Introduction
In examining the ELA classrooms of today, you will find that most teachers use best practices to instill a strong sense of the components of Reading, Writing, Spelling and Handwriting. We delight in watching the students take note of the lessons that are taught and then run with it. In recent years however, the focus on writing in many districts has waned due to the restrictive nature of standardized assessments and the limited amount of learning in other subject areas that follow. Because the focus is so strong in the areas of Math and Reading, other, more expressive and vibrant subjects fall to the wayside. For teachers who love to share the deeply personal, yet freeing act of writing, exploring and expressing, with their students, this is detrimental. Additionally, the children are denied, in a sense, from further enriching experiences as they are bound to a world of only two subjects, Reading and Math. Educators today complain that the lack of depth in other subject areas such as Writing and Social Studies hamper a child’s success later on in life.
Kindergarten teachers have seen a more academic track for their young students as the United States desperately attempts to keep up with other nations around the world that show levels of literacy that surpass those of American students. Now seen as “first grade” to some, a Kindergartener’s day has less play or time to hone their imagination, and more time doing skills work. In my own Kindergarten classroom, Terra Nova assessments were administered for two consecutive years until they were ceased at that grade level. During those years I spent in Kindergarten, I also saw a large number of students who entered as four-year-olds. Some were ready for schooling to begin, while others could have used time in pre-school or simply more time at home to mature. Parents are sometimes shocked when they find out that the legal age at which their child is to attend school in the state of Pennsylvania is actually eight years.
Looking back on my experiences in writing, I can recall a rich perspective with a thorough understanding that I had been given a chance to express myself and showcase any and all aspects that my imagination could bring. I was excited about it and relished any opportunity to create and share. I participated in competitions and touted the subject as my absolute favorite. Being involved in music since the age of four, I did not discern a difference between the art of music and the art of writing. Furthermore, I had a family and several friends that provided wonderful books as Christmas and birthday gifts that were lovingly signed and presented, later to be shared together for an even warmer memento. From Shel Silverstein to reference books of all types, my exposure to literacy was great and frequent. As an educator today, I have brought many of those same gifts into my classroom for my students to enjoy. I make certain to share with them that these were gifts and that they are extremely special. They truly internalize the importance of these personal keepsakes (and laugh at my age when they read the inscription “Happy sixth birthday Lauren! Love, your friend Alyse!” and do the math).
Pittsburgh Dilworth Traditional Academy
Out of the many elementary institutions within the Pittsburgh Public School District, Dilworth Traditional Academy is the only one that has a focus on Arts Integration and the Humanities. Our school feeds into the 6-12 International Baccalaureate program, as well as the Creative and Performing Arts Academy (also 6-12), located in Downtown Pittsburgh.
Pittsburgh Dilworth PreK-5 is a traditional Magnet school with an emphasis on arts integration and humanities for all subject areas. We believe that all children can learn, and that education begins with a safe and healthy learning environment. It is our goal to help students understand how our world and lives are interconnected through their academic, arts, and humanities experiences.
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