Esther Park
Position Paper
The position for the debate that we had done was in disagreement with having the
specials curriculum in separate classrooms. I believe that having the arts and special
classes infused within the curriculum would be the best way to reinforce common core
subjects such as math, science and English. Students are able to strive with a diverse
learning environment through integrated specials in the core curriculum. This may lead to
more student engagement in the classroom as well as more excitement for what the
students learn everyday. Incorporating specials in the common core curriculum not only
benefits the children but also the teachers as well because by catering to each child’s
learning style the teachers are able to effectively teach and adjust to what the children
need focus on.
Making sure that these children are getting the education they need during their
early childhood while being so excited and curious about the things they’re learning is
what makes integrated specials in classes so much more unique. It’s shown that art gives
children the chance to think about what they’re learning in class and it also shows the
teacher how they’re representing what they’ve learned to what they created. We want the
children to see that art and music is not something separate from what they do but that
these things are what are involved in their everyday activities. The most interesting thing
about integrating art into the curriculum is that it’s already a natural thing to do because
for children at early ages, they don’t think to separate their creativity and spontaneity
from what they learn in classrooms. They are curious children that “are not afraid to be
criticized,” (Socratous, 2011, p. 6), and this is what makes integrated classrooms so
beneficiation because the teachers are able to bring out the creativity during their lessons
that the children hold onto and make them curious to know more and think more about
what they’re being taught. When I was in 3rd grade, I would remember the only
interactive activities during math and science time was with my group table and having to
do worksheets together or just coming up to write on the board when we did class
activities in our seats. It wasn’t engaging and it didn’t seem interesting to me. But during
my time at the SUM Childcare Center, I was able to see how these children were able to
explore with painting and coloring as they learned about colors and how they were able
to draw and do little dances of different types of transportation as they learned about
transportation that week and were able to run around outside with the teacher and learn
about the way the leaves change during the fall season. This showed me how these
activities in the classroom engaged all the students and made the children want to learn
more and ask so many questions each time I was there. Even though they were only preschool children, this was letting the children speak their mind and this, “creates a more
comfortable and exciting environment for learning,” (Socratous, 2011, p. 4). We had
spent some time talking about how important community in a classroom is for the
students and being able to allow the children to feel included and comfortable in a safe
environment where the teachers get to know the students more with what their
weaknesses are to help them improve them gradually and to bring up their strengths in
and out of the classroom. Integrated specials is what is best for the children with allowing
the teachers to know what they’re struggling in and what they can do to encourage
students to learn from one another as well.
Specials should be a fundamental part of what children do everyday that is
incorporated into the curriculum instead of something that is separated into different
components. There is always a natural connection between integrating arts and sciences
because the things that children learn can be exciting with incorporating along with music
and arts. It helps the children to remember lessons taught when a creative activity is
something they would do with what they’re learning whether it’s a song, a dance or a
craft they make together. Also, understanding that the early years of childhood hold
crucial time periods in physical, mental and social growth, educating students through the
integration of specials in a single classroom allows for more productivity time where they
won’t feel rushed, and can focus on what’s being taught. Having students travel to
separate classrooms to go to these separate special classes waste valuable time and can be
very distracting for the young students when they’re headed from class to class. But
integrated specials in curriculum can be a smooth transition where breaks are given, and
it’s a more flexible time for the teacher to have the children be engaged in what they’re
learning. It was stated in an article, “Turn that excitement into questions for science
investigations,” (Manner, 2002, p. 19), and I immediately thought about how the little
things that catch their attention such as snowflakes, seasons and the changing of colors
outside can just lead into a fascinating class research project that brings all the children
together.
Learning through the arts would represent the ways of their learning and even the
teacher’s approach to teaching this with also the approach from the students for the
curriculum being taught. It states in the Journal For Learning Through the Arts, “…a
creative approach to life is so natural for children…” (Socratous, 2011, p. 2). This quote
speaks truth for all children because they are just curious about everything, and being
able to approach all the questions they have with experimentations whether its with
colors or their creative drawings, would show what they enjoy learning with and be able
to express themselves through that. The specials infusion into the curriculum in the
classes would not only lead to deeper understandings for the children but also just creates
an environment that they feel comfortable in and are not hesitant in expressing what they
enjoy and who they are.
References:
Economidou, Natassa S., Smaragda Chrysostomou, and Harris Socratous. "Music
Learning in the Early Years: Interdisciplinary Approaches Based on Multiple
Intelligences." Journal for Learning through the Arts (2011): 1-13. Web.
Manner, Jane C. "Arts throughout the
Curriculum."Http://search.proquest.com/docview/232056299?accountid=9784. Kappa
Delta Pi Record, n.d. Web.