Unit 3 Service Learning a Language Programs Article must be 700 words please before u start the assignment please read the article The assignment for Unit

Unit 3 Service Learning a Language Programs Article must be 700 words please before u start the assignment please read the article The assignment for Unit 3 is to take what you have learned so far in this course in the Unit
Introductions, do some research on three marginalized groups within society, and write
about your relationship to three of the groups you identified in the third level of the
Identity Map you created in Unit 2.
When you start this assignment, think about what you know, research these ideas, confirm
their validity using scholarly sources and then write a forum entry of 700-1000 words.
Please use information you have gathered from the two articles your read this week (include
specific page numbers and properly cite the articles).
Identify assumptions you had, speak to the information you found and if that changed your
view of this group of people, and identify how you could be of service to them. You could
also talk about how you could engage as a citizen to enact change for this group.
If you identified that you do not have a relationship with a certain group of people, I
challenge you engage in research on that group to find out where there may be avenues of
connection.
This assignment is worth 20% of your grade.
like community service, service-learning engages students in
working with the community and contributes to the development
of their civic responsibility. Though learning undoubtedly occurs
during community service, service-learning is a structured and
theoretically grounded practice in which service experiences are
directly connected to academic objectives.
Andrew Furco (199G) characterizes
service-learning as “a balanced approach
to exi)eriential education” (p. 2) ciiaracterized by aii attempt to “equally benefit
the provider and the recipient as weii as to
ensure equai focus on both the service
being provided and the learning that is
occurring” (p. 5).
Although the first university to
institutionalize service-learning is thought
to be the University of Cincinnati at
around the turn of the 20th century, the
formal establishment of service programs
did not begin until the 1930s during the
Depression (Varlotta, i99(i). This call to
service has grown over the years, iind in
1990 President George H. W. Bush signed
the National Commimity Service Act.
Later, President Bill Clinton proposed
legislation to expand opportunities for all
Americans to serve their communities
and to earn awards for their own
education with the establishment of
AmeriCorps, created through what is now
the Corporation for National Service
(Archer, 2000). According to the National
and Community Service Trust Act of 1993:
Service-Learning is a method
whereby students leani and
develop through act ive participation in thoughtfully organized
service that is conducted in and
meets the needs of communities. It
is coordinated with an elementary
school, secondary school, institution of higher education, or
community service program and
the conununity. Semce-leaming
helps foster civic’ responsibility. It is
integrated into and enhances the
academic curriculum of the
students, or the education components of the community service
program in which the participants
are enrolled. And it provides stnictured time for students or participtmts to reflect on the senice
experience. (Corporation for
National and Community Service,
2002).
Service-learning involves students in
using what they learn in their formal study
to work with others and make a beneficial
difference in the world. That difference
affects all parties involved, grows and is
shaped by eveiyone affected by the
project and is never viewed as charity. It is
achieved through committed involvement
and genuine self and group reflection.
Although service-learning theory supports
many approaches, disciplines, ideas, and
ways of working, thei’e are essential
qualities and guiding piinciples that
distinguish service as a learning activity
and/or characterize learning as a form of
service, the most important of which, we
believe, is the language of “We.”
“We”
plan
The service aspect of authentic servicelearning is based upon a communally
recognized need. That need cannot be
dictated. It must be agreed upon by the
agency or group and the teacher or class
Involvetl in the service-learning experience. In other words, we camiot tell
someone what they need, just as they
cannot dictate what our needs are or will
be. We must work together to underst^md
each other before as well as during
service-learning programs lo ensure
mutiially beneficial experiences for
everyone involved.
BY P A M E L A G. T A Y L O R A N D C H R I S T I N E B ALLE NG E E-M O RRI S
ART
EDUCATION
/ SEPTEMBER
2004
The children and their
The importance of community in
service-learning theory is often linked
to Paulo Freire s idea of co-intentional
education (Cone & Harris 1996, Eyler &
Giles 1999, Rhodes 1996, Richmaii 1996,
Saltmarsh, 1996, Varlotta 1996). “This
practice entails that the teacher is no
longer merely the-one-who4eaches, but
who is her/himself taught in dialogue with
the students, who in turn while being
taught, also teach” (FYeire, 1994/70, pp.
60-61). Freire (Freire & Macedo, 1987)
believed that knowledge is not produced
in the hands of those who believe they
hold it, but in the process of interaction
between the teacher and the student or,
in the case of service-learning, between
the school, teacher, or students and the
community agency.
Although service-learning is not new,
there are many schools and communities
that are not familiar with the concept. In
such cases, we recommend that teachers
approach a community agency with an
idea, listen to their needs and suggestions,
and then work together to foniiulate a
plan (see Figure 1). Many ideas are
generated simply from watching television
news or reading the newspaper and
discovering a need that can be addressed
and linked with art classes. Some universities have service-learning departments
or centers that work to link classes,
faculty, and students with community
organizations that have registered or
expressed their needs and wants.
parents expressed a desire
to have more opportunities
to work with art materials
in the after school program.
The importance of “we” in
developing service-learning projects
is especially significant to the relationships between universities and communities. Because university professionals are
often exi)erts in their field, they can offer
a weaUh of infoniiation and support to
tlieir communities. Similarly, the
knowledge, skills, and experiences of
agency, school, and other comnumity
professionals pro’ide extremely valuable
learning opportunities for univereity
students and professors. Finding the
balance in which everyone’s skills,
expertise, needs, and desires are considered as well as approached in a flexible
niamier is a key to authentic and sensitive
service-learning. Wlien such collaborative
planning is continued tliroughout the
project, needs may change, grow, and be
reconsidered.
For example, one of tlie fn-st authentic
service-learning projects we embraced
with our art education students was the
Beans and Rice, Inc. after-school program
at several housing communities in
Radford, Virginia. The organization works
with an under-seived population of
Central Appalachia—low-income African
American, White and Hispanic women
and their children—through a variety of
programs including after-school tutoring
and activities, mealtime, pre-school
morning activities with new mothers,
iuid gai deniiig in their neighborhood
(Beans and Rice, Inc., 2000). The program
operates primarily through t he assistance
of service-learning students from nearby
universities. As they follow a servicelearning model, the Beans and Rice, Inc.
directoi-s conduct regular fonnal and
infonual reflection sessions with the
community, volunteers, and the children
who attend the after-school program.
They listen to the needs, suggestions, and
desires of everyone and then work with
university faculty to formulate plans
accordingly. The local elementary public
school that the children attend offers art
classes only once a week. The children
and their parents expressed a desire to
have more opportunities to work with art
materials in the after school program. The
Beans and Rice directois required that all
activities be meaningful, age-appropriate
and intellectually stimulating. In other
words, they wanted the art activities to be
about more than just the exploration of
S E P T E M B E R 2004 / ART
EDUCATIO
J
Examples of Service-Learning Experiences in Art Education’
EHmeataary
Secwidary
Higher Education
Parlner with a hotne for the elderly where young sttidents visit and share slories with the residents and
then recreate those stories through artmaking. Academic links may be made through the study of such
narrative artists as Faith Ringgold, Jacques Louis David and Van Eyck and/or through the study of such
cultural artifacts as the Native American council talking stick (Perks & Thomson, 1998).
• Create and send letters and
• Secondary and/or higher education students tnay teach additional
cards lo local hospital patients
art classes either during or after school to elementary school children.
after studying illustration art
By first visiting the school and talking with the children, students
and/or art thai deals with health
create lessons that are relevant to the conununity and the age groups
issues such as the Aids Quilt.
of the children they will be leaching.
• Work with local environmental or community agencies to remove trash from community areas (safely)
after studying such artists as Dominique Mazeud and Merle Laderman Ukeies (Lacy, 1995), or be
involved in landscaping a vacant area near the school.
• Create place mats and/or other
• Work with the local library to create installations and or
art for local soup kitchens along advertisements to support their summer reading program and study
with the study of such artists as
artists such as Tim Rollins and K.O.S. who deal directly with
Flo Oy Wong (Carpenter, 2002). literature.
• Atid/or work in a literacy center or elementary school as reading
tutors using student created images as word tools.
• Create a mural to be hung in a
• Work with Habitat for
• Work in museum settings as
public place that promotes or
Humanity following or as a
docents and as museutn education
supports a non-profit agency,
part of a study of architecture activity facilitators and coordinators.
community event, and/or
an/or of such contemporary
Activilies are designed around
community relief program
artists as Beverly Buchanan,
current exhibitions or permanent
Kate Ericson & Mel Ziegler
collections.
{Camouflaged History),
Martha Rosier {Ifyou lived
here) who deal with housing
(Lacy, 1995),
Design websites for local non-profits following a study of design
• Work directly with Ihe
custodial staff, meeting each of
and poster art (ArtsLynx, 2003).
them and helping them in one of
their tasks following a study of
such performance art as Merle
Laderman IJkeles Touch
Sanitation. {Lacy, 1995).
‘ Facilitate an Empty Bowis project (Taylor, 2002),
• These ideas are prraented as iiapiration fbr coovcreations and should be tailored according to the
peedst of all parties inTOlved
,
Figure 1, These ideas of service-iearning
experiences in art education illustrate a few of
the many possibilities for involving art students
in meaningful work that connects their art
study with civic and community responsibility.
The goals of the project began
very simply—to provide
artmaking experiences for
the children and to provide
art teaching experiences for
the art education students.
ART
EDUCATION
/ SEPTEMBER
2004
media and craft. Therefore, they
approached the art education program
and asked for our involvement in both
creating and facilitating meaningful art
activities in tlie after-school program.
We, along with our art education
students, worked weekly to help children
at the housing communities with their
homework and then to facilitate an art
study and making activity. The goals of
the project began very simply—to provide
artmaking experiences for the children
and to provide art teaching experiences
for the art, education students.
It only took one week, however, to
rethink and expand those goals to include
opportunities for the children to see
beyond their communities and for the art
education students and professors to see
the ways that living in a state of jioverty
may affect student behavior and attitude.
“We”
learn
Distinctive to contemporary servicelearning theory is the symbolic use of the
hyphen between the word “service” and
the word “learning.” The hyphen represents the reciprocal nature of servicelearning in which both the students and
the community learn from each other, in
many cases, “we” learn much more than
we
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