QUESTION: Why to you need buy access to The Folklife Education K12 Standards Curriculum Online Companion Resource?
The Folklife Education K12 Standards Curriculum Online Companion Resource integrates with the Required Areas of Curriculum.
Folklife in Practice
Folklife Curriculum Online Projects
The Best Reason to use the The Folklife Education K12 Standards Curriculum Online Companion Resource is to Integrate the Standards into the Core Curriculum by putting Folklife in Practice with several Folklife Curriculum Online Projects at the same time.
An ebook is only one way to tell a story, and maybe not the best way. An ebook can give you a coherent story but i it can't deliver the same way that the web does.
The web on the other hand can deliver all the links immediately give you access to online supplemental contant, You'll find all the videos with the actual people telling their story to you first hand, and the pictures of people and places immediately shown so you can see who and what is being discussed for yourself!! The web lets you sink your teeth into every little bite/byte that you need to know as your pace - slowly, giving you time to wrap your head around the information.
A website is alive and can be updated on a daily basis when something new happens. The Folklife Education K12 Standards Curriculum Online Companion Resource is designed to help you get at the guts of the big picture giving you the ability to click and click an click till you are actually satisfied !!!
Free Ebook with your subscription to The Folklife Education K12 Standards Curriculum Online Companion Resource
Folklife: K-12 Folklife Education Standards Integrate Language Arts, Social Studies, Arts and Science Through Student Traditions and Culture.
Welcome To The K-12 Folklife Education Standards
Integrate Language Arts, Social Studies, Arts and Science Through Student Traditions and Culture.
Pennsylvania Standards For Folklife Education the online resource that crosses over the "triviality barrier," and explains why studying folklore is important, not just entertainment.
"Triviality barrier" was coined by Brian Sutton-Smith in a 1970 article, "Psychology of Childlore" in Western Folklore. Nothing in culture is trivial - studying folklore involves understanding the meaning and significance of everyday commonplace things, words, etc.
Every project must answer:
- What is its significance?
- What is its relevance?
- What is the impact of having studied / produced it?
No one has to justify studying math, history, and science. Folklore gives insight into our humanity. those studies have enriched mankind for generations. Studying folklore not only allows intellectual pursuit it documents society and allows for benchmarks as civilization moves from one point to the next in its own crazy path. It rescues procedures - traditions of art and lifestyle that would otherwise be lost.
What the study of folklore can bring to a child or anyone:
1. new ways of communicating
2. cultures other than our own
3. our own culture / traditions
4. expression of feelings or ideas
5. learning problem solving techniques
The Folklife Standards are a contribution to education reform in at least three ways. First, they represent an attempt to reformulate education as a high-quality endeavor, one in which students are expected to achieve substantial learning, not merely to pass their time. Second, they are student centered, treating education as a process in which students must be fully present in all aspects of their identities, including the cultural, if they are to participate fully and in ways that are personally meaningful. Finally, folklife is interdisciplinary, incorporating oral and written language arts skills, social studies research in which even young children can engage, and all the arts disciplines.
Folklorists and educators together have determined that these standards define what students should be able to understand and demonstrate about their own participation in cultural processes by the time they graduate from twelfth grade. The associated transitional standards for grades four and eight represent the expected achievements for students at those levels.
About
TEXT SOURCES:
Mostly print sources such as First Person / Source Online News Reports, Websites, Encyclopedia or Books.
IMAGE SOURCES:
Most are from the Internet and permission for use granted from the source; 2) used with fair use" principal applied.
METHODOLOGY: When I started this project in 1976 I was living in St. Croix U.S.V.I. collectiing children's play parties, chants, songs and games while teaching in Ricardo Richards School.
LEGITIMACY AND EXPERTISE:
I am not an independent scholar, professor nor subject specialist. I've used good sources but do not offer footnotes nor bibliographies. I provide links. When a source is not listed the information can be taken to be a generally accepted fact (often seen in at least two different authoratative, first person resources ) or has been arrived through observation and careful thought.
Please excuse any small errors and editing mistakes. I stand by the accuracy of the text, with occasional misspelled names, mistyped numbers and statements that have not been properly qualified. Expect to find mistakes, however this same disclaimer should also be found in any text being used at Yale, Harvard, Princeton, Columbia, and Museum when they choose to omit sensitive facts about sensitive subjects.
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