Gennie B. Westbrook's A Teacher's Guide to The Depression and New Deal: A History PDF

By Gennie B. Westbrook

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Additional info for A Teacher's Guide to The Depression and New Deal: A History in Documents (Pages from History)

Example text

We can easily take for granted, as teachers, the difficultly that a particular language games poses for students, how difficult the ‘particular’ musical note, dramatic expression or dance movement, can be to imagine, carry out, be heard, be seen and be understood. For example, in order for students to understand the teacher’s use of the word ‘figure’, it requires them to know, in general, that a human figure has two eyes, two legs and two arms. But we also know that in recognizing that this is a human figure drawn, other body parts and volumes are involved.

To get the students further interested in art, a teacher may read an extract of Shakespeare’s Romeo and Juliet followed by some of the students being assigned different character reading roles of the play where each takes it in turn in the class to read their lines up to scene two of the play (in one lesson). This teacher may ask the students to discuss amongst themselves in groups, the role the two houses (Montague and Capulet) play in the affairs of this story. The students may be taken to a musical concert of Beethoven’s Pastoral Symphony and then later in the week have to discuss in class William Wordsworth’s poem The Daffodils.

If right actions increase human happiness, wrong actions, Mill believed, are the powers that negate the higher qualities. Wrong actions tend to lead to human problems and difficulties whereas the higher qualities “increase our sum total of happiness” (Mill, 2007, p. 14). No student deliberately sets out to answer anything wrongly nor deliberately tries to under achieve. What may be wrong with the student art work is conversely in proportion to the right action, yet what may be wrong with their art work is also an opportunity to improve their art work.

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