The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Example for Free

The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Three approaches in early childhood education in Europe have been significantly increasing the conduct and practices of teaching in North America. â€Å"In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia† (Edwards, 2002, n. p. ). These inspirational approaches provide an alternative method of teaching from the traditional education. Founded by Rudolf Steiner, at the core of Waldorf education is the promotion of peace and justice in society. It â€Å"aims to respect the essential nature of childhood, and in the early years, a secure, unhurried environment which provide a sound foundation for emotional, social and cognitive intelligence later† (Nicol, 2007, p. 1). Maria Montessori founded the Montessori school which offers multi-level approach to education with individualized instructions for students. â€Å"Montessori believed that children developed in stages and that each stage had its own unique characteristics and qualities† (Isaacs, 2007, p. 9). The similarity of Reggio Emilia’s approach with that of John Dewey cannot be denied in its emphasis on the relationship of the individual to the society. The approach can exist with other approaches, and â€Å"crossfertilization can happen between programs† (Fraser Gestwicki, 2002, p. 10). It may be said that all three approaches are similar in acknowledging the child as competent and resilient with rights that have to be upheld. As a substitute teacher, I have worked with kindergarten through fifth grade students in different content areas. I have discovered that student with advanced classes receive more enriching activities while those in lower functioning classes, the focus was mainly on English language acquisition and math skills. Furthermore, students who are given more responsibility and are included in the learning process seem to succeed more. The teaching methods of Montessori, Waldorf, and Reggio Emilia are more student-centered and are more empowering. It was through this observation that I have conceptualized the current research study which aims to examine the effects of these three approaches. Specifically, it answers the question: Will using teaching methods from specialized school curricula of Montessori, Waldorf and Reggio Emilia benefit art experience and knowledge among children in New York City public schools? Chapter III discusses the methodology to achieve this objective while the succeeding chapter will discuss relevant literature related to the study. Chapter II Review of Related Literature Parents and educators alike have been asking, which among the three approaches is the best for the children. Experts however, agree that each have their own strengths and instead of picking out one, there is more benefit and creating interactions among the three. This paper examines how the specific teaching methods from the three approaches will benefit the students. Preschool education has been found predictive of higher level school achievement. Marcon (2002) found out that children who had an academically orient pre-school experience were less likely to be retained than others. Moreover, up until 6th year in school, there were no significant differences in achievement performance among three different preschool experiences. However, at 6th grade, â€Å"children whose preschool experiences had been academically directed earned significantly lower grades compared to children who attended child-initiated preschool classes† (Marco, 2002, n. p. ). It appears then that an active early learning experience where children were given more responsibility for learning enhanced later learning experiences. Prager (2001) examined how the Waldorf approach was successfully used in an arts curriculum in an urban public school to teach students of color. The approach was found to have enabled students to think critically and analytically, and allowed them to become well-informed. It â€Å"inspires urban students and teachers and prevents dooming them to what Weiner (1999) calls, â€Å"the custodial treatment of children† that unfortunately occurs in many city schools† (n. p. ). In a related article, Mollet (1991) describes how the Waldorf approach transformed his class. Using the â€Å"right time† method for introducing lessons, Molett was able to make the class engaged in fractions, a topic he chose according to their development stage. The Montessori school has also grown in popularity and is acknowledged as a powerful approach for individualized instruction. In a study by Shilt (2009) of 11 Montessori schools, teachers employing Waldorf method were able tailor instruction â€Å"to individuals’ skill levels and socio-emotional characteristics† (p. 10). In a related study, Sklar’s (2007) study noted that differences in administration of pro-social skills in Waldorf schools can be attributed to the number of years the school has been in operation. Start-up school differ in approach with established schools. In another study, Schonleber (2006) conducted a qualitative research among Hawaiian educators on the effectives of the Waldorf approach. Data revealed that the approach was congruent to their work lifestyles, values and beliefs, pedagogical practices and overlapping worldviews. The Reggio Emilia approach was evaluated by Warash, Curtis, Hursh and Tucci (2008) as a method facilitating developmentally appropriate practices. The literature concludes that the Reggio Emilia approach can be used in combination with behavior analytic model to address specific learning needs of learners such as those with disabilities and challenging behavior problems. The study of Katz and Galbraith (2006) provided additional support for the effectiveness of Reggio Emilia approach in inclusive schools. Children with disabilities and those typically developing were found to have appropriate times and venues for interaction during the classes. From the studies, all three approaches have been found remarkably useful in the classroom. This study will adopt different techniques from the three approaches and develop a curriculum that will enhance art experience and education of the students. The next chapter will discuss in detail how the objectives of the study will be achieved. Chapter III Methodology The sample and procedure in this study are discussed in detail to answer the proposed research questions: Will the implementation of a specialized curriculum, Montessori, Waldorf and Reggio Emilia significantly affect children’s art and knowledge among public school students in New York City? To best address the concerns that gave birth to the current study and the goals specified, action research was adopted for the design of the study. While there are many models for action research, â€Å"the basic process consists of four steps: identify an area of focus, collect data, analyze and interpret data, and develop an action plan† (Mills, 2003, p. 20). In this study, I will be examining the impact of the different teaching approaches to kindergarten students. Kindergarten students are between 5-6 years old. For this study, I will be creating lessons plans in the Montessori, Waldorf and Reggio Emilia tradition which I will be implementing during the student teaching experience. To measure the effects of the program, I will be evaluating the students’ participation, interest and work output. I will be using observations and journal writing as methodologies to achieve the research objective. Furthermore, I will also be using student portfolios as basis for any changes in students’ product while attending the sessions. To further validate the data I will be collecting, I will also conduct interviews with other teachers who are employing the same teaching approaches to compare results. Action research has been best approached through the use of qualitative data collection techniques. Action research employs the use of a triangulation matrix to identify three data sources for the issue being studied: observations, portfolios and interviews. The use of these three approaches increases the content validity of the results. References: David, M. (1991). How the Waldorf approach changed a difficult class. Educational Leadership, 49 (2), 55-56. Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4 (1). Retrieved from http://ecrp. uiuc. edu/v4n1/ edwards. html Fraser, S. Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emila in the Classroom. Albany, NY: Delmar. Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. Abingdon, Oxon: Routledge. Katz, L. Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21 (1), 5-21. Marcon, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research and Practice, 4 (1). Retrieved from: http://ecrp. uiuc. edu/v4n1/marcon. html Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher (2nd ed. ) Columbus, Ohio: Merrill Prentice Hall. Nicol, J. (2007). Brining the Steiner Waldorf approach to your early years practice. Abingdon, Oxon: Routledge. Prager, D. R. (2001). Three teachers in a Waldorf-inspired public elementary school: A case study of an effective urban learning environment. Retrieved from Proquest Digital Dissertations. (AAT 3033354) Schonleber, N. S. (2006). Culturally congruent education and the Montessori model: Perspectives from Hawaiian culture-based educators. Retrieved from Proquest Digital Dissertations. (UMI: 3216086) Shilt, D. T. (2009). Examining the nature of literacy activity in public Montessori classrooms. Retrieved from Proquest Digital Dissertations. (UMI: 3392640) Sklar, C. W. (2007). Fostering pro-social behaviors in urban elementary schools: a closer look at the Montessori approach. Retrieved from Proquest Digital Dissertations. (UMI: 3270869) Warash, B. , Curtis, R. , Hursh, D. Tucci, V. Skinner meets Piaget on the Reggio playground: Practical synthesis of applied behavior analysis and developmentally appropriate practice orientations. Journal of Research in Childhood Education,

Declaring Independence :: History

Declaring Independence On May 10, 1775, the Second Continental Congress met in Philadelphia. The Congress dealt with the military crisis the colonies were in with England. It organized forces around Boston into the Continental Army and appointed George Washington to commander-in-chief. The Battle of Bunker Hill was the first major battle fought in the war. The colonists had made a fort on Bunker and Breeds Hills to fire on English ships approaching Boston. Thomas Gage ordered his British troops to attack the hills. He believed the task to be an easy one, but met great resistance. It took two British attempts to capture the two hills, which lead to many British casualties. The second attempt did run the colonists off the hills, but resulted in a greater colonial victory. Of the original 2500 Redcoats, only 1500 had survived the attack while only 400 of the Patriots had met with death. Although war had begun, the colonies still wanted to make peace with England. Only 1/3 of the colonists wanted to wage war with England. The people were afraid that if a major war was fought with England, that all traitors would be executed. The motives for the war were not against King George III. The colonies were rebelling against Parliament, not against the crown. The Olive Branch Petition was created in an attempt to persuade King George III to mediate for the colonies. King George ignored the petition and said to use full force against the colonies to crush the resistance to English government. Then in January 1776, Thomas Paine published â€Å"Common Sense† with stated that the American Colonies should be independent from England. This along with the King’s refusal to support the colonies caused the creation of the Declaration of Independence. The devastation caused by the Battle of Bunker Hill caused General Gage to be replaced with General William Howe. Howe ordered his troops to evacuate Boston and sailed his men to Nova Scotia to wait for reinforcements and to plan his next attack. How planned to isolate New England because it was though that most resistance originated from there. He intended to capture New York City and take control of the Hudson River. He also planned for an army, led by John Burgoyne, to march southward from Canada. Howe was successful in his attempts to capture New York City. General Howe’s victory in New York City began a repeating pattern for both himself and Washington.

Comfort Zone

Comfort Zone Brian Tracy, one of the top success speakers and authors in the world, has once said, â€Å"Move out of your comfort zone. You can only grow if you are willing to feel awkward and uncomfortable when you try something new. † His point is that, when one steps out of her comfort zone it will be strange, difficult, or painful. However, one will only grow or learn from the experience if they accept the embarrassment, difficulties, and the awkwardness that come with trying something new. I agree with Brian Tracy because of my experience becoming a soccer player.It started in middle school when I decided to join my school’s soccer team. I would watch soccer matches with my family and I was comfortable with the idea of watching it, never playing it. Until eighth grade, when I decided to step out of my â€Å"comfort zone. † Growing up, I wasn’t the healthiest child and I knew that I needed to change my habits. Therefore, in middle school, I decided to join my school’s soccer team. I knew a majority of the rules and how to play different positions despite not knowing how to dribble a soccer ball.When I attended the soccer meeting, that’s when it hit me that there’s a huge difference between watching soccer on TV and actually playing. The other players on the team had played soccer since the age of four, and there I was, without soccer experience. After signing up for the team, I felt foolish, scared, and distraught because I didn’t want the other players to judge me. I didn’t want them to make fun of me because I couldn’t dribble or kick a soccer ball, but my inner voice was still telling me, â€Å" Don’t quit! Let the judging motivate you! Who cares if I can’t kick a ball, I will learn! My comfort zone was watching soccer whereas, trying to play soccer was me, stepping out of my comfort zone. During warm-ups in the first practice, I felt as if I was going to die! My legs fe lt horrible, and there were 2 hours left of practice. I wanted to quit, I was uncomfortable and embarrassed because I fell during an easy drill, was the slowest runner, and tired in the first 20 minutes. In the back of my mind I knew that I shouldn’t quit, I did soccer for me, to benefit my health and feed my anxiety and curiosity about the sport. On the other hand, if I were to quit, I knew I would be unhappy and disappointed with myself.Therefore, I stayed with soccer and I’m happy with my decision because I’ve made the greatest friendships and came out of my comfort zone. My middle school soccer experience has changed me in the greatest way, it helped me realize that I will face problems where at times I won’t feel comfortable and that I shouldn’t quit, no matter how difficult, strange, or painful. After playing soccer in the eighth grade, I decided to continue to play in high school; I wanted to continue my new healthy habits and my friendships that I made in middle school.From freshman year to senior year, I have played soccer for my high school team, junior varsity for my freshman year and varsity for my sophomore, junior, and senior year, and during all my embarrassing falls, crazy drills, and â€Å"psycho† coaches, I realized I love playing. Such a shift in my own paradigm was one of the hardest things for me to do however, I learned what it means to play with heart and passion, a team is a family, and new healthy habits. I grew because I was willing to feel awkward and embarrassed and as Kristen Wiig has once said, â€Å"When you go out of your comfort zone and it works there’s nothing more satisfying. †

Second Battle of Manassas - Civil War Second Battle of Manassas

Second Battle of Manassas - Conflict Dates: The Second Battle of Manassas was fought August 28-30, 1862, during the American Civil War. Armies Commanders Union Major General John Pope70,000 men Confederate General Robert E. Lee55,000 men Second Battle of Manassas - Background: With the collapse of Major General George B. McClellans Peninsula Campaign in the summer of 1862, President Abraham Lincoln brought Major General John Pope east to take command of the newly created Army of Virginia. Consisting of three corps led by Major Generals Franz Sigel, Nathaniel Banks, and Irvin McDowell, Popes force was soon augmented by additional units taken from McClellans Army of the Potomac. Tasked with protecting Washington and the Shenandoah Valley, Pope began moving southwest towards Gordonsville, VA. Seeing that Union forces were divided and believing that the timid McClellan posed little threat, Confederate General Robert E. Lee sensed an opportunity to destroy Pope before returning south to finish off the Army of the Potomac. Detaching the left wing of his army, Lee ordered Major General Thomas Stonewall Jackson to move north to Gordonsville to intercept Pope. On August 9, Jackson defeated Banks corps at Cedar Mountain and four days later Lee began moving the other wing of his army, led by Major General James Longstreet, north to join Jackson. Second Battle of Manassas - Jackson on the March: Between August 22 and 25, the two armies squared off across the rain-swollen Rappahannock River, with neither able to force a crossing. During this time, Pope began receiving reinforcements as McClellans men were withdrawn from the Peninsula. Seeking to defeat Pope before the Union commanders force grew much larger, Lee ordered Jackson to take his men and Major General J.E.B. Stuarts cavalry division on a bold flanking march around the Union right. Moving north, then east through Thoroughfare Gap, Jackson severed the Orange Alexandria Railroad at Bristoe Station before capturing the Union supply base at Manassas Junction on August 27. With Jackson in his rear, Pope was forced to fall back from the Rappahannock and reconcentrate near Centreville. Moving northwest from Manassas, Jackson moved through the old First Bull Run battlefield and assumed a defensive position behind an unfinished railroad grade below Stony Ridge on the night of August 27/28. From this position, Jackson had a clear view of the Warrenton Turnpike which ran east to Centreville. Second Battle of Manassas - Fighting Begins: The fighting began at 6:30 PM on August 28 when units belonging to Brigadier General Rufus Kings division were seen moving east on the turnpike. Jackson, who learned earlier in the day that Lee and Longstreet were marching to join him, moved to the attack. Engaging on the Brawner Farm, the fight was largely against the Union brigades of Brigadier Generals John Gibbon and Abner Doubleday. Firing for around two and half hours, both sides took heavy losses until darkness ended the fighting. Pope misinterpreted the battle as Jackson retreating from Centreville and ordered his men to trap the Confederates. Second Battle of Manassas - Assaulting Jackson: Early the next morning, Jackson dispatched some of Stuarts men to direct Longstreets approaching troops into pre-selected positions on his right. Pope, in an effort to destroy Jackson, moved his men to the fight and planned attacks on both Confederate flanks. Believing that Jacksons right flank was near Gainesville, he directed Major General Fitz John Porter to take his V Corps west to attack that position. At the other end of the line, Sigel was assault the Confederate left along the railroad grade. While Porters men marched, Sigels opened the fighting around 7:00 AM. Attacking Major General A.P. Hills men, the Brigadier General Carl Schurzs troops made little progress. While the Union did achieve some local successes, they were often undone by vigorous Confederate counterattacks. Around 1:00 PM, Pope arrived on the field with reinforcements just as Longstreets lead units were moving into position. To the southwest, Porters corps was moving up the Manassas-Gainesville Road and engaged a group of Confederate cavalry. Second Battle of Manassas - Union Confusion: Shortly thereafter, its advance was halted when Porter received a confusing Joint Order from Pope which muddied the situation and did not provide any clear direction. This confusion was worsened by news from McDowells cavalry commander, Brigadier General John Buford, that large numbers of Confederates (Longstreets men) had been spotted in Gainesville that morning. For an unknown reason, McDowell failed to forward this to Pope until that evening. Pope, waiting for Porters attack, continued to launch piecemeal assaults against Jackson and remained unaware that Longstreets men had arrived on the field. At 4:30, Pope sent an explicit order for Porter to attack, but it was not received until 6:30 and the corps commander was not in a position to comply. In anticipation of this attack, Pope threw Major General Philip Kearnys division against Hills lines. In severe fighting, Kearnys men were only repelled after determined Confederate counterattacks. Observing Union movements, Lee decided to attack the Union flank, but was dissuaded by Longstreet who advocated a reconnaissance in force to set up an assault in the morning. Brigadier General John B. Hoods division moved forward along the turnpike and collided with Brigadier General John Hatchs men. Both sides retreated after a sharp fight. Second Battle of Manassas - Longstreet Strikes As darkness fell, Pope finally received McDowells report regarding Longstreet. Falsely believing that Longstreet had arrived to support Jacksons retreat, Pope recalled Porter and began planning a massive assault by V Corps for the next day. Though advised to move cautiously at a council of war the next morning, Pope pushed Porters men, supported by two additional divisions, west down the turnpike. Around noon, they wheeled right and attacked the right end of Jacksons line. Taken under heavy artillery fire the assault breached the Confederate lines but was thrown back by counterattacks. With the failure of Porters attack, Lee and Longstreet moved forward with 25,000 men against the Union left flank. Driving scattered Union troops before them, they only encountered determined resistance at a few points. Realizing the danger, Pope began moving troops to block the attack. With the situation desperate, he succeeded in forming a defensive line along the Manassas-Sudley Road at the foot of Henry House Hill. The battle lost, Pope began a fighting withdraw back towards Centreville around 8:00 PM. Second Battle of Manassas - Aftermath: The Second Battle of Manassas cost Pope 1,716 killed, 8,215 wounded and 3,893 missing, while Lee suffered 1,305 killed and 7,048 wounded. Relieved on September 12, Popes army was incorporated into the Army of the Potomac. Seeking a scapegoat for the defeat, he had Porter court-martialed for his actions on August 29. Found guilty, Porter spent fifteen years working to clear his name. Having won a stunning victory, Lee embarked on his invasion of Maryland a few days later. Selected Sources National Park Service: Manassas National BattlefieldLibrary of Congress: Second Battle of ManassasHistoryNet: Second Battle of Manassas