Gilyard and Arts and Humanities

Both of the articles that we read, Children, Arts and Du Bois and Arizona Ban Mexican American Studies Program, speak of programs that were in place enhancing students learning but were each cut for different reasons. The first program was an after school humanities program for elementary school children and was cut due to a lack of funding. The second program was a Mexican American Studies program that for high school students in a Tucson, Arizona that "presented material from the perspectives and experience of Chicanos as well as from other ethnic and cultural groups". The program was very successful; measured by the higher retention and graduation rates among Mexican Americans". This program was cut because there were people in the district who were afraid that the this curriculum was subversive. They failed to see that by using this curriculum the students were able to connect in with the material which increased their curiosity and compelled them to read, and  improved their critical thinking skills and made them more well rounded. They stayed in school and went on to college. In both of these examples the students were able to connect in and learn material in ways that were meaningful to them, whetting their appetites for more learning. Students who are given the opportunity to explore topics in these ways are able to develop a deeper knowledge and perspective of the topic being studied because they are able to relate to it in a variety of different ways. These articles were important to read when considering topics for our third paper because it gives yet another perspective into the realities of what students, teachers and educational administration all face. Through greater knowledge of the ins and outs of education, we can make educated arguments about a change that we would make in the K-12 curriculum.