On 9/28/04 2:01 PM, "Ray Marshall" <[EMAIL PROTECTED]> wrote:
> But I think that some label under the misapprehension that "what is > good for my child is good for every child." I think Ray makes a good point here. However, I'd like to turn that point around and ask a question, mostly pertaining to the elementary classes level since that seems to be where much of the focus lies with this thread. How do we teach math at the elementary level in the Minneapolis school district? How do we teach reading and writing? Do those approaches work for every child that comes into our district? If not, what makes more sense - to have them spend more time with an approach that's not working or to try to engage them in a different way? Ray Marshall points out that giving kids room for expression when they cannot read the job application form may not be helpful. I would counter with if a kid is spending two hours a day in phonics instruction and is still not learning to read, then spending an extra hour on that instead of some drawing instruction probably isn't that helpful. I would counter that if a kid is spending two hours a day on multiplication tables and is not getting it, spending an extra hour on that instead of some some music instruction probably isn't that helpful, either. Different kids learn in different ways. I picked up math pretty easily in school (all the way through differential equations in college) as long as I paid attention. My sister, however, is a total math-phobe. She did OK with the basic arithmetic, but algebra scared her to death. When she found out she had to take it in college, she was nearly having panic attacks. It took a great tutor and a lot of effort on her part to get through it, even though she probably has a higher IQ than I do, or at least about equal to mine. However, Ray is right when he said not every child in our district will go on to college and not every child has a 120+ IQ. To me, that's all the more reason to have arts. As Jason Goray and others have pointed out, arts helps some kids "get" whatever is being taught. As Karen Cooper pointed out, arts can help some kids better deal with issues at home or whatever that are creating obstacles to learning. Mark Anderson doesn't appear to see any value from his son spending time on arts in school. Maybe his son isn't getting anything out of it. Or maybe he is and it's just not apparent yet. WizardMarks made some great points about how you don't necessarily have to be an "artist" to make a pretty good living in the arts. Several others have commented on how their arts exposure has benefited them in their careers. I doubt many of them specifically sought out arts exposure for that purpose, however. But my main point is there's enough students who are getting something out of their arts exposure in the Minneapolis school district to justify keeping it. Even if some critics just don't get it. Mark Snyder Windom Park REMINDERS: 1. Think a member has violated the rules? Email the list manager at [EMAIL PROTECTED] before continuing it on the list. 2. Don't feed the troll! Ignore obvious flame-bait. For state and national discussions see: http://e-democracy.org/discuss.html For external forums, see: http://e-democracy.org/mninteract ________________________________ Minneapolis Issues Forum - A City-focused Civic Discussion - Mn E-Democracy Post messages to: mailto:[EMAIL PROTECTED] Subscribe, Un-subscribe, etc. at: http://e-democracy.org/mpls
