journal #1

Double Entry Journal- Chapter 1:  Teaching the Language Arts

Kimberly Artman- August 25, 2012

     Pamela Farris draws our attention to the importance of language in the book Language Arts: Process, Product, and Assessment.  She introduces the typical use of language arts with the beginning teacher (pg. 1-5) that uses popular children’s’ literature to entice open ended questions.  This sparks a discussion among the children and the teacher guides the discussion to include phonemic awareness, grammar and vocabulary with a word wall supporting the book she is reading.  This whole language approach is different than years past.  In the 1800’s the teaching method of choice was lecture style with a “listen only” mentality as the teacher was the only oral participant.  In the 1900’s however phonics were introduced as well as silent reading.  Basal readers became popular in 1950’s and individual integration along with whole language learning was introduced in the 70’s and 80’s.  It wasn’t until the turn of the century that balanced reading, including phonics and comprehension came into play.  The No Child Left Behind Act was introduced and the government held schools accountable for all children to become proficient in reading and math.  This high expectation to have all children reading at grade level, frustrated teachers and new techniques, in various forms, were applied.  Farris suggests teachers use a whole language approach that includes listening, speaking, reading, writing, viewing and visual representation.  Farris says “As teachers we must understand each of the language arts individually so that we can better teach them in integrated fashion.” (pg. 32)

     I have been teaching for 10 years and it seems there is always a pendulum swing in styles of teaching.  Teachers are being introduced to new methods of curriculum instruction it seems on a yearly basis.  When No Child Left Behind came out in 2002, teachers were held accountable for instructing students to pass a test which heavily focused on reading and math.  All students were expected to be at grade level regardless of background, race, or cultural influence.  The expectations were set to high to not take into account all aspects of a students learning.  I teach visual arts and I did a year of student teaching in the 4^th grade classroom.  I asked the mentor teacher when I could incorporate more lessons that were visually stimulating integrating the arts to other subject area like Science, History, and Handwriting. I believed artwork would grab their attention and make learning more enjoyable.  She said the school system had adopted special books and teachers were to stick to the material. Math and reading were to take up the majority of the instructional time with little allowance for other areas.  It was if teachers were expected to follow a plan set forth by the school board and administration that allowed little diversity of the daily, scheduled routine.  I incorporated Readers Theater to add drama integrated with their daily reading.  I also incorporated journal writing and drawing into students reflections after an oral reading of a piece of literature.  I added a 3D assignment (sculpture) into the research of pit houses on a unit of Southwest Native Americans.  I have always thought that the arts were a vital aspect into any core subject area.  I love that this book believes on the integration of all styles of learning including visual representation.  Each child needs to experience lessons using all types of senses including sight, sound, and touch.  The fine arts bridge the learning style gap through music, dance, theater, singing, and visual arts.