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Tag Archive for: education

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Comprehensive Education Key to Well Rounded Individuals

/ in Blog / by Elaine Cimino
August 13, 2012

My View: Don’t narrow the focus of our schools

Courtesy ASCD

By Gene Carter, Special to CNN

Licensed through the Creative Commons Attribution 4.0

Editor’s note:  Gene Carter is CEO and executive director of ASCD, an international education leadership association with 150,000 members—superintendents, principals, teachers, professors, and advocates — in more than 145 countries.  A veteran educator with experience as a teacher, administrator, superintendent and university professor, Carter took over the helm of ASCD (formerly the Association for Supervision and Curriculum Development) in 1992.

Every parent knows how important it is for a child to experience classes beyond math and reading. Many parents I talk to tell me that their child’s favorite subject is art, history or physical education.

One parent recently described to me how her daughter’s physical education teacher was able to tie science and physics to each lesson. Another parent praised the school gardening program and how much her son was learning about health and math by plotting out garden planters that grew many varieties of vegetables. Read more →

Arts education needs to be protected

  • 480
/ in Blog / by Elaine Cimino
March 13, 2012

Arts education needs to be protected

By Thomas M. Menino and Laura Perille

In the 1840s, Horace Mann, the great champion of public education, insisted that each and every Boston child – not just the wealthy or the talented – should learn how to draw. Today, Boston is renewing this promise by reestablishing high quality arts education for all students as a core part of excellent schools.

At a time of great stress on Boston’s school budget, private philanthropists and charitable foundations launched an initiative to raise $10 million to increase access, equity and quality of arts learning for all students. The city and its schools stepped up with increased public funding for arts teachers.

It’s a model that can be replicated in cities and towns across the Commonwealth and the nation.

This year, 14,000 more Boston students are experiencing the arts in schools than three years ago. Nine of 10 students in the elementary and middle grades now receive weekly, year-long arts instruction in school, up from two-thirds in 2009. In the same period, twice as many high school students are accessing arts learning during the school day.

The Wallace Foundation recently announced a $4 million commitment to help further expand access to arts education in the city’s schools. Local donors, including the Barr Foundation the Boston Foundation, have already matched this with more than $4 million in contributions. The city has increased public spending on arts education by $2 million annually since 2009, adding 24 new arts teachers.

Why invest in arts education at a time when schools seem laser-focused on improving performance in reading and math skills?

Evidence shows that the arts matter. Arts have a positive impact on student achievement, motivation and engagement, critical and creative thinking, collaboration and team work skills.

Arts have the biggest impact on students of color and low income students. Yet nationally, African-Americans and Latinos are 50% less likely to have had access to arts instruction.

In many communities, arts education has suffered from years of neglect. The decline started with significant public budget shortfalls in the 1970s and 1980s that led school districts to drastically cut programs deemed not central to the academic mission. More recently, federal education requirements and the test-based accountability mechanisms of state standards-based reforms caused schools to focus on the subjects that were to be tested — reading and mathematics — at the expense of other subjects.

Surveys by the Center for Education Policy found that 44 percent of districts had increased instruction time in elementary school English language arts and math while decreasing time on other subjects. A follow-up analysis showed that 16 percent of districts had reduced elementary school class time for music and art — and had done so by an average of 35 percent, or fifty-seven minutes a week. Recently, school districts in Pittsburgh, Philadelphia, Los Angeles and San Diego proposed plans to cut arts programs and teaching positions to help balance their budgets.

Arts education is especially important here in Boston.

We have a thriving and dynamic cultural and artistic community that enriches our city for residents and visitors. Music, theater, and the visual arts give Boston a special identity. Participation in arts education is the strongest predictor of almost all types of arts participation as an adult. We need to maintain these unique assets by cultivating a population that appreciates the arts.

In making arts education a priority, Superintendent Carol Johnson has tapped the energy of our arts community to expand opportunities for our young people. At the school level, the expansion of arts education means that at the Edison K-8 School in Brighton, partnerships with the Boston Symphony Orchestra and a set design teaching artist have enabled the school’s four full-time art teachers to create a rich performing arts program and engaging school climate for their 850 students. Students with special needs and English language learners have shined on stage as lead actors in musicals and Shakespearean productions, while other students learn about stage management. The Dever-McCormack School in Dorchester is building a strong music program through a partnership with the Community Music Center of Boston, together with the school’s music specialists.

We view arts expansion as a catalyst for renewed energy in schools, increased engagement by students, and improved school choices for families. Over the long term it will enrich our young people, our schools, our neighborhoods, and our economy.

Thomas M. Menino is the mayor of Boston. Laura Perille is executive director of EdVestors, a nonprofit school reform organization.

Stress and Your Child’s Brain

/ in Blog, Home / by Elaine Cimino
February 5, 2012

By Hank Pellissier

Stress! Bad for the body! Bad for the brain! We’ve seen the articles, watched the 11 o’clock news reports on the “silent killer,” and complained to friends and family about how stressed-out we are. While we all know that adult stress can lead to serious illnesses such as ulcers and hypertension, we don’t associate these maladies with children.

Read more →

GOYA’S “LOS CAPRICHOS” AND SOCIAL SATIRE

/ in Blog, Home / by Elaine Cimino
January 9, 2012

This exhibition features an early first edition of “Los Caprichos,” a set of eighty etchings by Spanish artist Francisco de Goya y Lucientes published in 1799. Included in the exhibition for comparison are other works by Goya.

To augment Goya’s “Los Caprichos” prints, the exhibition will also include the work of several contemporary artists including Enrique Chagoya, Jason Garcia (Santa Clara), Diego Romero (Cochiti), Roger Shimomura, Jaune Quick-to-See Smith (Flathead, Shoshone), and Masami Teraoka. Like Goya, these exceptional artists all incorporate social commentary and social critique as integral aspects of their work.

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Twelve Things You Were Not Taught in School About Creative Thinking

/ in Blog, Previews / by Elaine Cimino
December 10, 2011

Twelve Things You Were Not Taught in School About Creative Thinking
By Michael Michalko | Dec 06, 2011 (Creative Commons License Posted in its entirety)

Synopsis
Aspects of creative thinking that are not usually taught.
1. You are creative. The artist is not a special person, each one of us is a special kind of artist. Every one of us is born a creative, spontaneous thinker. The only difference between people who are creative and people who are not is a simple belief. Creative people believe they are creative. People who believe they are not creative, are not. Once you have a particular identity and set of beliefs about yourself, you become interested in seeking out the skills needed to express your identity and beliefs. This is why people who believe they are creative become creative. If you believe you are not creative, then there is no need to learn how to become creative and you don’t. The reality is that believing you are not creative excuses you from trying or attempting anything new. When someone tells you that they are not creative, you are talking to someone who has no interest and will make no effort to be a creative thinker.

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Gifted Children:Emotionally Immature or Emotionally Intense

/ in Blog, Home, Previews / by Elaine Cimino
December 6, 2011

I posted this article nearly a year ago on blogger spot. it received some attention and I think it is an important article. Here it is again. Rather long but very interesting especially when you have or teach gifted children.

Read more →

Sir Ken Robinson on Creativity in Education

/ in Blog, Podcasts / by Elaine Cimino
November 14, 2011

http://youtu.be/iG9CE55wbtY

SIr Ken Robinson Video on Education Reform

  • 403
/ in Blog, Home, Podcasts / by Elaine Cimino
November 14, 2011

Education Reform animated video

Coming Soon!

  • 366
/ in Blog, Home, Pilots, Podcasts, Previews / by Elaine Cimino
October 26, 2011

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