Language Arts
There is a trend among some colleges and universities recently to cut back or eliminate their humanities major and courses, which includes language arts as well as history and philosophy. This has created a controversy over the importance of these areas of learning. It is not that the decision to include language arts in education is new. Appreciation of such learning stems back to the earliest humans. Among the earliest pieces of prehistoric sculpture is from 30,0000-25,000 BCE. The woman, who had exaggerated female parts, is believed to be a fertility symbol perhaps carried by a male hunter/gatherer as a reminder of his mate back home. Many here have heard of or seen the paintings on the caves in France from 15,000 to 13,000 BCE. Early humans struggled to survive against natural forces, animals, and one another. One of the most essential ways of survival was to pass down…...

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References

Atwell, Nancie. In the Middle: New Understandings About Reading,

Writing, and Learning. Portsmouth, NH: Boynton/Cook Publishers,

Inc., 1998.

Burke, Jim. The English Teacher's Companion: A Complete Guide to Classroom,

Teaching Language Arts: Description of How Oral Communication Skill May Be Developed Through Conversation, Storytelling and Oral Discussion
It is reported that the use of language in the early years of childhood teaches children not only about the world around them but how language and its use serves various purposes. This type of knowledge is known as pragmatic knowledge which in part is conversational skills. It is asserted in the work of Weiss (2004) that the development of conversational skills in childhood influences the child's ability to interact with others. Children inherently learn these skills however, the adult teacher or parent's role in assisting the learning of children in the area of conversations skills is critical to the ability of the child as a conversationalist. Storytelling is excellent in its ability to develop language arts among children because it requires them to be good listeners. Storytelling can be followed by a…...

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References

Auditory Discrimination Skills Training Module (nd) Highreach Learning, Inc. Retrieved from: https://www.highreach.com/highreach_cms/LinkClick.aspx?fileticket=mgL4impMvYY%3D&tabid=106

Critical Issue: Addressing Literacy Needs in Culturally and Linguistically Diverse Classrooms (nd) Retrieved from: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li400.htm

Effective Spelling Instruction: Teaching Children How to Spell and Helping Students Develop Spelling Skills. Right Track Reading. Retrieved from:  http://www.righttrackreading.com/howtospell.html 

Five Components of Effective Oral Language Instruction (2014) Professional Development for Preservice Teachers. Retrieved from:  http://www.pdst.ie/sites/default/files/Oral%20Language%20Booklet%20PDF.pdf

Brain-Based Language Arts Lesson Plan:
Grade 2 -- "th" ords

Brain-Based Language Arts Lesson Plan: Grade 2 -- "th" ords

Language Arts

Spelling

"Th" ords

Grade

Cross-curricular link(s): Non-specific

Recommended Usage: Summary, entire class

Intended Learning Outcomes:

Identify common word strings;

Impress students with the fact that "t" and "h" written together make a different sound

State Standards (Perma-Bound, n.d.):

Spell common, frequently used words correctly

Identify and define new words and concepts.

Pronounce most words accurately.

Learning to Read Independently: Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.

Anticipatory Set:

Healthy; Thump; Then; Threw; Together; Fifth; Tooth; Thread; Mother; Father; Think; Other; Truth; Seventh; Birthday; Teeth

Teaching/Learner Activities (Olsen, 2004):

a. Activity 1: 10 minutes:

Read a story to the class from their reading book. rite "TH" on the blackboard. Have the students find all the "TH" words in the story and name them aloud. As each "TH" word is named, have the…...

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Works Cited

Hurtova, D. (Winter 2000). Feedback. Retrieved from Dana Hurtova's Web site: danahurtova.sweb.cz/files/kanam3/feedback.rtf

Language Arts Department: Mrs. Knutelsky, Supervisor K - 12. (2010, August 31). Lesson closure. Retrieved from Jefferson Township Web site: http://blogs.jefftwp.org/wordpress/rknutelsky/2010/08/31/lesson-closure/

Olsen, K. (2004). TH words | Smart notebook lesson # 592. Retrieved from Exchange.Smarttech.com Web site:  http://exchange.smarttech.com/search.html?q=+th+words&subject=English+Language+Arts&grade=Grade+2&region=en_US 

Perma-Bound. (n.d.). Pennsylvania state standards for language arts: Grade 2. Retrieved from Perma-Bound.com Web site:  http://www.perma-bound.com/state-standards.do?state=PA&subject=language-arts&gradeLevel=2

High school student leader English Language Arts (ELA) observations report
Observations

• Incorporates major content components and aids pupils in applying higher order thinking skills within learning.

• Displays the capability of relating current content to prior experiences, future learning, practical application and other disciplines.

• Displays correct knowledge regarding the topic taught.

• Displays abilities that are pertinent to the lesson.

• Centers teaching on objectives which echo superior expectations and a grasp of the discipline.

• Undertakes realistic time-planning in the areas of pacing, transition and subject mastery.

• Undertakes efficient differentiated instruction planning.

• Ensures pupils' involvement and dynamic learning.

• Builds on pupils' current skills and knowledge.

• Makes use of instructional technology for improving pupils' learning.

• Communicates explicitly and confirms student understanding.

• Applies various valid evaluation tools and approaches relevant to the pupil population and content.

• Employs evaluation tools for summative as well as formative purposes, for informing, adjusting and guiding pupil learning.

• Provides ongoing constructive…...

hereas Plato believes that art is by definition imitation of life, Cezanne believed that the role of art was not to imitate or copy life but to enhance it, contribute to it, and comment on it. Cezanne said that art was a "harmony running parallel to nature," not a method of imitating nature (Art Institute of Chicago). Cezanne assumed a deconstructionist approach to art, which would eventually inspire the all-out shift towards cubism and abstraction. This can be seen in paintings like "Mont Sainte-Victoire," in which the landscape is constructed of various shapes that come together to form a cohesive whole: there are distinct triangles forming the roofs of the houses, showcasing the triangular yet curvilinear shape of the hill beyond, the titular Mont Sainte-Victoire.
Although he was not visual artist aesthetics were central to Plato's philosophy, and that philosophy would end up having a strong impact on the evolution of…...

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Works Cited

Art Institute of Chicago. About this artwork, n.d.. Retrieved online:  http://www.artic.edu/aic/collections/artwork/111436 

Cezanne, Paul. "Mont Sainte Victoire." Retrieved online:  https://waldina.com/2016/01/19/happy-177th-birthday-paul-cezanne/#jp-carousel-15500 

Merleau-Ponty, Maurice. "Cezanne's Doubt." Painting: Powers of Observation. Retrieved online:  http://www.powersofobservation.com/2011/01/cezannes-doubt.html 

"Paul Cezanne." The Art Story. N.d. Retrieved online:  http://www.theartstory.org/artist-cezanne-paul.htm

Progression and Foundation of Language
Concept/topic

Learning of primary language complements skills development; this includes learning about language, as well as learning other subjects in the school curriculum via language. Language learning facilitates general literary skills and allows children to revert to, and strengthen skills and concepts studied through their first language (The National Strategies Primary, 2009).

Curriculum is enriched by language learning. Teachers as well as children find it fun and challenging, and display enthusiasm towards language; this leads to creation of interested learners and the development of positive attitudes towards learning languages, all throughout one's life. A natural link exists between language and other curricular areas, and this enriches the overall teaching-learning experience. Proficiencies, understanding, and information learned through language contribute greatly to literacy and oracy development in children, as well as to better understanding of one's own and others' cultures. Language is also integral to community and individual identity. Learning…...

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Bibliography

(n.d.). Anticipatory Set/Hook. Weebly. Retrieved from:  http://ed491.weebly.com/uploads/8/4/6/1/8461140/anticipatorysets.pdf 

(2013). Arizona Early Learning Standards. Arizona Department of Education. Retrieved from:  http://files.eric.ed.gov/fulltext/ED486135.pdf 

(n.d.). Developing Lessons with Technology. Retrieved from:  http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0136101259.pdf 

Huppenthal, J., Stollar, J., & Hrabluk, K. (n.d.). Arizona State Literacy Plan. Arizona Department of Education. Retrieved from:  http://www.azed.gov/standards-practices/files/2012/06/arizona-state-literacy-plan-compiled-doc-9.29.11.pdf .

Sometimes students have obstacles to contend with as they enter school. One such barrier can be language. The student I worked with is a Chinese first year student who is attempting to assimilate to AP class schedules. He is a 14-year old interested in learning the English language and is having problems not only learning the language but balancing out the needs of his identity versus the American culture. English Language Learners often must contend with several influences and deal with a new culture that may seem dauting and stressful[footnoteRef:1]. His name is Bo. [1: Larry Ferlazzo, English Language Learners: Teaching Strategies That Work (Santa Barbara, Calif: Linworth, 2010)] Bo recently immigrated to the United States with his family two years ago. While Bo has learned conversational English and some grammar, he still has problems writing in English. The way to write simplified Chinese is different than English and so he…...

Language
American English is incredible malleable and diverse, and it would be a mistake to impose artificial rules. Not only would it be a mistake, it could even be construed as racist. The imaginary Correct English (whether Oxford or Webster-based prescriptive grammatical rules) is one that is clearly defined by the white upper-class hegemony in higher education. As Deresiewicz (2005) states, "there is no such thing as Correct English, and there never has been." Dialects and accents are a sign that the language is alive. Language reflects subculture and social identity, and can allow for the vivid expression of ideas that would be severely restricted if there were only one Correct English.

Language is a form of cultural capital. Therefore, "stigmatized forms" of language such as edneck or African-American speech, are "typically those used by social groups other than the educated middle classes -- professional people, including those in law, medicine, and…...

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References

Baron, D. (n.d.). Language and society. PBS. Retrieved online:  http://www.pbs.org/speak/words/sezwho/socialsetting/ 

Cutler, C. (n.d.). Crossing over. PBS. Retrieved online:  http://www.pbs.org/speak/speech/prestige/crossing/ 

Deresiewicz, W. (2005). You talkin' to me? The New York Times. Jan 9, 2005. Retrieved online:  http://www.nytimes.com/2005/01/09/books/review/09DERESIE.html?_r=2&pagewanted=print&position= 

Finegan, E. (n.d.). State of American. PBS. Retrieved online:  http://www.pbs.org/speak/speech/correct/prescriptivism/

Art Culture: Public Space Art
Public art like that of Koon's Train (2011), Serra's Tilted Arc (1981), Lin's Vietnam Veterans Memorial (1981), and James' Sea Flower (1978), ignite discussion to the point of its modification, re-arrangement, or removal. The reason for this controversial treatment of public art is its ability to embrace a variety of aesthetic practices. The adoption of different aesthetic values like poster art, outdoor sculpture, earthworks, multimedia projections, and community-based projects among others, breaks the public's traditional understanding of art (Glahn, 2000). This critique finds that the public's totalizing classification of public sphere brings about controversy and dialogue over public art displays. By reviewing the famous public art "Tilted Arc" (1981) by Richard Serra, this analysis will show that there are distinct differences between public understanding and professional understanding of public art.

The government with the intention of exhibiting, protecting, and edifying art, commissions public art in America to…...

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Works Cited

"REVIEW & OUTLOOK (Editorial, b) -- Asides: Tilting with the Arc." Wall Street Journal: 1. Sep 04, 1987. ABI/INFORM Complete. Web. 21 Feb. 2013.

Doss, Erika. "Public Art Controversy: Cultural Expression and Civic Debate," Americans for the Arts, October 2006. Web. 20 Feb. 2013.

Drescher, Timothy. "The Harsh Reality: Billboard Subversion and Graffiti," Wall Power, Philadelphia: Institute of Contemporary Art, University of Pennsylvania, 2000.

Fleming, Ronald Lee. "Public Art for the Public." Public Interest.159 (2005): 55-76. ABI/INFORM Complete. Web. 21 Feb. 2013.

Art
Along with Georges Braque, Fernand Leger and Pablo Picasso were firmly at the forefront of the cubist movement in modern art. Cubism sprouted from Picasso's experimentations with collage, along with Braque, but later morphed into an interpretive and expressive style of painting that heralded many related movements in abstract modern art including futurism. As Fitz puts it, Picasso used the cubist style to express the things he could not see, but which he knew were there; the things that everybody is "certain of seeing," but which are not depicted on a traditional canvas (228). As a result, Picasso reinvented painting, and reinterpreted what the function of painting was. Leger deserves credit also, for he too pursued the " quest for a means by which to accurately describe three-dimensional objects on a two-dimensional canvas," (Spector). Leger and Picasso developed totally unique and distinct brands of cubism, even if their formative influences…...

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Works Cited

Dickerman, Leah. Inventing Abstraction. New York: The Museum of Modern Art, 2013.

Fitz, L.T. "Gertrude Stein and Picasso: The Language of Surfaces." American Literature. Vol. 45, No. 2. May 1973.

Lanchner, Carolyn, Leger, Fernand, Hauptman, Jody, Afron, Matthew, and Erikson, Kristen. Fernand Leger. New York: The Museum of Modern Art. 1998.

Spector, Nancy. "Fernand Leger." Guggenheim. Retrieved online:  http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Nude%20Model%20in%20the%20Studio&page=&f=Title&object=49.1193

Art Analysis: Art21
After reviewing the artists from Art21, the artists chosen are Pierre Huyghe and AI Weiwei as the subjects of this paper. The pieces the paper will be "This is not a time for dreaming" by Huyghe and "Forever" by Weiwei. Both pieces are installation pieces although the artists are not classified under the same grouping on the Art21 website. Weiwei is listed as "Featured in Change" and Huyghe is listed as "Featured in omance." Though they are not featured or classified in the same group, their respective groups are related. There are several different kinds of people in the world for whom change is romantic. Weiwei is a renowned activist as well as renowned artists. Artists typically have a deep passion within that they express via their art. Therefore, Weiwei could see the connection between romance and change. For the native Parisian Huyghe, romance may very well be…...

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References:

Art21, Inc. (2012) Explore Artists. Available from:   2012 July 10.http://www.pbs.org/art21/artists .

European Graduate School. (2012) Pierre Huyghe -- Biography. Available from:   2012 July 11.http://www.egs.edu/faculty/pierre-huyghe/biography/ .

Wines, Michael. (2009) Ai Weiwei, China's Impolitic Artist. The New York Times, Available from:   2012 July 12.http://www.nytimes.com/2009/11/28/world/asia/28weiwei.html?pagewanted=all .

Pierre Huyghe, "This is not a time for dreaming," 2004.

Language & Community
How Language Circumscribes the World and Defines Community

The famous philosopher Ludwig Wittgenstein wrote, "The limits of my language mean the limits of my world." Wittgenstein used his language to make this profound statement packed with a depth of meaning. Language, whether it is written language, spoken language, body language or sign language, is a fundamental aspect to the human condition. Language permits us to communicate with others, which is also a vital part of being human. Language also makes possible thought, speech, and writing. Without language, it would be exceedingly difficult for people to have relationships. Language comes in various forms and in huge varieties. Language additionally is a critical and prominent aspect to the definition of a culture. Every culture and subculture has characteristics that distinguish it as such; language is a characteristic at the forefront of defining or circumscribing cultures and communities. This paper will reflect…...

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References:

Bucholtz, M. (1999) "Why be normal?": Language and identity practices in a community of nerd girls. Language in Society, 28(2), 203 -- 223.

Eckert, P., & McConnell-Ginet, S. (19992) Think Practically and Look Locally: Language and Gender as Community-Based Practice. Annual Review of Anthropology, 21, 461 -- 490.

Garrod, S., & Doherty, G. (1994) Conversation, co-ordination and convention: an empirical investigation of how groups establish linguistic conventions. Cognition, 181 -- 215.

Ochs, E. (1993) Constructing Social Identity: A Language Socialization Perspective. Research on Language and Social Interaction, 26(3), 287 -- 306.

Art movement DADA
The phenomenon Dada is notoriously difficult to describe; some critics hesitate even to use the term "movement." Focusing on Dadaists' reflections about the phenomenon itself, we will try to delineate a general image of the Dada in the context of the European avant-gardes of the 20-th century. e will also try to analyze the historical and political context inside which the dada phenomenon occurred. Our main focus will be on two main tenets of Dadaism: the "self-critical" feature of Dada's self-image as it emerges during the main phases of its history, especially during its early phase, and the political commitment of Dada during its last phases of development.

Dada "artworks" were usually conceived as all-in-one theatrical performances, art happenings, counting music, dance, poems, theory, costumes, as well as paintings. Jangling keys, gymnastic exercises called noir cacadou, and screaming presentations of sound poetry or other texts accompanied these performances. All…...

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Works cited

Benjamin, Walter. The Work of Art in the Age of Its Technological Reproductibility and Other Writings on Media. Eds. M. Jennings, B. Doherty, T.Y. Levin. Cambridge, Mass.: Harvard University Press, 2008: pp.34-45

Caws, Mary Ann. The Poetry of Dada and Surrealism: Aragon, Breton, Tzara, Eluard and Desnos. Princeton: Princeton University Press, 2000: pp.12-34.

Dachy, Marc. The Dada Movement, 1915 -- 1923. New York: Rizzoli, 1990: pp.56-78

Hugnet, Georges. Dada. In: The Bulletin of the Museum of Modern Art. vol. 4, no. 2/3, 2006: pp. 3-18.

Art History
Roy Lichtenstein -- Stepping Out is a painting done in oil and magna on canvas by Roy Lichtenstein. (Magna is a plastic painting product made of permanent pigment ground in acrylic resen with solvents and plasticizer. This material mixes with turpentine and mineral spirits and dries rapidly with a mat finish) (www.artlex.com/ArtLex/M.html).Painted in 1978, this work is 85 inches in heighth and 70 inches in width, 218.4 cm by 177.8 cm. This work of art, accession number 1980,420, is located at The Metropolitan Museum of Art in New York (5th Avenue and 82nd Street). It was purchased in 1980 as a Lila Acheson Wallace Gift with additional funding through the Arthur Hoppock Hearn Fund, the Arthur Lejwa Fund, in honor of Jean Arp; the ernhill Fund, the Joseph H. Hazen Foundation Inc., the Samuel I. Newhouse Foundation Inc., and gifts fromWalter areiss, Marie annon McHenry, Louise Smith, and Stephen…...

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Bibliography

Fineberg, Jonathan. Art Since 1940: Strategies of Being. 2nd Edition. New York:Harry N. Abrams, Inc., Publishers, 2000.

A www.artcyclopedia.com/artists/lichtenstein_roy.html www.artlex.com/ArtLex/M.html www.nga.gov/cgi-bin/pbio?224210 www.metmuseum.org/collections

In essence, this painting "mixes a toothpaste smile with the grimace of a death's head" and symbolizes the true work of an American "action" painter (de la Croix & Tansey, 774).
Another great example of an American abstract expressionist master is Mark Rothko (1903 to 1973), who emigrated to the United States in 1914 from Latvia with his family to escape Czarist Russia and its strict policies towards Jews. Although Rothko was a friend and contemporary of Pollack, Kline and de Kooning, his paintings exhibit none of the aggressive attack or slashing brushwork one finds in the works of these artists. Rothko's Four Darks on Red does not exhibit the usual traits of "action" painting, for it shows a calm and contemplative mood with soft color variations, yet it also shows "a mysterious effect of forms and images occupying an ambiguously-defined space," much like Kline and Pollack (de la Croix…...

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Bibliography

Paul, Stella. "Abstract Expressionism." Metropolitan Museum of Art. Internet. Retrieved at  http://www.metmuseum.org/TOAH/hd/abex/hd_abex.htm .

De la Croix, Horst and Richard G. Tansey, eds. Gardner's Art Through the Ages. 10th ed. New York: Harcourt, Brace, Jovanovich, 2003.

Teachers play a crucial and multi-faceted role in promoting literacy across all subjects, not just in language arts. This role extends beyond traditional reading and writing skills to encompass a wide range of literacy types, including digital, informational, and subject-specific literacies. Here’s an overview of the key roles teachers play in literacy for all students in all subjects:

Facilitators of Skill Development: Teachers are responsible for developing students' basic literacy skills, including reading, writing, speaking, and listening. This is essential across all subjects, as these skills are the foundation for understanding and engaging with content in any area.

Integrators of Subject-Specific Literacy:....

1. Analyzing the use of figurative language in WIDA language assessments
2. Exploring the role of syntax and sentence structure in WIDA writing prompts
3. Investigating the inclusion of literary devices in WIDA reading passages
4. Discussing the importance of vocabulary acquisition in WIDA language development
5. Examining the integration of cultural elements in WIDA language arts tasks
6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments
7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction
8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts
9. Investigating the impact of language arts instruction on....

Standardized Testing Practices: A Pivotal Role in Academic Evaluation and Achievement

Standardized testing plays a crucial role in the evaluation and enhancement of academic achievement. It serves as a reliable and quantifiable measure of student knowledge and skills, facilitating comparisons across individuals, schools, and districts. Here are the key reasons why standardized testing practices are pivotal in academic evaluation and achievement:

1. Objective and Consistent Measurement:

Standardized tests are designed to be objective and consistent, ensuring that all students are evaluated using the same criteria. These tests are administered under standardized conditions, minimizing biases or variations that could impact student performance. This objectivity....

High-Yield Strategies: A Powerful Tool in Lesson Delivery

High-yield strategies are evidence-based teaching methods that maximize student learning and retention. These strategies prioritize the most important concepts and skills, ensuring that students focus on what matters most. By incorporating high-yield strategies into lessons, educators can significantly enhance the effectiveness of their instruction.

Types of High-Yield Strategies

Numerous high-yield strategies have been identified, each with its unique benefits. Some common examples include:

1. Spaced Repetition:
Involves reviewing the same material at increasing intervals, which helps strengthen memory and prevents forgetting.

2. Interleaving:
Alternating between different but related concepts, rather than teaching them in isolation, promotes deeper understanding....