A curriculum for excellence review of research literature

Research suggests that the arts play significant part in the education of all pupils. The findings of numerous, wide-ranging studies indicate that the Expressive Arts fulfil a vital function in the development learners, meeting many of the outcomes described in the "Purposes of the Curriculum 3-18" diagram outlined on page 15 of "A Curriculum for Excellence". In the following review of recent research, it is evident that the arts provide meaningful contexts through which learners can actively participate in a wide range of learning experiences. It is evident that learning should take place in the arts: each separate discipline has its own knowledge and skills base. But learning also takes place through the arts. Because of the high level of active engagement and enjoyment experienced during good Expressive Arts lessons, learners gain a sense of achievement and increased self-esteem. Across the arts areas, learners are offered a very wide and varied range of experiences, enabling them to communicate in a number of ways, for example, orally, visually, through body language and through music. The collaborative nature of many arts activities enables learners to develop skills in working cooperatively with others, often in problem-solving, creative situations. The arts also offer many opportunities for learners to be pro-active and enterprising within meaningful and relevant contexts

Highly Qualified Teachers

One of the key features of the No Child Left Behind Act (NCLB) of 2001 is a requirement that all teachers in core academic areas be “highly qualified” before the 2005-2006 school year. Even more quickly, by the end of the 2002-2003 school year, all newly hired teachers in Title I schools had to be highly qualified. The core academic areas— which must be taught by a “highly qualified” teacher—are English, reading or language arts, math, science, arts and foreign language, economics, geography, civics or government, and history. Teachers of special education and English language learner students are not required to be “highly qualified” unless they are teaching these core courses. The question, however, concerning many teachers, administrators, and parents is—what does “highly qualified” mean? This brief provides a background for NCLB’s “highly qualified” teachers, defines “highly qualified,” and summarizes the actions taken by the State of Arkansas to ensure a “highly qualified” teacher will be in every classroom by the end of the 2005-2006 academic year

Abstracts of unpublished theses on the gifted child found in the School of Education Library at Boston University which were not included in the Gaffney thesis of 1958

Thesis (Ed.M.)--Boston UniversityAndrews, Charles Herbert. "A Survey of Curriculum Materials of Value for the Teaching of Gifted Elementary School Children in the Language Arts Area." Unpublished Ed. M. Thesis, Boston University School of Education, 1957. Problem. To determine the curriculum materials which should be included in an elementary school classroom devoted to the maximal effective teaching of gifted children in the language arts area. [TRUNCATED

Women and the art of fiction

Women wrote about art in the nineteenth century in a variety of genres, ranging from the formal historical or technical treatise and professional art journalism, to travel writing, poetry, and fiction. Their fiction is often less ideologically circumscribed than their formal art histories: the visual arts constituted a language for writing about the social position of women, and about questions of gender and sexuality. This essay considers how women introduced the visual arts and artist figures into their fiction in critically distinctive ways, and can be said in this form to have contributed to nineteenth-century art discourse and debate

all the f words we used to know

Photos of handwritten list of the 2,000+ F words listed in the 1996 version of Webster’s Encyclopedic Unabridged Dictionary of the English Language (Deluxe Edition), published by Gramercy Books of Random House Press in Avenal, New Jersey. Verb tense conjugations and plural nouns are omitted. An analysis briefly contextualizes this artwork in relation to semiotic theory, contemporary text-based and word-based art and arts practices, social theory, and art education

TIMED Spacecraft Model

This is a model for students to assemble, aimed at enhancing their knowledge of NASA spacecraft and scientific facts. The cover of this four-color tri-fold contains background information about the Thermosphere, Ionosphere, Mesosphere Energetics and Dynamics (TIMED) mission as well as two language arts activities to reinforce space science vocabulary and concepts. This product is available in hardcopy and electronic formats. Educational levels: Intermediate elementary, Middle school

Enhancing Literacy Instruction through Technology

Technology has altered how children experience language. As technology has taken root in society, literacy skills have expanded beyond simply reading and writing print texts to include interacting with digital texts and media. To prepare students to operate in this digital environment, teachers should integrate technology into language arts instruction; however, many teachers feel unprepared to do so effectively. Additionally, some teachers hesitate to implement technology into language arts instruction as a tool because of its supposed negative effects on literacy. Despite beliefs about technology inhibiting reading and writing, teachers can utilize technology to enhance literacy instruction. The digital age has laid the foundation for new literacies, and teachers must build upon it