Sadako And The Thousand Paper Cranes By Rosemary Barilla

I have selected the Mary Godfrey papers collection, PSUA 6447 Box 1 AX/CATO10868, for the stepping stone research project. My stepping stone item is the pamphlet, A Visual Presentation of Art Education Mary Godfrey illustrated for the State Department of Education in Richmond Virginia when she was an Assistant Supervisor of Art Education. I found this pamphlet in folder number 3 along with hand drawn classroom arrangements for several grade levels. I choose this item because Miss Godfrey was not only art supervisor in the late 1940’s writing curriculum and observing teachers, she used her own art background to illustrate visual aides as a means to promote art education in schools in Virginia. Miss Godfrey illustrated numerous artwork for

Sophie Masson was a French person, he was born in Jakarta, Indonesia, and came to Australia at the age of five. In here short story Bells Underwater, she reflected on the particular meaning of music to a thirteen year old boy. She is also interested in writing things which matters in the lives of people, especially if you are given something which you were not really looking forward to.

Generally, when innocence is thought of, the first speculation recalled to one’s mind is the thought of pureness and the idea that the specific individual is free from moral wrong. On the other end of the spectrum is the term known as guilt. Guilt is the emotional notion in which one feels that they have compromised his or her own standards in a negative way. In the novel Sarah’s Key, Sarah frequently proves to struggle with both guilt and innocence. These specific themes are put on display when Sarah realizes she is not going back home, the scenario in which Sarah boards the cattle car to the camps, and the tragic event in which Sarah takes her own life.

The most important lesson for Rachel that comes out of this situation is that after wearing the disgusted sweater she has become even older, and it was tied to the experience instead of the birthday itself. She understands that it is the challenge she needs to grow up faster as she will receive additional benefits of behaving the way she wants and resisting to the outside irritators. As for the literature techniques, the author applies language, diction and symbolism to reveal the issues of experience, aging, knowledge, power, authority and freedom. The discovering is gaining age are conveyed with the help of the memories of eleven-year-old girl on her birthday. Rachel resists her humiliation from Mrs. Pierce, and that is the exact moment when her “smart eleven” comes as well[2].

One of reasons is educational budget cut due to previous years’ economic slowdown. The adverse economic situation which requires redistribution of funds, accompanied by the sharpening focus by national and state educational policy makers on core subjects’ achievements, directly impacts the availability of arts programs at school. Unlike Japan, Netherlands, Hungary and other countries who mandated the arts be integral parts of the standard curriculum and successfully infused them into their educational institutions, the arts in the United States typically connected with those who are “particularly gifted in aesthetics”

During my time as volunteer at Somerset Dade Academy, I was able to work closely with the elementary and middle school teacher. During each visit, I was able to follow Ms. Lee’s daily routine. In the morning, we had 30 minutes to plan and get her cart ready with supplies she needed for the day. Also, we would both create various model artworks to inspire her students to create something more original and imaginative. She wheeled her cart through certain elementary classes depending on her schedule. Depending on the grade level she was assign to that day, we were able to teach her students the fundamental concepts of arts and major art movements, all in 30 minutes. Every three weeks, she would focus on a concept, artist, or art movement. Additionally, she would assign vocabulary words, which her students would copy and also had access to them online on Quizlet. At the end, she would administer a summative test on everything they learned for the past three weeks. On the other hand, Ms. Lee’s middle school classes were different, more one-on-one, and it was a one-hour period. Her students were able to recreate impressionist and expressionist artworks, such as Monet’s Water Lilies, Van Gogh Starry Night and The Bedroom on wall-sized canvases.

The book Sarah’s Key was written by Tatiana de Rosnay. Tatiana de Rosnay was born on September 28, 1961 in the suburbs of Paris. Tatiana is English, French, and Russian descent. Her father is a French scientist Joël de Rosnay, her grandfather was Gaëtan de Rosnay. Tatiana’s paternal great- grandmother was Russian actress Natalie Rachewskïa, director of the Leningrad Pushkin Theater from 1925 to 1949. Tatiana’s mother is English, Stella Jebb, daughter of diplomat Gladwyn Jebb, and great- great- granddaughter of Isambard Kingdom Brunel, the British engineer. Tatiana is also the niece of historian Hugh Thomas. Tatiana was raised in Paris and then in Boston, when her father taught at MIT in the 70’s. She moved to England in

The book Sarah’s Key was written by Tatiana de Rosnay. Tatiana de Rosnay was born on September 28, 1961 in the suburbs of Paris. Tatiana is English, French, and Russian descent. Her father is a French scientist Joël de Rosnay, her grandfather was Gaëtan de Rosnay. Tatiana’s paternal great- grandmother was Russian actress Natalie Rachewskïa, director of the Leningrad Pushkin Theater from 1925 to 1949. Tatiana’s mother is English, Stella Jebb, daughter of diplomat Gladwyn Jebb, and great- great- granddaughter of Isambard Kingdom Brunel, the British engineer. Tatiana is also the niece of historian Hugh Thomas. Tatiana was raised in Paris and then in Boston, when her father taught at MIT in the 70’s. She moved to England in the early 80’s

Greek philosopher Aristotle defines the arts ¨as the realization in external form of a true idea, and is traced back to that natural love of imitation which characterizes humans, and to the pleasure which we feel in recognizing likenesses.¨(IEP). The fine arts which have been a part of human history for 30,000 years have played an essential role in the development and advancement of our societies. As of today, the fine arts are facing the danger of vanishing in the education system of the United States Schools in places like Minnesota, Michigan and Philadelphia struggle to obtain arts programs within their schools. Districts like the Rosemount-Apple Valley-Eagan district, have been struggling with raising student’s academic scores in courses

Section Two: History: Since public schools across the country have faced budget cuts in the past decade and a half, a common cost-cutting measure is to lessen the funding for arts education, prioritizing what are deemed more essential subjects such as math, reading, and science. Yet in fact, the current iteration of the federal Elementary and Secondary Education Act of 1965, also known as the No Child Left Behind Act of 2001, lists that the arts are among the core academic subjects, requiring all schools to enable all students to achieve in the arts and reap all the benefits of a comprehensive arts education. Yet the economically prioritized curriculum is still draining the sources from these imperative programs leaving instruments, paintbrushes, and other artistic pieces in closets to collect dust, because no one will be there to teach or use them. Most impacting in the history of

As a student from Guy Krant’s Art 3 High School class, I can wholeheartedly affirm that Mr. Krant’s form of teaching art is efficient in terms of stimulating students’ individual skills while assuring that they grasp and fully incorporate the main concepts of standards required by school districts into their artworks. What sets aside Mr. Krant’s form of teaching compared to that of other teachers, whom I have came across throughout previous years, is that his teaching provides more creative freedom to students and allows them to individually explore different art mediums to further develop their own methods and skills. For instance, when my Art 3 class was assigned to fulfill the district requirement of expressing a show of skill in increased

My literacy path has a lot of exciting events that happened during my childhood. At that time I was inspired by my mother who was my literary guardian, and encourage me at that path. She was the closest person to me at that time. She has been teaching fine art for more than thirty years at one of reputable schools back home. She didn’t settle for that job only. She was cooperating with many other artist running exhibitions that won awards. Five years ago, my mother was promoted to be a supervisor at the ministry of education of all the art instructors over the region. As child whose literary guardian is an artist, I spent most of my time trying to imitate my mother’s painting.

The arts have been long-recognized as a vital component of the well-rounded student, but for the past several decades, the importance of arts programs in many U.S. schools has been steadily compromised (Rabkin & Redmond, 2006). Pressure to compete internationally has influenced educational institutions to believe that an almost exclusive focus on academic fundamentals is the sole way to raise standards and close the achievement gap (Sholl & Sweetland, 2016). Katz-Buonincontro, Phillips, and Witherspoon (2015) expound on the predicament of today’s schools: expected to promote twenty-first century skills, including creativity, critical thinking, communication, and collaboration, leaders are simultaneously pushed to uphold standards-based

The Birth to Kindergarten Curriculum course prepares students to develop and implement curriculums that are developmentally appropriate for children of various age groups. Students enrolled in the course will develop lesson plans and unit plans for children ranging from infancy until third grade. According to the Birth to Kindergarten curriculum young learners should be exposed to a variety of fine arts which includes music, movement and dramatic play. Various times I have observed teacher candidates in various educational settings neglecting to address Fine Arts. Students are not experiencing quality instruction with the integration of music and movement, dramatic play and art history which can ultimately impact their success in future

While tie-dying, students actively interacted, sharing various colors and produced impressive handkerchiefs. The class was noisy yet everyone was focused and enjoyed their artwork; it was close to “play”, rather than an art class, and enough to capture students’ interest, student who had only used paint and brushed previously. The walls of the classrooms were decorated by splendid handkerchiefs. Unlike the art we had learned in traditional art class, this was exciting and practical. This new art instruction was sensational.