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Cue, English Humanities Media Guide. By- Brown, Robert M

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Cue, English Humanities Media Guide. By- Brown, Robert M R E P O R T R E S U M E S ED 012 199 RC 000 991 CUE, ENGLISH HUMANITIES MEDIA GUIDE. BY- BROWN, ROBERT M. AND OTHERS NEW YORK STATE EDUCATION DEPT., ALBANY PUB DATE 65 EDRS PRICE MF-$0.36 HC -$8.B0 220P. DESCRIPTORS- *ENGLISH, *HUMANITIES, INSTRUCTION, CURRICULUM GUIDES, *INSTRUCTIONAL MATERIALS, TELEVISION, *FILMS, *VIDEO TAPE RECORDINGS, CULTURAL ACTIVITIES, TEACHING GUIDES, ENRICHMENT PROGRAMS, SECONDARY EDUCATION, GRADE 9, CURRICULUM ENRICHMENT, PROJECT CUE, ALBANY THIS DOCUMENT IS ONE OF A SERIES OF MEDIA GUIDES SPONSORED BY THE NEW YORK STATE EDUCATION DEPARTMENT UNDER THE CUE SYSTEM. THE ENGLISH HUMANITIES ARE DIVIDED INTO 11 DIFFERENT TOPICS, COVERING AREAS OF COMMUNICATION, VOCABULARY, /ND WORLD CULTURE. WITHIN EACH TOPIC IS A SERIES OF SUGGESTED FILM AND TELEVISION SUBJECTS. A DISCUSSION IS GIVEN ON EACH OF THE SUBJECTS INCLUDING A SYNOPSIS, A STATEMENT OF PURPOSE, SUGGESTED PREPARATION OF THE CLASS, THINGS PUPILS SHOULD LOOK AND LISTEN FOR, AND SUGGESTIONS FOR FOLLOWUP ACTIVITIES AND RELATED ACTIVITIES. A LIST OF PRCDUCERS AND ADDRESSES IS INCLUDED. THIS DOCUMENT IS A LATER VERSION OF ED 003 785. (JM) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE ttr OFFICE OF EDUCATION (1*. THIS DOCUMENt HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM !HE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION A POSITION OR POLICY. mid what isproject CUE? CUEopensdoors. a trip to Angkor Wat. poetry, literature, drama. 11119S L and Michelangelo. temple dancers in Thailand. 9 Macchu Picchu and Brasilia. 1 weeping over Romeo and Juliet. perception and understandings. I9 a visit with the ancient Greeks. trips to museum, seminars, exhibits. "High Life" music in West Africa. a tour of France with Charles Boyer. 11111915 ballet, opera, string quartets, jazz. rhythms of the South Pacific. discovering that art is a way of life. 11111915 discovering texture, line, form, color. packages of media--films, strips, slides, records, tapes, pictures which inform, instruct, delight, stir, inspire, IT'S amuse, teach, and stretch the mind. guides which assist teachers to integrate thesuper- communication of the arts and humanities to illumine IT'S and enrich the ongoing curriculum in the 9th grade. op, .1111c 'Jr:7,77 "TO SEE LIFE; TO SEE THE WORLD; TO EYEWITNESS GREAT EVENTS; TO WATCH THE FACES 01 THE POOR AND THE GESTURES OF THE PROUD; TO SEE STRANGE THING4-- MACHINES, ARMIES MULTITUDES, SHADOWS IN THE JUNGLE AND ON THE MOON;TO SEE MAN'S WORK--HIS PAINTINGS, TOWERS ALM DISCOVERIES; TO SEE THINGS THOUSANDS OF MILES AWAY, THINGS HIDDEN BEHIND WALLS AND WITHIN ROOMS, THINGS DANGEROUS TO COME TO; THE WOMEN THAT MEN LOVE AND MANY CHILDREN;' TO SEE AND TO TAKE PLEASURE IN SEEING; TO SEE AND BE AMAZED; TO SEE AND BE INSTRUCTED; THUS TO SEE, AND TO BE SHOWN, IS NOW THE WILL AND NEW EXPECTANCY OF HALF MANKIND." *LIFE THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPARTMENT ALBANY 1965 V380-N65-2000 The research reported hereinwas supported by a grant from the United States Office of Education, Department of Health, Education, and Welfare. NOTES English teachers will be interestedin the new television series entitled "Indian Fables and Legends,"featuring Mrs. Muriel Wasi of the Ministry of Education of New Delhi. This series was recently produced by and is now available from theDivision of Communications of the New York State Education Department, Albany,New York. These legends are also available on audiotape from thesame source. Some of them are available in printed form in the "CUEInsights Through Literature." A complete listing of theseprograms with synopsis of their content will be found in the most recent editionof the CO Social Studies Guide. A survey was made in CUE schoolsto find which resource materials were most useful to teachers. A wide range of ability andbackground at ninth grade levels necessitated theprovision of a widerange of re. scurces to serve all types of pupils. Since many teachers in the 10th, llth, and 12th gradeswere anxious to have humanities materials, they also use CUB resources. Some items have been includedfor these upper grades. These items are noted "for later grades." 44 FOREWORD No recent trendsin educationmat in an exciting Pr!lect CUE, culture, study, knownas understanding, enri4liment. The first trendwas the grdwing recognitionon the part of educators and laymen, fordoing a better job ofteaching thearts, the humanities, The second trend in the publicschools. recognised thepotential impact ofa well organised "system" ofinstruction tosupport the teacher in his day-to-dayteachingle The combination of these two ideasprompted the United Education to give the States Office of New York StateEducation Depertment tegrate the arts into a grant to in- the curriculumthrough the technique planned system of of a carefully instruction, basedupon media - materials, guides, and suggested curriculum methodology andtechniques for program.The Division of implementing the EducationalCommunications and the Secondary Curriculum Bureau of were assigned the taskof operating the directorshipof Dr. Robert the project under Brown and Mrs. GraceN. Lacy. Although the teachingof the humanities has been takingplace in schools in thecountry for many many years, the study beingmade by the Education Departmentrepresented several differentapproaches. First, it was decided that thehumanities were for all students andnot just for select few, whochose to elect a a special humanitiescoulee at a particular grades level. Second, the humanities are part of all subjectarea content and should berecognised and appreciated in thatcontext. Third, acare- fully preparedprogram of media, materials and methodologycould enable the teacher andstudent to teachand learn in three points in a superior way. Withthese mind, 13 experimentalschools were selected the humanities to integrate program into the ninth gradecurriculum. In July, 1963,nine teacher consultants cameto Albany to selectthe materials suitableto their subject areas. They then wrotelesson plans for use of thematerials, under the direction of Mrs.Lacy. The lesson plans were editedby the Bureau of Secondary Curriculumand the assigned subject, matterspecialists, published, and sent to the 13project schools. Packages of the chosenmaterials were assembled by the Division and sent to theschools of EducationalCommunications. Mks. Lacy visited all schoolsto orient the teachersto the program and oxplain theCUE system. Curriculum and audiovisual each school acted coordinators in as liason persons betweenthe school au+k the Throughout the CUE staff. year the materials andguides were used and the CUE teachers. evaluated by As a result ofone year's use, the materials have been revised and guides and upgraded inthe light of the suggestions of ct-iticisms and more than 250 teachers. Dr. Brown conducted schools before and testing in all after the culturalmaterial had beenused. Special acknowledgement should be expressedto each individual who participated in ProjectCUE. Since this isimpossible, due to thelarge ,,`Stirm,".3 It numbers that have contributed to the effort, the Department can only recognise in a general way, the help given by the United States Office of Education; the National Art Gallery; the teachers, coordinators and administrators in the thirteen project schools; the special writers and subject area supervisors; the staff of the Division of Educational Communications and the Bureau of Secondary Curriculum; and the manu- facturers and producers of the media-materials used. Lee E. Campion Director, Division of Educational Communications Hugh M. Flick Associate Commissioner for Cultural Education and Special Services ADDENDUM CUE has now been renewed for a third year by the United States Office of Education (1965-66). Interest in the project has become wide- spread throughout the State,and requests for the guides and information about the project come in from many parts of the country. A new "Do-It- Yourself Guide," which gives helpful information to those schools inter- ested in implementing the CUE system, is now available. Use of this guide, CUE subject guides, and materials lists enable any school to benefit from CUE's pioneer research in arts and humanities integration through media and a "systems" approach. Persons wishing further information about CUE should direct inquiries to: Director of CUE New York State Education Department Albany, New York Ofm99.111171M4TWIT111,,,,,-. --7M11-1,Mr.m1",rm01,4t," CONTENTS OUR ANCIENT GREER HERITAGE Introduction to Mythology "A Lesson in Mythology" 1 "Ulysses" ............... OOOOO OOOO 000000000000000 1 "The Rise of Greek Art".. ...... 3 Reading to Follow Directions "Age of Gods and Heroes" OOOOOO ......................OOOOO 000000 6 Making a Bulletin Board aboutMythology OOOOO 000000000 OOOOO 0000000 8 Reading to Recognize Main Ideas "Greece" OOOOOOOOOOOO ...........................OOOOO OOOOO 10 Writing Paragraphs "Prometheus Bound" , 11 "La Primavera" OOOOO 060000000 OOOOOOO 9000OOOOO 0 13 Class Discussion "The Death of Socrates" 16 Vocabulary "Our Inheritance from HistoricGreece OOOOO 00000060 OOOOO 00000000100 18 "The Style of a Battered Boxer" OOOOOOOOO OOOOOOO .......e.. 18 "Discus Thrower" 18 "A School of Manners" 18 "Language and Communication" OOOOO 00000000000000000000000OOOOO 020 Greek Influence on Vocabulary 23 Creative Writing "The Poetry of Vases" 00000000400 OOOOOOOO CO OOOOO 0000000OOOOOOO 0000 24 "Riches on the Wharves" .................... OOOOOOOO 00000000000000
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