My Culture, My Community, My Collage, Oh My!!

The My Culture, My Community collage was one of the most enjoyable art making experiences I have had in recent weeks. The fun was not just in creating my own work, but in having the opporunity to learn about my classmates as well. It is interesting to see how many similarities and differences exist even among a group of people that may be labeled the same by society. I may post my image since I created it in Photoshop and Illustrator, but I am not sure yet.

I created an image that discusses who I am as a person and what my ideas are about teaching. The collage explores the sources of these identities as well. The background of the collage uses parts of Raphael's School of Athens which in my opinion, is one of the greatest paintings (fresco) of all time. Raphael was 27 at the time and the painting was commissioned by Pope Julius II. Pope Julius II was the same guy who basically forced Michelangelo to paint the Sistine Chapel. Quick note which I always found kind of funny - Michelangelo kind of disliked painting and felt that sculpture was the one true art form. He also had a strong dislike towards the Pope and wanted desperately to sculpt the Pope's tomb. I also read somewhere that Michelangelo threatened him with a two-by-four for trying to see the ceiling before the paintings were completed. I'm not sure if it is true or not, but it's pretty comical nonetheless. Anyways, back on topic...

So I used The School of Athens because I have a pretty strong interest in philosophy and that interest has been heightened over the past year through discussions in various classes at MSU (in particular, David Kennedy's classes). Raphael never wrote down who exactly each figure is meant to represent, however scholars have pretty much concluded that the central figures include: Plato, Aristotle, Socrates, Ptolemy, Euclid, and Pythagorus. Check out this site if you want to see who the rest of the characters may be (it varies from site to site since it is mainly speculation.) http://en.wikipedia.org/wiki/The_School_of_Athens
The combined figures help relate to the idea that no subject exists in a vacuum. Yes, one could say that they are separated into different groups, but I am using the image to suggest that a curriculum should be interdisciplinary...link math with science, link art with history and optics, link literature with math (Iambic Pentameter comes to mind). Make connections between subjects to help give students a well-rounded and cohesive education, do not isolate the subjects.

The painting also serves to indicate my Italian heritage. My family holds our Italian traditions very close to our hearts. I actually photoshopped in my two brothers and myself into the right side of the image. My parents are photoshopped in the foreground. I was raised in a fairly typical safe and secure, suburban, middle-class neighborhood. We are able to leave our windows open, doors open, walk around outside, take our dogs for walks, bike ride, you name it. This is very different from what many urban citizens have to deal with. I do not know how people live in an area where they have to fear for their safety while trying to get to school or to the grocery store. I can not imagine living in a house or going to school in a building that has bars on the windows (let alone, metal detectors).

My parents raised me to be respectful to every person, to believe that each and every person has good inside of them; and that I should always look for it. I was taught to be caring, compasionate, and generous. I will bring these traits into the classroom and hope to create a safe, secure environment where my students feel free to express themselves. I want to create a setting where ideas can be discussed without fear.

My brothers are literally my best friends, we do virtually everything together and we share a bond that can never be broken. After reading various texts about urban areas, it is interesting to see that some families come from broken homes. Children have siblings with whom they never speak or maybe even know exist. I am fortunate to have such a supporting and loving family and I am thankful every day of my life.

Part of what my parents have instilled in me is my faith. I am Roman Catholic and to show this I photoshopped in a crucifix along the back wall of Raphael's fresco (above Plato and Aristotle). My faith helps to ground me. I do not go around preaching my faith directly or try to convert people. I try to take the lessons that are preached in church and apply them to my life - respect, compassion, and love primarily. I do not put others down because they are not religious or because they have a faith that is different than mine. I believe there is a God but I do question it at times. Even if you are faithful to a particular religion (or any idea for that matter), it is important to question because you grow and learn that way. I find it funny and somewhat absurd when people get upset by the mere mention of evolution or the big bang theory. Debating creationism and evolution is useless in my opinion because they usually end in a fight. Dewey said that the most important critical thinking move is the idea of suspsended conclusion and I try to approach every situation with the idea of suspending conclusion.

In the background, I photoshopped in pictures of distant galaxies which were taken by the Hubble Heritage Team. This relates to my idea that one never stops learning and that the possibilities in the classroom are endless, much like the universe (I know that scientists have an estimate for how large it is, but we truly don't know).

I have included several other phrases including: All You Need Is Love and Don't Stop Believin' which reference the Beatles and Journey. I love Doo Wop music and anything from the '50s, '60s and '70s. The Beach Boys, Turtles, the Kinks, Styx, Chicago, Dion and the Belmonts, I love the music - I find it extremely relaxing and the sounds always manage to put a smile on my face. This just goes to show another difference that I have with the urban areas. If I were to teach in an urban setting, I would need to listen to and understand the musical culture - Hip Hop, R & B, Rap - genres that exist outside of my comfort zone.

Lastly, I included an image of a waterfall which trickles down into a stream. I have another house in northern NJ, where I love to hike, fish, and just relax. It is a serene setting where I can clear my mind and just enjoy being in nature. In the classroom, I feel that it is more important to concentrate on the big ideas - the big picture. I do not feel that it is important or beneficial in any way, for a teacher to spend time "sweating the small stuff."

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After participating in the Urban Educator's Institute I have been able to add to what makes my upbringing different from that of urban individuals. Part of what was discussed throughout the various school visits was the idea that urban schools have much less parental involvement. When I was in school, there was always a strong parental involvement, not just from my own parents, but from my classmates' parents as well. They would chaperone dances, field trips, school events, and a number of other activities. My neighborhood was and is extremely safe and secure. Sure, my small suburban town has its problems from time to time, but that's expected; looking at the big picture, there is nothing to worry about. This is in stark contrast to the urban areas where gangs, violence, and drugs may run rampant. By traveling to these other schools, it helped me see some areas which are very different from what that which I am accustomed. I do wish, however, that we had the opportunity to visit an urban school which was not the cream of the crop. I feel that this would really give me a sense of the type of environment that urban students must experience everyday.

My Assumptions Regarding Urban Schools

Assumptions may be looked at as perceived truths which every person makes and holds in their mind over the course of a day, week, month, year or an entire lifetime. We create these perceived truths based on the world around us. Some assumptions may be positive in nature; however some may also be negative. Part of what shapes our assumptions includes (but is not limited to) our family lives, movies, television, music and newspapers. As a future teacher, it is important to identify my own assumptions and analyze them. What do I actually believe? How were these beliefs shaped and where did they come from? Knowing what my assumptions are, how might these beliefs affect my interaction with the teachers, students, and others with whom I will work? In what ways might these assumptions relate to the type of teacher I will become? In the following pages, I hope to answer these questions to the best of my ability.

I have only had limited experience working in an urban district. Specifically, I worked in a K-8 school in Paterson. When I started working in the district, I was definitely intimidated. I remember my first day very vividly. After getting out of my car and locking it, I slowly walked towards the school. As I walked, I scanned the area back and forth – like a soldier getting ready for some kind of surprise attack. I was well equipped. Both hands were in my jacket pockets, in my right hand I had my car key nestled between index and middle finger which acted as a makeshift knife. In my left hand I had my cell phone open with the numbers 9 and 1 already pushed, with my thumb poised on the number 1; ready to touch and hit send at the blink of an eye. Needless to say, I did not grow up in the hood. I am from a fairly typical suburban town in northern New Jersey; where we were (and are) free to ride our bikes, take walks, leave our doors and windows open without any fear. When thinking about urban life and schools, I realized that I have made some negative assumptions.

When I picture an urban school, I envision a dilapidated building that is riddled with graffiti. There are bars on all the windows, with security cameras and metal detectors adorning every entrance. I can even smell the hallways; it smells old and run down – filled with mold and mildew. The hallways are strewn with crumpled papers and the same graffiti that exists on the school exterior has crept inside onto the school lockers. The school that exists in my mind is similar to the description that Obidah and Howard give in their article, Preparing Teachers for “Monday Morning” in the Urban School Classroom, which says “The facilities of most urban school buildings are in major disrepair with leaking roofs, old buildings, nonworking bathrooms, and poor ventilation, most as a result of lacking the economic and property tax base needed to provide the funds for repairs.”

The teachers in the school are under qualified – many of whom only started teaching because they thought it would be an easy gig. Their work day consists primarily of babysitting rather than actual teaching. While walking through this urban school, I hear teachers yelling, reprimanding, and on rare occasions, threatening their students - a kind of pathetic attempt at classroom management. I see some teachers slouched at their disheveled desks as the students complete mindless readings or an endless array of worksheets; most of which the teacher will probably throw out anyway. The students in this vision are no better. I imagine slackers, slouches, and thugs. The majority of the population is black and Hispanic, and they are separated into several gangs depending on their origin. I envision students who fear for their safety each and every time they step foot into the building, students who are so used to failure, and have all but given up entirely. The only motivation for the students to answer the teacher’s repeated questions is to stop him or her from yelling. I imagine insults being flung by both students and teachers alike. In this fictitious land, I picture a community that is infested with crime and violence and is one which does not support the educational system. I assume that many of these students come from broken homes where one parent must work multiple jobs to support the family. These are some serious assumptions that I have about urban schools. It may be far-out and harsh, but it is what comes to mind. In some instances this may actually be the case, but in others it is greatly removed from the truth. But how have I come to make these assumptions? What influenced me?

My beliefs about urban schools have mainly been shaped by the media – by movies and television in particular. When I first started to think about the subject, four images came to mind. First on the list is Sister Act II: Back in the Habit. This 1993 sequel to the original Sister Act stars Whoopi Goldberg as Dolores (also known as Sister Mary Clarence), a showgirl who is performing in a musical based on her first adventure. In this film, the nuns seek out Dolores and ask her to teach a music class to a bunch of hostile students. The sequence of events is somewhat similar to Robert Bulman’s article, Teachers in the Hood: Hollywood’s Middle-Class Fantasy, where a bunch of unruly students are turned around by an outside force – which in this case, is Whoopi Goldberg. The usually disruptive and unwilling students learn to put away their old ways of name calling, fighting, and disobedience in favor of cooperation, determination, and dedication.

The second major image that pops into my mind is Dangerous Minds which was described in-depth by Robert Bulman. In brief, Michelle Pfeifer portrays Ms. Johnson, a white middle-class teacher who acts as the students’ sole savior. The school is filled with gangs, drugs, and violence. To quote Bulman, the “somewhat naïve Ms. Johnson walks into her class for the first time only to walk right back out after encountering nothing but abusive and hostile students, who first ignore and then ridicule her.” The other teachers in the school as well as the principal concentrate more on reprimanding students and maintaining order rather than providing an actual education. The students have experienced so much failure that they have, in essence, become desensitized to failure. It has become the norm and what is actually expected from teachers and other community members. This film is meant to portray the real life problems that these students face every day. Some of these problems include self-esteem and self-confidence issues, violence, drug problems, racism, as well as prejudice. The students in the film are portrayed in a pretty negative fashion, very similar to my vision of an urban school, which I spoke about earlier…interesting.

The third and fourth images that immediately pop into my head come from two very popular animated shows: Family Guy and South Park. The Family Guy episode, Fast Times at Buddy Cianci Jr. High has Brian Griffin substituting in an urban classroom. Brian enters the class with gunshots being fired at him by the students. Brian wants to try and get to know his students and asks them to introduce themselves. The dialogue continues as follows:

“My name is Tim, I’m 28 years young and I love weed.”

“My name is Carlos and beneath my tough exterior is a boy aching to learn and beneath that is a rapist.”

“My name is Amanda and my water just broke…”

“Yo, it’s my turn to deliver,” says Tim.

“Can I have one, my mom keeps giving mine away,” replies the young black student.

(The scene starts at 7:50 if anyone wishes to watch.)

http://video.google.com/videosearch?q=family+guy+%2B+fast+times+at+buddy+&hl=en&sitesearch=#

Brian tries to teach the students but gets only negative responses, eventually becoming burnt out and depressed. (Watch the scene starting at 15:15.)

In the South Park episode Eek a Penis, one of the fourth graders, Eric Cartman fills in for the class’ teacher and acts as substitute. The principal feels he did such a good job that she asks Cartman to teach in one of the urban/inner-city schools. Cartman enters the school which is riddled with metal detectors, graffiti, barred windows, and disgruntled students. Cartman tells the students that they must cheat in order to get into college, with which one student replies, “Getting into college…man we ain’t getting’ into no college…” Cartman has transformed into Mr. Cartmenez, a Hispanic teacher, who tries to explain to the students that the only way that they can succeed is by cheating.

The examples I named are only the tip of the iceberg; there are a myriad of other examples that portray inner-city schools in the same fashion. I have watched countless movies and television shows. Sister Act II came out in 1993, when I was only nine years old. These shows presented some very strong visual representations of inner-city schools and have definitely left an impression. It is apparent to me that these types of shows have helped me to create the assumptions I have. But how will these beliefs affect how I interact with others with whom I will work?

I think it is interesting that I have these broad generalizations about urban schools, however, when I am in a school, any school, I have a very optimistic outlook. I believe that every child has the ability to learn, that every child can learn, and that every child has the right to learn. I try my best to reach every child and to make a difference. But when thinking deeper about the assumptions listed above, I wonder if I might give up on urban students, thinking that they just do not care. If my assumptions are based from these same types of movies and television shows, I might attempt to motivate the students in a different manner; using different strategies, feeling that I have to push harder to get through to them. The thought process might be: I need to try harder, with some pushing and guidance, these kids will turn around. At the beginning I mentioned that the inner-city teachers are usually under-qualified. When working with them, I wonder if I would be condescending in some way, shape, or form. I would never purposely be condescending to a colleague or to anyone for that matter. The condescension may be more of a subconscious act which is a result of the assumptions I have. If I feel that the teachers are not as qualified, I might feel that they are not as good a teacher. As a result of this, I might be less inclined to accept advice, ask for help, or collaborate with them to help create a more interdisciplinary and meaningful curriculum. Even though I have these broad generalizations and assumptions, I would like to believe that I would still create a safe, secure, and comfortable learning environment. I have a religious background and I try to bring that to every aspect of my life. I do not try to preach my faith or convert people; rather, I try to bring the ideas which I value into the classroom. What I mean is that I treat every student as an individual, as a person. I try to respect everyone, believing that every person has some good inside. I try to bring that good out. When I am in the classroom, I do not tolerate any untoward behavior. Any unsavory act must and will be dealt with immediately in order to continue to keep the safe and secure environment which I feel is of the utmost importance. In this type of setting, students will hopefully begin to trust one another which will then lead to open discussions of ideas and concepts and meaningful learning.

These assumptions that I have presented will probably influence my decision as to where I want to teach. In Obidah and Howard’s article, they state that “…more than 2,000 certified teachers turned down job offers in one year, choosing not to teach rather than be assigned to a low-performing school.” I assume that most urban schools are low-performing and as a result, I would probably rather be employed in a school that is performing well. I understand that I may be more needed in an urban district, but with limited funding and lack of resources I would probably have to fight for a position as a visual arts teacher. These positions are usually the first to go and I have my livelihood to think about as well. I hope that by looking deeper into the assumptions that I have created, I will learn more about urban areas. At this point, I do not feel that I know enough about urban schools to be able to make a difference of any kind. If I were to become a teacher in an urban district, I must realize what type of culture exists in the school. Understanding the surrounding community and the backgrounds of my students would be vital to being a good teacher. However, the question that lingers is: even if I learn about urban culture, will I ever be able to really understand what is going on? I obviously come from a very different background - will that cultural dissonance always exist? The assumptions I have about urban schools are pretty negative, but I do feel that I would be able to make a difference. Each and every teacher has the ability to make a student’s education meaningful, it comes down to being educated about differences that exist between people and cultures, embracing those differences and using them to the students’ best advantage. As the teacher, I must put my assumptions aside and deal with realities, not perceived realities.

Preparing Teachers for Monday Mornings

After reading Obidah and Howard's article, Preparing Teachers for "Monday Morning" in the Urban School Classroom, I came away with some new outlooks when thinking about Urban schools. One of the most shocking bits of information was on page 250 when the authors mention, "Teachers lack resources such as chalk, paper, and textbooks." How can someone be expected to teacher a class when the most basic of supplies are not provided? If teachers are expected to fund their classroom themselves, I can definitely understand why more than 2,000 teachers decided not to teach rather than taking a teaching position which placed them in a low-peforming school. (page 251). The article states, "There are often more students than the classrooms are able to accommodate Rather than buidling new buildings, urban schools have created a booming industry for modular companies who supply the portable buildings visible on the grounds of urban schools in cities across the nation." The article goes on to say that the long term lease combined with the standard upkeep of the modules may end up being more costly than if the district erected a new building from the get-go. What are portable buildings? If anyone knows please post a comment, but I assume they are like school trailers that are meant to be classroom substitutes. We have them in my home town, but I'm not sure if they are the same. Anyways, it is an obvious problem that by having too many students in a class, resources are even more limited and students cannot receive the personalized instruction that they need. What I was thinking, however, is: I wonder how much corruption exists with these types of situations? I am sure that at some point, some higher-up decided to use "so and so" modular company in order to line his or her own pockets. Unfortunately, it happens all the time and contributes to the problem.
Another interesting point made is that the curriculum in urban schools is usually "structured to include only a few honors and advanced placement classes." Why not challenge the students? It seems to me that if the teachers, administration, and community at large expect these students to perform at a low to moderate level, that is what will happen. I think that if given the opportunity and the resources, the students would do very well in the honors/AP courses. I guess there is a problem in finding the resources, however. Urban schools often have to deal with district and state policies which affect what can be done in the classroom.

In colleges and universities across the country, it is important for future teachers to have instructors who address the concerns of urban schools. Future teachers need to be informed and prepared for the harsh realities that exist. On page 253, it states that "In continuing to study her university classrooms, Obiday put forth the notion of students' resistance as a self-protective coping mechanism from a "truth" that is so radically different from individual novice teachers' long held truth that accepting this new truth would cause these individuals to experience social and emotional pain." This idea of truth just reminded me of an article I read last semester by David Bohm called On Dialogue which talks about dialogue and perceived truths. If we are to change anything, we must engage in a type of dialogue which gets everything out in the open. In order to help make these schools more conducive to learning, the real issues must be addressed and not skirted around.

In his article, Bohm talks about opinions and how “Opinions tend to be experienced as ‘truths’, even though they may only be your own assumptions and your own background. You got them from your teacher, your family, or by reading, or in yet some other way. Then for one reason or another you are identified with them, and you defend them.” If any person or if a group of people are to engage in a dialogue, it seems a difficult task for anyone to understand that their opinion is not law. Bohm goes on to list several examples, including scientists, corporate executives, and religious people.

In order to have a true dialogue, members within the dialogue must understand that there is no winner or loser, as Bohm describes. It is not a debate where people give opinions and argue to try and defend a particular position but rather a venue where people can talk openly and try to come to some new meaning or new understanding on a given topic. From what I have gathered through my limited experience in the subject, dialogues are designed to try and get at the unknown or unfamiliar territory. I believe that people must understand that the process involved may not always be a pleasant one. There will be people who get upset, who are disturbed, or who are uneasy. All of the positive and negative emotions and feelings are part of the process. These varied emotions would seem to indicate that the path the group took a particular conversation was different than what was expected. If someone was annoyed or disturbed at points in a conversation, it probably means that something that was said went against the person’s opinion or assumptions. This goes back to Bohm’s original point that people generally accept their opinions as truths. The dialogue serves to open all participants up to new possibilities and new meanings and new understandings.

Memorial Day: A Time to Remember

Memorial Day is the day we set aside to honor those who have fought and died for our country. This day of remembrance is said to have it's beginnings in Boalsburg, Pennsylvania - specifically, on May 5, 1866. The day was celebrated from that date forward. General John Logan is given credit for helping to spread the celebration nationwide. It was not until 1882 that the day was called Memorial Day, and it was not until 1967 that the government decided to declare Memorial Day as the holiday's official name. Originally observed on May 30th, the holiday is now celebrated on the last Monday in May.

I was trying to think about how Memorial Day related to Urban Education and then, when watching one of the endless news reports on the upcoming election, I heard Hillary (aka Hill-dog for South Park fans) talking in Puerto Rico. She was campaigning in the projects in Puerto Rico and while talking to a local man said (in reference to his son) something to the effect of: If he (the son) plans on entering the military after high school he will be safer, it is my plan to be out of Iraq by 20xx...I forget the exact date she said. But after the brief clip, I realized how Memorial Day may be related to urban areas/schools.

For students from urban areas, joining the armed forces may seem like their only route out of the life they are living. In Obidah and Howards article, Preparing Teachers for "Monday Morning" in the Urban School Classroom, they state that "More so than in other communities, urban citizens' hope for a better life lie in their youth. For many of these youth, education is the only viable way to overcome the sobering circumstances in which many of them live. Unfortunately, the schools they attend also suffer to some degree from the circumstances of their location." What I envision is a student who is being taught by inexperienced teachers and is experiencing consistent failure every day of their educational career. These students become "reluctant to participate...because of their established pattern of academic failure." (Simpson, Choices for Urban Art Education) Each class period involves endless battles; teacher vs. student, student vs. student, teacher vs. entire class, teacher vs. administration, you get the point.
Perhaps the armed forces provide the structure and direction that these students may need? I really do not know, I am trying to make a connection but my inexperience in the subject makes it difficult. According to the Executive Summary regarding Population Representation in the Military Services, "Over the years African Americans have been overrepresented, whereas Hispanics and "Other" minorities have been underrepresented. However, the proportion of active duty accessions with Hispanic and "Other" backgrounds has increased during the past 18 years. "
(http://www.defenselink.mil/prhome/poprep2001/summary/summary.htm)

"Most Army recruits are from urban areas...metro counties account for the most recruits as they contain around 85% of the population."
http://www.nationalpriorities.org/Publications/Military-Recruiting-2005-2.html


I guess I am making the assumption that the armed forces provides something for urban citizens that the school/community/homelife may be lacking - what exactly, I do not know. I plan on doing some more research, so I will return to this post later on. Until then, feel free to comment - I'm interested in what others have to say on the topic.

Art Education in the Urban Classroom

After a bit of searching I came across an article by Judith W. Simpson, an assistant professor of art education at the State University of New York College at Buffalo, which discusses how art education plays an important role in urban students’ lives. Simpson discusses how many of the arts programs have been cut from the curriculum and those that still exist often have the “the most meager operating budgets in their districts.” Simpson states that art education in an urban setting must emphasize that art exists outside of the traditional western civilization and must emphasize the idea that art is a way in which students may come to know more about the world in which they live. More importantly for an urban setting is the idea that art making is a way of “making nonviolent statements about social and environmental problems.” The art classroom should provide an environment where cooperative learning can take place and students feel safe enough to put their thoughts and ideas out there for others to see, analyze, and comment on. By developing this type of visual literacy, students will improve cognitive abilities and technical abilities which “could help to break the poverty/disadvantaged cycle” which plague the urban setting.

Simpson goes on to pose questions such as “How might we be able to help future teachers work toward making art a productive educational tool for inner-city students?” Her ideas are similar to what mine have always been in that the art classroom should concentrate on the real life issues that the students deal with. In the urban setting common and central concepts such as violence, drugs, and disease may be discussed through the making of various works of art and through class discussion or personal reflection (in a journal for example). What is important to remember is that the art curriculum will change depending on the specific community; this is why it is important for the teacher to get to know the students and become familiar with the community in which he or she will be teaching. Overall, I found the article to be extremely informative. It has a positive outlook for the urban classroom. Simpson gives hope to current and future art teachers, explaining how the art classroom could and does benefit the urban student.

The entire article may be found at http://web.ebscohost.com/ehost/detail?vid=3&hid=7&sid=592060fb-868a-4122-aaed-67308bbd640d%40sessionmgr9

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Hamilton Lankford, Susanna Loeb and James Wyckoff. Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis. Educational Evaluation and Policy Analysis, Vol. 24, No. 1 (Spring, 2002), pp. 37-62. American Educational Research Association

The article discusses the varying achievement gaps that exist between racial and ethnic groups. The main aspect that the text talks about is the difference in the quality of teachers between different schools. Attention is paid to the different skills and abilities between various teachers in different districts and looking at if the quality of teachers has changed over time. The results of the article indicate that urban schools do have less qualified teachers in the classroom.

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Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution

In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.

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Amy Ellen Schwartz and Leanna Stiefel, Immigrants and the Distribution of Resources within an Urban School District, Educational Evaluation and Policy Analysis, Vol. 26, No. 4 (2004), pp. 303-327, American Educational Research Association

In Immigrants and the Distribution of Resources within an Urban School District, Schwartz and Stiefel discuss the relationship between immigrant students and a school’s resources. There is an in-depth look at the demographic characteristics of various students – are they native-born, from Western/Eastern Europe, South/East/West Asia, Sub-Saharan Africa, etc, and what the differences exist in the students. For example, some differ in their English proficiency. The varying statistics and analysis help to answer the question “Does the level or character of school resources vary with the representation of immigrant students?”

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Brian A. Jacob, The Challenges of Staffing Urban Schools with Effective Teachers, Excellence in the Classroom (Spring, 2007), pp. 129-153. The Brookings Institution

In this article, Jacob discusses the problems of finding qualified teachers for specific, poverty stricken schools. Some content areas are harder to fill than others (such as science or English) and some grades also suffer due to a lack of qualified teacher applicants. Even if there are applicants for urban schools, the individual often has a preference to a certain school, thus giving the jobs in impoverished schools to less qualified teachers. This dilemma contributes to the endless cycle within an urban setting.

After reading through the article by Simpson, I was interested to see how similar my viewpoints are. The ideas presented are virtually the same types of changes I tried to implement during my brief experience in Paterson. Subsequent to reading the article, I decided to come up with a philosophy statement for the art classroom.

There are three main aspects which I feel are truly important about the arts - the fact that art is a means of personal expression, a way to promote varying points of view, and a vehicle for multiculturalism. Those three points are vital components of any education in the arts. However, there are also several other reasons why one should learn about, study and create art. Individuals who participate in the arts learn essential life skills and gain intellectual attributes such as critical thinking and cognitive skills, decision making abilities, interpersonal skills, and visual aptitude.

Among the chief reasons to learn about art is the concept of personal expression, which I consider the exploration of the self. Individuals who create works of art are able to communicate their own unique thoughts, ideas, and opinions through this visual language. Through this exercise of personal expression, there is a therapeutic effect. Since each individual creates something that is uniquely different from every other person on earth, this brings forth a feeling of self-worth and self-esteem. If a student learns that what they think and believe has worth, they have the potential to become more valuable members of society.

While an individual is expressing themselves visually, whether they are cognizant of it or not, they are utilizing critical thinking skills. During the creative process, students conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from a variety of sources. Throughout an individual’s life, information is gathered and generated by way of various observations, experiences, reflections, reasoning, or communication. All of this comes into play when an individual decides to create a work of art. In the process of attempting to create an image, a student will also exhibit exemplary decision making abilities. It was stated earlier that self-expression will lead to increased self-esteem which will in turn carry over to success later on in life. The same notion applies to the decision making skills utilized in the creation of an artwork. The ability to arrive at a well-informed and thought-out decision is a vital life skill. Students learn to accept the fact that the decision making process is risky business and that no one is perfect. Mistakes are inevitable but there is nothing to fear, for they will provide either valuable lessons or delightful surprises.

Within the classroom setting the student will also learn interpersonal relations. One of the main tools that helps promote communication and interpersonal relations is the critique session. Students interact with one another and comment on each others’ works in a constructive manner. Students learn the give and take of constructive criticism. Even in the primary grades, children can communicate their likes and dislikes about art. The classroom critique is also an opportunity to enrich academic vocabulary and articulation skills. The very nature of art lends itself to questions. Being exposed to diversity would help to broaden the life experience and global awareness of the students. This is true whether the classroom is comprised of a diverse population or not. Exposing students to varying cultures fosters empathy and also encourages and provides alternative points of view. It brings forth the idea that there are a wide-range of cultures on the planet, and that each one should be respected.

For a long time art education was thought to be frivolous – a non-academic subject that bears no lasting effect on an individual’s life. Consequently, art courses have always been among the first to be cut from the curriculum due to budget cuts. Being a mode of personal expression and a vehicle for understanding other cultures and varying points of view, art education provides a window for the student to enrich and expand upon his or her life.

Ted Sizer

I started reading a book entitled, Horace's School, Redesigning the American High School by Ted Sizer. According to the Coalition of Essential Schools website, http://www.essentialschools.org/pub/ces_docs/about/org/execboard/ted_page.html

"Ted Sizer is arguably the leading educational reformer in the United States. In 1984, he founded the Coalition of Essential Schools and is currently serving as its Chair Emeritus Sizer received his B.A. from Yale, his doctorate from Harvard and held several teaching positions before becoming dean of the Graduate School of Education at Harvard and, subsequently, the headmaster of Phillips Academy in Andover, MA. He is the Founding Director of the Annenberg Institute for School Reform. After retiring from Brown University, Professor Sizer took a one-year position as Head of the Francis W. Parker Essential School. Since the late 1970s, he has worked with hundreds of high schools, studying the development and design of the American education system. For over twenty years, the Coalition of Essential Schools (CES) has been at the forefront of creating and sustaining personalized, equitable, and intellectually challenging schools. Essential schools are places of powerful student learning where all students have the chance to reach their fullest potential."

The Coalition has founded and is committed to several common principles which outline their beliefs of purpose and practice of schooling including:

• Personalized instruction to address individual needs and interests;
• Small schools and classrooms, where teachers and student know each other well and work in an atmosphere of trust and high expectations;
• Multiple assessments based on performance of authentic tasks;
• Democratic and equitable school policies and practice;
• Close community partnerships

In the novel, Horace Smith, a 59 year old English teacher presiding at Franklin High School boldly states that, “We do not know what half of these kids can do.” Like Franklin High, most high schools across America look merely at the test scores the students earn. Why not? It’s an easy way to classify students into different track programs, The Honors kids, the College Prep kids, the Special Needs kids, etc. I can safely say that test scores are indeed an important part of evaluating students, but teachers need to look closer at students as individuals, and not just as numbers in their grade book. As educators preparing these students for life, we need to get to know our students on a more intimate level. This notion holds true for all schools: urban school districts, suburban, rural, private schools, etc. More important than just throwing information at a student and hoping that it sticks, we need to know how each student learns. Are they a visual learner? Are they an audio learner? Do they learn more effectively when we use pictures to help illustrate our point? Do they need to see the words in writing to better understand the concept? The list goes on ad infinitum. It should be paramount that each teacher speaks with each student’s former teacher to ascertain vital information about a particular student’s habits. By conferring with former teachers, it would allow each teacher to get a truer sense of who in fact we are educating or attempting to educate. Instead of the shy girl in the corner, the tall kid in the front row, or the habitually late young man, they should be referred to as Lacey, Mark, and Phil. On page four of Horace’s School, we are informed that, “Horace does not know how their minds work, how and why they make mistakes, what motivates them, what stars they seek to reach…” or whether they have any goals or ambitions at all. It is imperative that we as teachers know this precise information in order to make classroom time valuable, meaningful, and lasting.

Horace stresses that it is not only important for teachers to build meaningful relationships with their students but to also build relationships with their colleagues, gain support and help from the families of the students, as well as the community. Horace asks teachers to reexamine the current practices and critique their work in order to figure out what is the “best practice”

Throughout my reading thusfar there is one major question that stands out in my mind. Assuming that I am a new teacher and I see changes that need to and can be made, how would I go about trying to persuade the administration to agree to the changes in curriculum that I see fit. What happens when you have a principal who wants everything done the way it has been since 1895? Then, do I worry about being tenured first and try to implement changes after I have secured my livelihood?

What Teacher's Make

I am sure some people have seen this clip or at least read this poem before, but for those who haven't...take a look, it only takes a few minutes and it is very inspirational. The poem is listed below and the video may be found at: http://youtube.com/watch?v=RxsOVK4syxU

WHAT TEACHERS MAKE

A poem by: Taylor Mali


The dinner guests were sitting around the table
discussing life. One man, a CEO, decided to explain
the problem with education. He argued:
"What's a kid going to learn from someone who decided
his best option in life was to become a teacher?"

He reminded the other dinner guests that it's true
what they say about teachers: "Those who can...do.
Those who can't ... teach."

To corroborate, he said to another guest: "You're a
teacher, Susan," he said. "Be honest. What do you
make?"

Susan, who had a reputation of honesty and frankness,
replied, "You want to know what I make?"

I make kids work harder than they ever thought they
could. I can make a C+ feel like a Congressional Medal
of Honor and an A- feel like a slap in the face if the
student did not do his or her very best."

"I can make kids sit through 40 minutes of study hall
in absolute silence."

"I can make parents tremble in fear when I call home"

"You want to know what I make?"

"I make kids wonder."

"I make them question."

"I make them criticize."

"I make them apologize and mean it."

"I make them write."

"I make them read, read, read."

"I make them spell definitely beautiful, definitely
beautiful, and definitely beautiful over and over and
over again, until they will never misspell either one
of those words again."

"I make them show all their work in math and hide it
all on their final drafts in English."

"I make them understand that if you have the brains,
then follow your heart...and if someone ever tries to
judge you by what you make, you pay them no
attention!"

"You want to know what I make?"

"I make a difference."

"And you? What do you make?"

Annenberg Promise

The article, The Promise of Urban Schools prepared by the Senior Fellows in Urban Education discusses ways in which "social, political, economic, and cultural systems interact to influence schooling in urban settings." Although many of the ideas presented were intriguing, the one point that stood out among the rest was that "Unfortunately, in too many urban schools, especially those serving low-income students and students of color, control and punishment are the priority. Student's lives are dominated by hall passes, a profusion of rules and restrictions, searches, lock-downs, and lack of respect. Even older youth, many of whom shoulder adult responsibilities outside school, have little voice or opportunity for self-direction. This dehumanizing school culture is clearly disabling rather than enabling."

This quote explains my entire experience in my Fieldwork for Education class during the Spring 2008 semester. I was placed in a K-8 school in Paterson where I observed an art teacher instructing children from kindergarten through eighth grade. The class was made up of fairly low-income families; the demographic of the school being: 75% Hispanic, 20% Black, 5% Other. The experience was valuable in that I learned exactly what not to do as a teacher and what methods definitely do not help to promote learning. The idea of control and punishment being the priority hit the nail right on the head. On average, my cooperating teacher spent nearly 15 minutes forcing children to stand in perfectly straight lines outside of the classroom door. Before letting the students enter, they must also be completely silent. This before class ritual usually involved several telephone calls to parents or guardians. Once the students entered the classroom, the teacher would dish out "F's" like they were going out of style...a student would not sit down, they received an "F", a student talked to another student - they received an "F", and so on. The teacher wanted the students to conform to the notion that a "good" student is a quiet or inactive student and that a "bad" student is an active or vocal student.

The class time was spent enforcing rules and restrictions so much so that there was literally only about 10 minutes of instruction (if you could even call it that). The instruction involved the teacher saying, "Ok, take out your work from last time and continue working," combined with the teacher answering a few questions. There was (and is) so much room for improvement on the teacher's part and that's coming from someone with very limited teaching experience. When I would interact with the students by starting discussions and attempting to engage in a dialogue/forming a community of inquiry, the students were well behaved and genuinely interested in what was going on. When I was given the opportunity to teach, I challenged the students with new and unfamiliar projects and encouraged them to work together. I found that when the students were yelled at and forced to do mindless, cookie-cutter assignments they rebelled even more - yet when given the opportunity to make decisions on their own and express themselves, they were more productive than ever.