Visual Art Curriculum Standards: Second Grade

2013 ◽  
Keyword(s):  
Visual Art ◽  
Second Grade ◽  
Curriculum Standards ◽  
Art Curriculum

scholarly journals 2. The Openness of the Visual Art Curriculum towards a New Visual Art Language

2016 ◽  
Vol 12 (2) ◽  
pp. 175-182 ◽  
Author(s):  
Ana-Maria Aprotosoaie-Iftimi
Keyword(s):  
Twentieth Century ◽  
Contemporary Art ◽  
Visual Art ◽  
Fine Arts ◽  
Art Curriculum ◽  
Daily Lives ◽  
The Arts ◽  
Wide Range ◽  
Arts Curriculum ◽  
Hybrid Language

Abstract Visual art curriculum should allow a wide range of activities to develop children's imagination and creativity, to provide a balanced framework for the harmonious development of people who can cope with the massive ammount of images that invade our daily lives. Contemporary art develops a new language - a hybrid language - which for now remains unknown to the majority of the public and it is not integrated into the Arts curriculum. General frame analysis reveals that Fine Arts are studied only up to the 10th grade, except for the humanity profile and for the vocational arts profile. School curricula stipulate fine arts study up to mid twentieth century. Openness towards contemporary art and the language of art starting with the second half of the twentieth century is quite limited even if the curriculum allows a certain flexibility in the approach.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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