I was pretty sure that Professor Goldstein omitted blog #8 on the syllabus during one of our classes, but I could be wrong. In the place of that blog, I have decided to write about the question: Will I teach urban education?
I am having an internal debate with myself that I feel is important to address. I have many questions of doubt and comments about excitement. I understand that the topics and issues that we covered over the course of the semester can carry into any school or classroom. Even though it is the end of the semester, I hope that some you have similar questions that I raise, and can give constructive feedback and thoughts.
Honestly, I took this class because it was a requirement for the MAT program and it sounded interesting. Before this class, I had never considered teaching in an urban school/location. Fortunately, I have learned a lot about urban education through class readings, discussions, and the inquiry project that have persuaded me to consider teaching in an urban school. My visit to the Arts High School really put into perspective how successful urban schools are. However, there are several factors regarding my career path that I am still considering, and questions that I am still asking myself:
-Can I handle myself in an urban school that is not a magnate school? (Arts High was a magnate school). Non-magnate schools are more violent and have higher disciplinary issues and crime.
-Will my kind, passive personality be effective in my instruction? Will my students walk all over me? Do I have to constantly worry about my students' safety as well as my own? (I understand that it is not a large concern in magnate schools).
-Will I be more happy in a school that can afford plentiful art materials and nice equipment? Will these elements make teaching more fun?
-I do want to make a difference in history by helping to turn the current education system around for the better. I also want to make positive differences in the lives of urban students. Am I the person for the job? Will teaching in a suburban school give me the same gratification as teaching in an inner city?
I guess I will not know the answers to these questions until the time comes. Observational field work and student teaching will also help make these connections more concrete. I am thinking that the best way to figure out if I like teaching urban education will be to observe or student teach in a city. Only then will I really have a taste of the inner city school systems, and how well I will teach in these conditions.
Monday, May 4, 2009
Self-Assessment
When I began this class, I was a bit unsure of myself with regards to urban education. As some of you may remember from my culture paper, I grew up in the middle class town of Flemington, NJ. Looking back, I was very spoiled with luxurious school facilities and opportunities in this predominately white town. The culture paper/collage made me realize the different traits, people, and places that makes me who I am. Because of my background, it took a little while for me to discover how to relate to the inner city and to get a grasp on many realities.
Through class discussions, readings, and my inquiry project, I was made aware of the many issues that go into urban education. Some of this knowledge was upsetting. For example, the Lareau text made it clear that working class students are at many disadvantages with social, reading, and writing skills because of their class and race. My inquiry project titled, "What are the relationships between art, public education, and the community," allowed me to do a case study involving physical research and interactions. I learned a lot through this project, including the disconnect between parents and arts education. These disconnects seemed to be mainly because of economic and cultural reasons.
Despite the negative, I did learn about positive issues in urban education. Spectacular Minds, for example, left me with hopeful thoughts about teaching and my future students. Through visiting Arts High School in Newark, I witnessed first hand the power of strong, effective teachers and smart, determined students.
I will be more in tune to my students through my awareness of urban community's economic, physical, mental, and social factors. I will take what I have learned and apply it to my classroom. I will use interdisciplinary teaching methods combined with students' interests to connect with my students. I will value students' opinions in classroom instruction, and tell them that they can make an immediate difference in their lives and in the lives of others through their school work. My students will be the center of my teaching and pedagogy.
Through class discussions, readings, and my inquiry project, I was made aware of the many issues that go into urban education. Some of this knowledge was upsetting. For example, the Lareau text made it clear that working class students are at many disadvantages with social, reading, and writing skills because of their class and race. My inquiry project titled, "What are the relationships between art, public education, and the community," allowed me to do a case study involving physical research and interactions. I learned a lot through this project, including the disconnect between parents and arts education. These disconnects seemed to be mainly because of economic and cultural reasons.
Despite the negative, I did learn about positive issues in urban education. Spectacular Minds, for example, left me with hopeful thoughts about teaching and my future students. Through visiting Arts High School in Newark, I witnessed first hand the power of strong, effective teachers and smart, determined students.
I will be more in tune to my students through my awareness of urban community's economic, physical, mental, and social factors. I will take what I have learned and apply it to my classroom. I will use interdisciplinary teaching methods combined with students' interests to connect with my students. I will value students' opinions in classroom instruction, and tell them that they can make an immediate difference in their lives and in the lives of others through their school work. My students will be the center of my teaching and pedagogy.
Sunday, May 3, 2009
Inquiry Paper Abstract
Abstract:
The purpose of this study was to discover the relationships between urban communities, the arts, and public education. The focus of our study was the community located within ten city blocks of Newark, NJ. Over the course of six weeks we collected qualitative data through research, observation, and interviews of community members, teachers, and students. Analysis revealed that the street art and local arts sites in Newark directly mirror the culture and current trends of the community. Data revealed that arts education is an important trait of the community and is reflected in the public schools, teachers, students, and local performances. There is an economic disconnect, however, between the parental community and the arts. This study and analysis is important because communities largely impact the local arts and education systems, and arts education is crucial for cognitive development in children.
Summary of what I've learned:
Newark seems to generally be moving in the right direction with regard to the arts, public education, and community involvement. There are examples of advertisement street art that are representative of the culture and current trends of the community. Affordable art sites open to the public is plentiful, but community economic issues seem to create a disconnect between the locals and these arts sites. Public schools have positive connections between school performances and the community. Performances generally have significant turnouts of students’ families, but performances at the Arts High School are plentiful resulting, again, in economic issues.
The supportive relationship between parents and their children can make or break students’ futures regarding the arts, so the school administrations must raise student and parental awareness for future art careers. For example, more partnerships to universities, field trips to local museums, and artist guest speakers will help raise understanding. These experiences should include the school, students, and parents. Lastly, instructors need to be supported to teach outside of the box by integrating the arts when appropriate to foster high-level thinking. When connections are made from classroom content, to the arts, and to the outside world, students begin to see the big picture and relate material to their personal lives.
The purpose of this study was to discover the relationships between urban communities, the arts, and public education. The focus of our study was the community located within ten city blocks of Newark, NJ. Over the course of six weeks we collected qualitative data through research, observation, and interviews of community members, teachers, and students. Analysis revealed that the street art and local arts sites in Newark directly mirror the culture and current trends of the community. Data revealed that arts education is an important trait of the community and is reflected in the public schools, teachers, students, and local performances. There is an economic disconnect, however, between the parental community and the arts. This study and analysis is important because communities largely impact the local arts and education systems, and arts education is crucial for cognitive development in children.
Summary of what I've learned:
Newark seems to generally be moving in the right direction with regard to the arts, public education, and community involvement. There are examples of advertisement street art that are representative of the culture and current trends of the community. Affordable art sites open to the public is plentiful, but community economic issues seem to create a disconnect between the locals and these arts sites. Public schools have positive connections between school performances and the community. Performances generally have significant turnouts of students’ families, but performances at the Arts High School are plentiful resulting, again, in economic issues.
The supportive relationship between parents and their children can make or break students’ futures regarding the arts, so the school administrations must raise student and parental awareness for future art careers. For example, more partnerships to universities, field trips to local museums, and artist guest speakers will help raise understanding. These experiences should include the school, students, and parents. Lastly, instructors need to be supported to teach outside of the box by integrating the arts when appropriate to foster high-level thinking. When connections are made from classroom content, to the arts, and to the outside world, students begin to see the big picture and relate material to their personal lives.
Summary of Project Findings
Interviews of community members:
There seems to be a disconnect between community members and the arts. Most of the parents that we interviewed on the street stated that they are aware of communal arts sites in Newark (i.e. NJPAC, NSA, and the Newark Museum), but they have never been to these sites with or without their children.
Street Art:
We found one street artist painting name banners, painted trashcans, banners hanging on the streetlight poles, historical sculptures, and music playing at street vendors. These forms of street art seem to all convey aspects of advertisement, but they are also reflective of the community of Newark and the current trends of society.
Interviews with teachers:
We interviewed a bunch of teachers at the Arts High School. All of the teachers we interviewed seemed very passionate about teaching. The teachers incorporate elements of the arts into their classroom curriculum. One math teacher gave us an example of teaching math functions using balls of clay. The teachers also ranted and raved about the disconnect between the support of the parents and the arts.
Teachers also commented about the struggle between the teachers, who want to teach our of the box, and the administration. One teacher said, "they [the administration] want you to teach out of the box, but they keep putting you back in! I carry a box cutter!" This teacher continued to say that teachers teach out of fear; fear of getting fired if they do something wrong, fear of budget cuts, etc.
Teachers also explained that there is a strong disconnect between the parents and arts education. Economic reasons alone prevent parents and their families from seeing their children in school performances. Also, parents do not see a the arts as an area that is suitable for making money. Consequently, students do not respond well to out-of-class field trips to the Newark Museum.
The Arts High School was very inspiring for me, a future art teacher. It was such a great experience, and the students and teachers were so friendly and helpful.
There seems to be a disconnect between community members and the arts. Most of the parents that we interviewed on the street stated that they are aware of communal arts sites in Newark (i.e. NJPAC, NSA, and the Newark Museum), but they have never been to these sites with or without their children.
Street Art:
We found one street artist painting name banners, painted trashcans, banners hanging on the streetlight poles, historical sculptures, and music playing at street vendors. These forms of street art seem to all convey aspects of advertisement, but they are also reflective of the community of Newark and the current trends of society.
Interviews with teachers:
We interviewed a bunch of teachers at the Arts High School. All of the teachers we interviewed seemed very passionate about teaching. The teachers incorporate elements of the arts into their classroom curriculum. One math teacher gave us an example of teaching math functions using balls of clay. The teachers also ranted and raved about the disconnect between the support of the parents and the arts.
Teachers also commented about the struggle between the teachers, who want to teach our of the box, and the administration. One teacher said, "they [the administration] want you to teach out of the box, but they keep putting you back in! I carry a box cutter!" This teacher continued to say that teachers teach out of fear; fear of getting fired if they do something wrong, fear of budget cuts, etc.
Teachers also explained that there is a strong disconnect between the parents and arts education. Economic reasons alone prevent parents and their families from seeing their children in school performances. Also, parents do not see a the arts as an area that is suitable for making money. Consequently, students do not respond well to out-of-class field trips to the Newark Museum.
The Arts High School was very inspiring for me, a future art teacher. It was such a great experience, and the students and teachers were so friendly and helpful.
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