| Microsoft's Connected Learning Community Grants Enhance Programs at 35 ...
(CSRwire) Emmanuel Hutchinson, a student at Tucson High School, gave up football to attend classes at the Tucson-Pima Arts Council's Multimedia Arts Education Center, a component of the Council's Arts Education Program. He found the environment safe -- other kids didn't try to intimidate him and teachers treated students like adults, with respect and trust. Since graduating from the program in May, he's even returned to do a presentation using posters he created with Microsoft Greetings 2000 software. Thanks to the program, he's also found a career path -- Emmanuel wants to become a computer graphic designer. Connected Learning Community Grants The Multimedia Arts Education Center offers a tuition-free intensive computer mediated arts technology program for lower-income, middle school students who otherwise might not have access to this kind of technology.
Kerry Hart: The danger of interdisciplinary arts education
Wouldn't it be great if we could read a couple of books on brain surgery and be ready to perform an operation? In arts education, that is the type of miraculous feat we often expect from our teachers. Every academic discipline requires a unique intellectual function — from quantitative reasoning to philosophical inquiry. The arts are no different. Dance requires a physical-kinesthetic brain function; music requires an auditory function; visual art requires a visual-spacial brain function; and drama incorporates a combination of several, including the verbal-linguistic function that is important to the literary arts. The college and university curriculum in each arts discipline is rigorous and, indeed, it takes a lifetime to acquire mastery in one subject area. Yet when it comes to teaching students who do not have a background in any of the arts, we create interdisciplinary arts courses that provide a superficial overview — usually from a historical perspective.
Kerry Hart: The danger of interdisciplinary arts education
Wouldn't it be great if we could read a couple of books on brain surgery and be ready to perform an operation? In arts education, that is the type of miraculous feat we often expect from our teachers. Every academic discipline requires a unique intellectual function — from quantitative reasoning to philosophical inquiry. The arts are no different. Dance requires a physical-kinesthetic brain function; music requires an auditory function; visual art requires a visual-spacial brain function; and drama incorporates a combination of several, including the verbal-linguistic function that is important to the literary arts. The college and university curriculum in each arts discipline is rigorous and, indeed, it takes a lifetime to acquire mastery in one subject area. Yet when it comes to teaching students who do not have a background in any of the arts, we create interdisciplinary arts courses that provide a superficial overview — usually from a historical perspective.
Green fashions finding a following among designers
At the "aWear: An Eco Fashion Event," an all-day teach-in and celebration of sustainable style held recently at Green City Gallery in Berkeley, designer Kirsten Beneke showed off her dresses made from recycled fabric scraps. To conserve electricity, Beneke didn't use a sewing machine, instead making an elegant pink evening gown by simply cutting the fabric and securing it with a purple sash. Other attendees showed their support for ecological fashion by participating in a clothing swap that featured fuzzy scarves and lots of fluorescent caftans (it was in Berkeley, after all). "I made sure everything I was wearing tonight was sustainable" - as in purchased at thrift stores, said Abraham Kneisley, the gallery's spokesman. Even though "aWear," an event put together by Beneke, was sparsely attended, it points to a growing area of fashion interest among those who aren't just obsessed with having the latest looks from the hottest designers on the pages of glossy magazines.
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