e-book Head of the Class: The Collected Kappan Cartoons for Educators

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Posted: 01-01-12222, 22:43

Art teachers are also able to integrate standards into their curriculum. For example, writing standards can be incorporated by giving students an assignment to write a short story and illustrate it.

For art teachers who are threatened with the reduction or removal of their art program, this will involve advocating for the arts. The Incredible Art Department IAD has several arts advocacy links to assist you in fighting the urge for districts to follow this path. After hearing about art programs that were endangered while traveling the country, form Education Superintendent Rod Paige said in a policy letter, "As I travel the country, I often hear that arts education programs are endangered because of No Child Left Behind.

This message was echoed in a recent series of teacher roundtables sponsored by the Department of Education.

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It is both disturbing and just plain wrong. The truth is that NCLB included the arts as a core academic subject because of their importance to a child's education. No Child Left Behind expects teachers of the arts to be highly qualified, just as it does teachers of English, math, science, and history.

School Conversation, School Dialogue

Although this has helped, there isn't any teeth behind his comments. Some districts are reducing the amount of time spent on the arts in favor of remediation. This is a natural consequence of high stakes testing. There have been studies about the status of the arts and their effectiveness with assessments.

Time for teacher learning, planning critical for school reform - pixyveso.tk

There has been some recent research done on high stakes testing. D from the University of Waterloo.

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Martin is a researcher in the field of humor research and is often cited for his multi-dimensional concept of humor. From Wikipedia, the free encyclopedia. University of Chicago Press. Harvard Business Review. Retrieved 17 February Apter; D. Fontana; S. Murgatroyd 25 February The students stay together for all lessons in their room, while the teachers move from class to class. As I entered the high school that first day, I saw a banner for each class, which had the classroom number and the theme the class had chosen for the Cultural Festival, hanging above the faculty offices.

When I was not preparing lessons that week, I went to the classrooms and saw students designing and constructing their classroom projects. Rarely did I see a teacher, and some of the classes would not let me or anyone else into their rooms until the final unveiling of the projects at the end of the week. The projects at the cultural fair ranged from a beautiful display of various styles of kites from different regions of Japan, to a haunted house complete with darkened windows and ghosts, to an urban skyline made entirely of assorted colors of beverage cans pasted together against one entire wall of the classroom.

After the projects were presented, I was treated to a traditional tea ceremony and a beautiful concert of koto Japanese harp music.

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The teachers finally got involved in the last event of the day, which was a rock concert they gave for the students in the school's year-old courtyard. My first few days at the high school were not exactly what I had imagined. Instead of seeing rows of obsequious students repeating English sentences after their Japanese teachers, I was amazed by how much freedom the students were given to work together to produce projects of their own design.

The experience reminded me that American students often remember and profess to have gotten the most worthwhile experiences from such extracurricular activities as band, drama, sports, or work on school publications. During my tenure in Japan, I taught classes in which students were noisier than I ever expected and teachers did less in response to their behavior than American teachers would have done. Because students were expected to be doing their work, talking and helping were not discouraged.