: the Imagination Project at UCLA, Chicago Arts Partnership in Education (CAPE) and The Center for Arts Education Research at Teachers College.

I found quotes that are helping me answer my content questions:

 “Learning through the arts can help level the playing field for youngsters in disadvantaged circumstances.”

“Arts engage multiple abilities and skills.”

“Engagement in the arts nurtures development of cognitive, social and personal competencies.”

“Learning is deepest when learners have the capacity to represent what they have learned, and the multiple disciplines of the arts all provide modes of representation.”

5.     Why/how any two of these articles were useful to you topic/questions?

All three of these resources are useful to my topic and questions because they all meet at a common point; art integration in education. The CAPE website is useful because it addresses the pedagogy aspect of my topic on how to integrate arts within the curriculum. The champions of change article addresses the reasons to why art integration is important in the classroom, my content questions. The books, Renaissance in the classroom is useful for my pedagogical – content questions (the mix of both) as it discusses the why, how, when and results of art integration in the core curriculum.  

   
I responded to:
Monica Mitra
Jenn Bible
Allison Broude

Session 1: Content Knowledge

• One of the outside school experiences that has expanded and deepened my subject area content knowledge of math, specifically value, budgets, terms, turnover ratios and margins, has been working at Forward Motion Sports, a small retail running store for the past 4 years. Being a sales associate has enhanced my understanding of monetary value and (math) especially through out this time of recession. Customers are no longer buying the plus 1 item, as in the past, and only buying what they came into the store for. Customers are more aware of what they are spending and make their decisions based on is it worth it versus practicality and/or comfort; they are always looking for a discount. On that basis has affected our buying as a store. We have scaled back on the variety of apparel, accessories and gear we stock both because the demand is down as well as our profit. One specific experience that deepened my subject area content knowledge in math was recently when placing a Nathan (outdoor accessory company) purchase order (P.O.). Prior to placing the order, I had to determine the turnover ratio for each item we typically order by answering the questions: What was our current stock position and how many had we sold in the last three months? Additionally, I had to determine the total cost of the PO to see if we (the store) would be able to pay the invoice in full with in 30 days (terms). Working at the store has enabled me to apply the math I learned in the classroom to a real life experience, ultimately deepening my understanding of math.       

• My initial judgements and opinions about Ball's article, "The Subject Matter Preparation of Teachers," aligned with our class discussion, being that subject matter knowledge is multidimensional and needs to be taught that way. Classroom experiences shape understanding, interest and impact of the subject matter at hand. Hearing people speak about their past classroom experiences both positive and negative further emphasized not only the importance subject matter knowledge in teaching plays as well but how the content is taught as well. A teacher may know a lot, but not know how to teach it. I had two contrasting undergraduate history class experiences, which has ultimately shaped my interest level in wanting to learn more and exemplified Ball's article. I took German 59 - Holocaust: Film and Literature, a class I will never forget. The class was about the Holocaust and the professor used film and literature from that time period. While watching films he explained the how cinematography used ultimately shaped peoples perception of the Jews, it was the first time I truly understood what propaganda was. In order to teach this class successfully, the professor had to know a lot more than the subject matter. He had to know about cinematography, different aspects of literature (we read Maus, powerful literature written in comic book form) and most importantly how to connect with his student. He was able to present the Holocaust where conclusions could be drawn on reasoning versus memorization. Contrary to this experience, I took a History of Islam course in which the professor may have known a lot but was not able to convey his knowledge beyond the scope of the text we used. The class became just another box checked off of my GED requirements versus one that held meaning. As a result, my personal experiences, hearing peer experiences as well as reading the Ball article, my opinion that both subject matter content knowledge and pedagogical knowledge are equally important has not changed. 

• At this point, I have started to develop and pursue a line of inquiry about how to integrate visual arts into the core curriculum, the importance and why they should be. I have always had a passion for the arts and still remember many of the projects I did in school as well as what I learned. I am a kinesthetic learner and feel that our current education system/design addresses one style of fact based learning. While I have not finalized my question, I have four that I am trying to combine in someway. Each question targets an area of visual arts and core curriculum I want to investigate further. Why does the hierarchy of subject matter place visual arts on the bottom? Does the hierarchy of subject matter with in the education system, progressively educate kids out of creativity? How can integrating visual arts into the core curriculum promote curiosity, creativity and problem solving? How can visual arts can be integrated into the core curriculum?
• I know that there is a lot of research available in the area, especially in the area of arts and cognition. My main area of interest is the how based on the why, which  I am having a harder time finding resources outside of project based learning. Possible ideas I have for experiential learning experiences are visiting the MOCHA (Museum of Children's Arts), watching a series on PBS called Art 21as well as observing students work at a local visual arts summer camp.

• During my first class of the St. Mary's credential program we watched a Ted talk titled: "Education Kills Creativity," and a youtube clip titled, "Cain's Arcade," both highly influential in my decision to pursue my arts inquiry. Dr. Suess has also influenced my decision. While looking through one of his books, I found two quotes that support how I think and feel: "I like nonsense. It wakes up the brain cells. Fantasy is a necessary ingredient in living. It's a way of looking at life through the wrong end of the telescope. Which is what I do. And that enables you to laugh at life's realities." "If you don't get imagination as a child, you probably never will." The act of art enables creativity, imagination and the learning of perspective. One of my favorite books is Eric Carles, "An Artist Who Painted a Blue Horse," in which I used while teaching/doing an Eric Carle art lesson with my first graders. I asked them the question, "How do you know this is a horse?" Listening to their thinking was fascinating, they were trying to work through and articulate how they knew the blue horse on the cover even though it was blue. At that moment I realized the impact of the arts in education. My student's were trying to make sense of why.  

I responded to:
Taylor Terhune
Michelle Graffis
Kaitlyn Vignocci- Sparks