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012345678910 Essay

1797 words - 8 pages


I had a very disheartening experience yesterday! I am currently student teaching in k-12. My elementary experience involves teaching under an over worked art coordinator and under the individual classroom teachers. I have developed and written new art lessons for each grade according to the state standards and the coordinators curriculumn structure. When I actually get to teach in the classrooms I get 50 minutes to present art history, aesthetics, criticism, demo new techniques and have students do the project. Any other art they get is at the descression and under the guidance of thier homeroom teacher.

This week I introduced the 5th graders to monoprinting using plexiglass ...view middle of the document...


I just need to vent a little and know that most of you will understand where I am coming from. I live in an area where there is very little for visual art in the public schools. Most elementary schools have no elementary or middle school art teachers. The art the kids get is from the homeroom teachers who have no or very little art education or training. Because our schools are not meeting the state standards for art education, some schools have gone after grants so that they can hire temporary art coordinators who are to write and help the home room teachers implement art lessons that will meet these standards. 

I have very mixed feelings about the success of such programs in supplying quality art education to our children. I feel this is like asking a teacher who has no training, talent or personal interest in music to teach music. Anyone have any thoughts on this?

Education is the key to career success and economic self-sufficiency. Yet nearly one in eight persons (12.4%) over age 25 in Connecticut do not have a high school diploma. More than one-third of these persons (4.4% of the general population over 25) have less than a 9th grade education. About two-thirds (65.4%) of Connecticut persons over age 25 do not have a bachelor’s degree.
Among Connecticut’s 16 to 19 year-olds in 2003, 8% were dropouts; they were not enrolled in school and had not graduated from high school.
High school dropouts ages 16-19 in Connecticut are twice as likely to be African Americans (10.8%) than non-Hispanic whites (4.5%) (2000 Census); they are nearly five times more likely to be Latino (21.2%). African American teens ages 16-19 (12.6%) are three times more likely not to be in school or working than non-Hispanic white teens (4.1%); Latino teens (17.5%) are four times more likely.
Low Educational Achievement Leads to Low Earnings Growth
Higher education is one of the most effective ways that parents can raise their families’ incomes. Conversely, low education levels of parents increase the likelihood of low family income. The national poverty rate among families headed by a person with less than a high school education is 24%, for those with some college education it is 7% and for those with at least a bachelor’s degree it is 2%.
If parents have low education levels, full-time employment does not protect their families from poverty. Nationally, nearly three-quarters (73%) of children whose parents do not have a high school degree live in low-income families, compared with only 15% of children whose parents have at least some college education.
Children who drop out of school or complete school unable to read above elementary levels will encounter limited job choices as adults. Due to their low literacy skills, they may not be able to fill out a job application or find work that provides a decent wage.
Low Literacy Impedes Educational Advancement, Work Success
Illiteracy or low literacy is a passport to poverty. Today’s economy and society...

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