Term Paper: Students Are Complex Creatures, Volatile

Pages: 10 (2517 words)  ·  Bibliography Sources: 1+  ·  Level: College Senior  ·  Topic: Teaching  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] Students will necessarily be assessed qualitatively in conjunction with arts studies such as movement, because as discussed a quantifiable method of testing "soft skills" has not adequately been determined as yet. I believe that the combination of qualitative and quantitative methods within the classroom will produce the best possible outcome for students in the real world.

Students will then be required to instruct their peers in the successful outcomes of the project. By videotaping student's performances and various projects within the scope of arts education, they will be better prepared to analyze their successes and failures, and subsequently share their successes with future generations. By critically evaluating their own performances, students will be able to address question two, and share with other learners how they gained knowledge by studying the arts.

SIGNIFICANCE OF STUDY:

I am proposing a democratic arena where my fifth grade students can display their academic achievement through the arts. This project will take place at Pantera Elementary School in Diamond Bar, CA. My role will be that of a qualitative researcher. Students will be assessed at the beginning of the project through multiple methods such as multiple intelligence testing. The project has tremendous implications for the future development of education curriculums that are targeted toward multiple learning styles and multiple intelligences.

Providing the students with an arena that allows the intelligences to work together is one of the main goals of this project. This project will provide an arena where students will be delivering the presentation to the school population, which will include administrators, teachers and students. After the conference, I hope to display the results to community members. By studying students at the elementary level, it is my hope that the students will pass on their insights and knowledge as they move along their educational and career paths. By learning in a diverse and democratic environment, the students will be more well rounded members of society, and learn at a young age what many fail to grasp in a lifetime: their learning strengths, styles, skills and weaknesses.

All students participating in this program will have the unique ability of identifying whether they are physical, visual, verbal learners or perhaps a strong combination of all three. Science has also shown that people who learn visually may excel in scientific and mathematical fields, such as engineering. Hopefully by uncovering their strengths early, these students will become active and contributing members of society with purpose and decision when they reach adulthood. They will understand their limitations, and learn how to overcome these limitations when faced with traditional learning environments in the future. I hope as a result of this project, the students involved will become outspoken members of society, more likely to share their experiences with friends, family and co-workers in the future.

How does this project hold significance for future generations? One of the main purposes of this project is to provide students with an arena that allows intelligences to work together. Each student will be evaluated independently of one another, in an attempt to assess each student's unique learning styles, abilities and traits. The impact for future generations is significant. By now the idea that students learn in unique ways is spreading. Verbal teaching curriculums alone are not enough to stimulate and actively engage the intelligence of visual learners.

This project will share with other teachers, students and the community the validity of qualitative research analysis. It will give other educators a bird's eye view of the importance of arts education within the curriculum of elementary students.

Most importantly, the community will not simply have my word alone that arts education is an effective and valid teaching tool. Students will be required to share with teachers, students and community members their own experiences and successes. By evaluating their performances and analyzing their own successes and failures, they will be able to constructively identify how the program might be successful for future generations. Students have the opportunity to express what they liked and what they learned in a final assessment. By doing so, future educators attempting to develop curriculums targeted toward multiple learning styles will have the unique opportunity to develop programs aimed at making children successful. Rather than requiring students to follow a run of the mill protocol, this project presents the opportunity to impact and change education for years to come.

Employers seeking candidates from student populations that employ more complex and broad-based programs such as those proposed in this study will also benefit. Students will be able to enter the job market and real world with not simply "book learned skills," but real life skills that will help them be more successful contributors to future organizations and society.

Arts education teaches not only how to read and write, but how to analyze, problem solve and recognize one's strengths and weaknesses. One of the most commonly heard complaints from employers in the "real world" is that recent graduates do not have the ability to apply the knowledge they have learned to real life situations. This project is a first attempt at making a population of students more keenly aware of how to apply their learning to real life situations. Students can carry that knowledge on to the future, and reap the rewards for years to come.

References

Cattell, R.B. (1987). Intelligence: Its structure, growth, and action. New York: Elsevier.

Evoy, A. (Ed).(1981). Contemporary authors: New revision series (Vol.2). Detroit: Gale Research Company.

Stills, D.L. (Ed.).(1989). International encyclopedia of the social sciences: Biographical supplement (Vol. 18). New York: Macmillan.

Murray, B. (1999). "Can You Measure a Liberal Arts Education?" Monitor Online, Volume 30, Number 4. April 30, 1999, Retrieved March 14, 2003, http://www.apa.org/monitor/apr99/uni.html

Arts Assessment, Developing Performance Tasks." (1999). State Collaborative on Assessment and Student Standards, Council of Chief State School Councilors, Washington D.C., March 14, 2003 http://www.ccsso.org/scass/p_arts/Arts_Handbook.pdf

Time Period 5, Current Efforts" http://www.indiana.edu/Z[?[ ?[?^ ?[ [END OF PREVIEW]

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