AIDemocracy Poster, Katie Shepherd

AIDemocracy Poster:

By: Katie Shepherd

Jarah S.K. Gibson - Setting Up a Democratic Classroom

A Small Guide to Creating a Democratic Classroom

The most efficient way to gain an understanding a concept is by experiencing the concept firsthand, whether that experience is by choice or by mere coincidence. Coming in contact with anything offers the opportunity to gain knowledge about that object or idea, so it is assured that experiencing something firsthand will cause somebody to become better suited to deal with it in a dignified manner.

American public schools are pretty keen on avoiding one-on-one experience with real concepts and ideas; teaching and instruction is centered more in the passing of knowledge instead of assuring that it is comprehended. This same teaching process is used to demonstrate our socially sanctioned view of democracy; students learn about it and know about it, but they're not really sure how it actually works in the real world because they're denied the opportunity to apply democratic action in real life. 

Schooling should provide ample opportunities for students to experience a democratic society in action. It would be very beneficial to our students if we showed them how a democracy can be played out in real life, and this can be achieved by centering our classrooms around democratic action.

What is Democratic Action?

Democratic Action is any action that revolves around the values and principles of our democracy. A good model for the values and principles of a democracy include the values outlined by Apple & Beane (2007):

• Concern for the dignity and rights of individuals and minorities

• Concern for the welfare of others and ‘the common good’
• Faith in the individual and collective capacity of people to create possibilities for resolving problems
• The open flow of ideas, regardless of their popularity, that enables people to be as fully informed as possible
• The use of critical reflection and analysis to evaluate ideas, problems, and policies
• An understanding that democracy is not so much an “ideal” to be pursued as an “idealized” set of values that we must live and that must guide our life as a people
• The organization of social institutions to promote and extend the democratic way of life

Creating A Democratic Classroom

1. Notification – Inform your principle and other faculty members of your intention to create a democratic learning environment. Authority approval is crucial to real-world development.

2. Planning – Develop a game plan for how you will adhere to state/national curriculum standards. Outline the ways in which class time can be used more effectively. Reflect on the biases and behavioral habits that prevent you from fully participating in the democratic classroom that you are maintaining.

3. Student Engagement – The primary point of a democratic classroom is in exposing students to democratic practices. Have them create their own class rules, formulate their own educational standards, and encourage them to speak on any and everything in a conscious manner.

4. Integrated Curriculum – Integrate the curriculum by centering similar content and concepts within common and accessible themes. Integrate the interests and concerns of your students into the curriculum.

5. “Instigator of Knowledge” – Have students pursue the curriculum in a manner free from unnecessary obstruction. Guide your students to knowledge instead of delivering the knowledge to them; inspire your students to become self-motivated learners.

6. New Ways of Learning – Utilize student projects and classroom discussions in order to encourage intellectual integrity; assess students through qualitative evaluation methods (e.g. essays, projects, performances, presentations)

7. Communication – Have clear lines of communication in order to ensure understanding and willful student involvement

8. Skill Development – Ensure that students develop clearly defined skill-sets necessary for their intellectual involvement (Pate et al, 1997)

Extra Concerns

Take every experience in stride, but remember to aim for the ideal of democracy. This includes maintaining a democratic spirit that features fairness, communication, and collaboration between yourself and your students. 

Sources

Apple, Michael W., & Beane, James A. “The Case for Democratic Schools”. Democratic Schools, Second Edition: Lessons in Powerful Education. Eds. Michael W. Apple, & James A. Beane. Portsmouth: Heinemann, 2007. 1-12. Print.

Pate, Elizabeth P., Elaine R. Homestead, & Karen L. McGinnis. Making Integrated Curriculum Work: Teachers, Students, and The Quest for Coherent Curriculum. New York: Teachers College Press, 1997. Print.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. Philadelphia: Basic Books, 2010. Print.

Jarah S.K. Gibson - Site Poster

poster-mel

Join our TSOC 3000 class and see our final projects posted online!

We are a group of education majors here at the University of Toledo focused on creating democracy for all.

Please log on and see what we have to say!

Teaching Education From the Start: Allison Maison

What is the Importance?

Diversity is defined as a state of being diverse, or having variety. In every classroom there are many ways in which each and every student is diverse from one another. It is important, as instructors, that we encourage our students to take pride in their differences. It is essential to implement these values in students at young ages. However, diversity and discrimination are "touchy" subjects in the classroom at times. I have attached a couple of lesson plans approved fro students from third to sixth grade. Be sure to always seek the proper permission from your principal and parents before introducing any potentially controversial  material in the class. 

Useful Lessons

Family Ties:

Students will be given a Family Data sheet to bring home and fill out with their parents regarding their cultural backgrounds and heritage. Every student will give an oral presentation to the class about their heritage. Students will be encouraged to bring in culturally relevant objects, food, or pictures from their home to share with the class. At the end of each presentation the students decorate a paper ring with the names of their countries of origin. Each ring will be added to a longer chain and strung up in the classroom. 

"Fabric Ties and Family Tales: Elementary Grades." Teaching Tolerance, n. d. Web. 1 Dec. 2013.          <http://www.tolerance.org/supplement/family-ties-and-fabric-tales-elementary-grades>.

A REMINDER: instructor must get a signed agreement statement from each parent which guarantees activity is approved by them and that they will participate with helping their children fill out the "Family Data" sheet. This way you not only are assuring that all parents are informed about the lesson and approve its intended purpose, as well as making sure that each student will have something to share with the class so no one is left out. 

Don't Discriminate Wall:

This activity begins with the instructor informing students that anyone wearing the color blue will not be allowed to participate in recess that day. In groups the students will discuss how this makes them feel and who in the class is being discriminated against. Following their discussion groups will complete the "Don't Discriminate" worksheet. The class will have an open discussion about their answers to the sheets questions and students will write their emotions and reactions on a "graffiti wall". Looking at the graffiti wall, the instructor will lead a class discussion on what students can do to stop discrimination. 

Discriminate Worksheet:

http://www.tolerance.org/sites/default/files/general/standing%20up%20against%20discrimination.pdf

"Standing Up Against Discrimination." Teaching Tolerance, n. d. Web. 1 Dec. 2013.       <http://www.tolerance.org/supplement/standing-against-discrimination-elementary-grades-3-5>.

Poster- Americans for Informed Democracy by Olivia Herrera

ARE YOU A FUTURE EDUCATOR?

DO YOU KNOW WHAT A DEMOCRATIC EDUCATION IS?

DO YOU EVER THINK ABOUT HOW YOU WILL TEACH THOSE “TOUCHY” TOPICS?

CHECK OUT AMERICAN’S FOR INFORMED DEMOCRACY’S BLOG!

IT’S AN OPEN FORUM TO SHARE IDEAS AND EXPAND WHAT WE KNOW AS EDUCATORS!

http://americansforinformeddemocracy.blogspot.com/

Poster-Myranda Earhart

Americans for Informed Democracy

 

AIDemocracy focuses on how democracy affects all aspects of our lives, including the education system. There are many different definitions of democratic education, and we attempt to explore a variety of these definitions as well as provide practical applications for educators. We hope that discussion will allow us expand upon what we know as educators. 

Get in the discussion today!

http://americansforinformeddemocracy.blogspot.com/

Sacred Music In Public Schools, By: Katie Shepherd

SACRED MUSIC IN PUBLIC SCHOOLS

By: Katie Shepherd 

   

Why teach sacred music in public schools?

When I was in high school, I remember students complaining about all the “Jesus Music” we sang in choir. At the time, I didn’t think much of it. If the music was beautiful, I liked it, if not, I didn’t. However, I could see how students could get offended by singing a myriad of Christian or Catholic based music.

Today, I realize the importance of sacred music in a choral program, but I also understand that I may need to back up this opinion. It is important to choose your music the music based on its musical and educational value rather than its religious context. It is also imperative to make it clear to your students that you are not indorsing one religion over another.

Teaching sacred music as part of a choral curriculum is my choice as a democratic educator. “Democratic schools are marked by an emphasis on cooperation and collaboration rather than competition, and arrangements are created that encourage young people to improve the life of the community by helping others. (Beane, Apple 2007). That being said, students reserve the right to choose to follow or not follow the religion of their choice. 

  

Are we allowed to teach sacred music in public schools?

When choosing repertoire for your choir, it is important to know your school’s views on sacred music. Each school may have different rules; however, according to the First Amendment, “the public schools are not required to delete from the 

curriculum all materials that may offend any religious sensitivity”. 

Although teaching religious music may seem controversial at first, it is not different than teaching an art class about the artwork in the Sistine Chapel. The art teacher is not proposing that the religion is correct or incorrect, just that the art work is beautiful and should be appreciated. “Likewise, a comprehensive study of music includes an obligation to become familiar with choral music set to religious texts” (NAfME 2013).    

Isn’t sacred music just meant for Religious Schools? 

“It is the position of NAfME: The National Association for Music Education that the study and performance of religious music within an educational context is a vital and appropriate part of a comprehensive music education" (NAfME 2013). 

From a historical and musical standpoint, sacred music is worth much more than it’s religious value. Some of the best choral music in the world shares its roots in sacred music and it should not be ignored. ”The omission of sacred music from the school curriculum would result in an incomplete educational experience” (NAfME 2013).  

  

Creating a “Religiously Neutral” Program:

(NAfME 2013)

A religiously neutral program is one that does not show favor or disfavor to any religion. These questions will help to aid you in creating a “religiously neutral” program for your school.

“1. Is the music selected on the basis of its musical and educational value rather than its religious context?

2. Does the teaching of music with sacred text focus on musical and artistic considerations?

3. Are the traditions of different people shared and respected?

4. Is the role of sacred music one of neutrality, neither promoting nor       inhibiting religious views?

5. Are all local and school policies regarding religious holidays and the use of sacred music observed?

6. Is the use of sacred music and religious symbols or scenery avoided? Is performance in devotional settings avoided?

7. Is there sensitivity to the various religious beliefs represented by the students and parents?” (NAfME 2013)

It is important to create an atmosphere that is accepting and non-biased for the students and parents that will be attending your concerts. If you are able to accomplish those things, your program will be an informational and rewarding experience for everyone. 

Don’t be afraid to talk to your students!

Let them know you are not trying to enforce a religion.

Your students have a right to know why you are choosing religious music. If you get them to understand your reasoning, you are less likely to get called from parents, or worse, get called into the principal’s office.

Be aware of your student’s religious beliefs.

If you take the time to notice the religions that are being practiced in your classroom, you are more able to be sensitive to their beliefs. Pieces of music from other religions with musical and educational value can also be incorporated in order to promote acceptance and respect for other cultures. 

No Religion is okay too.

Not all students practice a religion. Today, atheism is much more common, and it is important to be sensitive to this as well. Just as with other denominations, you should not endorse, nor denounce atheism. That being said, you can let your students know that you respect their choice to follow or not follow a religion. It is important that your students understand that the religious texts in the music are just a part of the music and not a doctrine on which to live their lives.    

Resources:

"Sacred Music In Schools“NAfME Music Education. NAfME,Web. 28 Nov. 2013

Apple, Michael W., and James A. Beane. "Democratic Schools Lessons in Powerful Education." Heinemann. Portsmouth, NH. Web. 5 Dec. 2013