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EED 435 Discussion for all weeks EED 435 Discussion for all weeks

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EED 435 Discussion for all weeks
Week 1
DQ1: What commonalities exist in visual and performing arts programs? How do these
commonalities relate to elementary curriculum?
The visual and performing arts both stimulate similar portions of the brain, so it comes as no
surprise that there are common themes between the two that become self-evident in visual and
performing arts programs. Clearly, both place a high premium on the concept of the aesthetic,
although definitions of what may be beautiful may vary between genre, time and culture. Both
are rooted in basic technical abilities and a classic level of training. From this base of knowledge
and skill, visual and performing artists have spread their wings in the creation of modern genres
and avant-garde work that pushes the borders of what is considered art.
These commonalities relate to elementary curriculum as the arts provide a perfect platform for
interdisciplinary study. One might choose to pair both the classical period in dance and music
with the classical period of painting and sculpture to examine common trends, utilizing history
and social studies to analyze the cultural influences and manifestations that defined an era.
Besides common époques, the expression and messages behind different bodies of work are an
interesting point of study. How might one express joy through dance versus visual arts versus a
play or musical? By the end of the course, students should be able to apply their knowledge and
analytical skills across fields within the arts.
DQ2: What actions might you take if a student is drawing atypical pictures that cause you
concern? What other issues might arise in an elementary classroom with regard to arts
education? How might you deal with these issues?
This is an exceedingly important question. Young students – or even older ones, teenagers
included – are known to use artistic expression to recreate or make note of events going on in
their life. A young student who normally enjoys drawing cars but suddenly switches to drawing
a man beating a woman or bloody, violent material could be in distress and in need of assistance.
The child could be a victim of violence or other abuse; or the child could be witnessing it home.
A child could even begin to be sinking into clinical depression for entirely other reasons. One of
the great responsibilities of a teacher is to recognize a child in danger and help to ensure his or
her safety.
Needless to say, not all children who draw rather disturbing images have an alarming home life
or are in danger; they may simply be watching the wrong kind of television. However, this
behavior is certainly a warning sign, and it likely merits a discussion with the school
psychologist, nurse and principal and possibly then the parents or police depending upon the
situation that unravels. If I suspected any sort of wrong doing, I would immediately report it to
my superiors. Even then, it may not be enough if they do not believe there is a problem, but my

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professional impression is that there is something truly wrong. In such a case, it might be
necessary to either approach the parents in a meeting or call the police depending upon the
severity of the issue.
Week 1 summary
In week one, I really enjoyed learning the new topics, such as describing the different types of
art, comparing and contrasting national and state arts standards, and defining the language of the
arts, including vocabulary, elements and principles. In describing the different types of art, I
learned of this new topic through answering the discussion question. I was able to reflect on the
experiences I had with the performing arts, such as music and dance. Both arts were an
enjoyment in those times and I felt that I was able to express myself as well as the cultural realm
of the art form. In comparing and contrasting national and state arts standards, I learned of this
topic by researching websites and resources to complete the individual assignment. In answering
one question, I was able to give my favorite state arts standards, which was a music standard in
which students “understands that music preferences reflect one’s own personal experiences and
respects differing values and tastes in music” (Taskstream, n.d.). I like how students can apply
this standard to the world beyond the school setting and look at music differently. Many students
live in negative situations outside of school and sometimes music can be that outlet in which they
can reflect and receive some type of peace. Last, in defining the language of the arts, including
vocabulary, elements and principles, I was able to review the vocabulary list and incorporate
many of the terms into an individual assignment that opened my eyes on how I view pieces of art
depending on the artwork of discipline. I really enjoyed the topics this week and am looking
forward on the weeks to come.
Reference
Taskstream. (n.d.). FL – Florida Sunshine State Standards. Retrieved from
https://www.taskstream.com/Main/main_frame.asp
Week 2 Discussion
DQ1: What is a possible safety issue you might face while integrating art into the elementary
classroom? How would you handle the issue if it occurred in the class? How would you prevent
the issue from happening in the future?
There are many safety issues with integrating art into the elementary classroom. Many tools of
the artistic trade are sharp such as scissors and XACTO-knives – even colored pencils, pipe
cleaners and metals used in artistic endeavors can be sharp and dangerous if used improperly. As
students continue to progress, become more mature and responsible, it is appropriate to begin to
allow them to use tools that correspond with this increasing level of maturity. However, there are

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EED 435 Discussion for all weeks Week 1 DQ1: What commonalities exist in visual and performing arts programs? How do these commonalities relate to elementary curriculum? The visual and performing arts both stimulate similar portions of the brain, so it comes as no surprise that there are common themes between the two that become self-evident in visual and performing arts programs.? Clearly, both place a high premium on the concept of the aesthetic, although definitions of what may be beautiful may vary between genre, time and culture.? Both are rooted in basic technical abilities and a classic level of training.? From this base of knowledge and skill, visual and performing artists have spread their wings in the creation of modern genres and avant-garde work that pushes the borders of what is considered art.? These commonalities relate to elementary curriculum as the arts provide a perfect platform for interdisciplinary study.? One might choose to pair both the classical period in dance and music with the classical period of painting and sculpture to examine common trends, utilizing history and social studies to analyze the cultural influences and manifestations that defined an era.? Besides common ?poques, the expression and messages behind different bodies of work are an interesting point of study.? How might one express joy through dance versus visual arts versus a play or musical?? By the end of the course, students should be able to apply their knowledge and analytical ...
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