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Freedc and Responsibility in Relaticn to Themselves

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Freedc and Responsibility in Relaticn to Themselves DCCOHENT RESUME ED 033 924 TE 001 366 TITLE The Humanities: A Planning Guide fcr Teachers. INSTITUTICN New York State Education Lept., Albany. Eureau cf Seccndary Curriculum Development. Pub Date 66 Note 179p. EDRS Price EDRS Price HF-S0.75 HC-$9.05 Descriptors Course Ctjectives, Course Organization, Cultural Enrichment, *Curriculum Planning, Fine Arts, History, Humanities, *Humanities Instruction, Literature, Personal Values, Philosophy, *Program Guides, Religicn, *Seccndary Education, Social Values, *Teaching Methods Abstract The purpcse of this guide is tc encourage the development cf busanities programs at the high school level so that students, through acquaintance with the thoughts, creations, and actions cf past and present men in every area cf knowledge, bill think tout the values of freedc and responsibility in relaticn to themselves. Not intended as a course cf study, the guide is a compilation of ideas, objectives, and suggested teaching approaches and student activities. Three especially detailed approaches to the humanities program are presented:(1) the Functions Approach, ccncerned with man's values and expression in relaticn to himself and to society;(2) the Elements Approach, ccncerned with the form, reality, meaning, and purpcse of the aesthetic experience; and (3) the Chronological Apprcach, focused of man's interest in himself, religicn, nature, play, and the community. Also included are reccmmendaticns fcr program construction, an outline cf Western man's history, and lists cf humanities materials and non - Western works that could be included in a humanities program. (JN) Y.S. MAUMEE OF HEALTH, MAIN & MAI ONCE OF *KANN TINS WINE HAS RENNIE* EXACTLY AS RECEIVED RON 1NE PERMN OR ORGANIZATION MOM IT.POINTS OF VIEW OR OPINIONS STAB 10 NT NECESSANY MST OMNI ONCE Of MAIN -st POSITION OR POUCY. liCV "M cc3JWEHUMANITIE S t e aplanning guide for teachers The University of the State of New York The State Education Department Bureau of Secondary Curriculum Development Albany1966 THE UNIVERSITY OF THE STATEOF NEW YORK Regents of the University (withyears when terms expire) Edgar W. Couper, A.B., LL.D., L.H.D., Chancellor, Binghamton,1968 Thad L. Collum, C.E., ViceChancellor, Syracuse, 1967 Alexander J. Allan, Jr., LL.D.,Litt.D., Troy, 1978 Charles W. Millard, Jr., A.B.,LL.D., Buffalo, 1973 Everett J. Penny, B.C.S.,D.C.S., White Plains, 1970 Carl H. Pforzheimer, Jr.,A.B., M.B.A., D.C.S., Purchase,1972 Edward M. M. Warburg, B.S.,L.H.D., New York, 1975 Josepn W. McGovern, A.B.,LL.B., L.H.D., LL.D., New York,1969 Joseph T. King, A.B.,LL.B., Queens, 1977 Joseph C. Indelicato, M.D.,Brooklyn, 1974 Mrs. Helen B. Power, A.B.,Litt.D., Rochester, 1976 Francis W. McGinley, B.S.,LL.B., Glens Falls, 1979 George D. Weinstein, LL.B.,Hempstead, 1981 Max J. Rubin, LL.B.,L.H.D., New York, 1980 Kenneth B. Clark, A.B., M.S..Ph.D., New York, 1971 President of the Universityand Commissioner ofEducation James E. Allen, Jr. Deputy Commissioner of Education Ewald B. Nyquist Associate Commissioner for Elementary, Secondaryand Continuing Education Walter Crewson Assistant Commissioner forInstructional Services (GeneralEducation) Warren W. Knox Director, CurriculumDevelopment Center William E. Young Chief, Bureau of SecondaryCurriculum Development Gordon E. Van Hooft ii CONTENTS PAGE Foreword iv Acknowledgments vi How To Use This Planning Guide vii Rationale viii Definition ix Humanities and the School Program 1 Procedure 3 Objectives 4 Method 6 The "Creative Learning Enterprise" 7 The "Discussion - Discovery" Seminar 9 The "Creative" Method 10 The "Spiral" Method 12 Activities 19 Scheduling 21 Functions Approach 23 Unit I Man, Values and Expression 30 Unit II Man and Self 39 Unit IIIMan and Society 46 The Elements Approach 63 Unit I Aesthetic Experience 72 Unit II Form 74 Unit i:I Reality 75 Unit IV Meaning 77 Unit V Purpose 78 Analyses 81 "The Leader of the People" by John Steinbeck 81 "Christ Crucified Between the Two Thieves" by Rembrandt 85 ''Symphony #5 in E Minor" by Anton Dvorak 92 ChronologicalApproach 99 Unit I Religion 105 Unit II Man 107 Unit III Nature 108 Unit IV Play 109 Unit V Community 110 Recommendations 112 Appendices A Introductory Materials 114 B Outline of Historical Background 126 C Inclusion of Non-Western Works in Humanities Programs 156 Special Needs for Humanities Programs 159 Bibliography 161 Books 162 Articles 167 iii FOREWORD The Bureau of Secondary CurriculumDevelopment of the Curriculum De- velopment Division of the New York StateEducation Department is initiating a program for developing and testingnew ways for strengthening the place of humanities in the curriculum. To this end, it plans to publish and distribute planning guides for schoolsrelated to interdisciplinary humani- ties courses, and to disseminate andimplement practices which show prom- ise of success. There has existed for severalyears a general feeling that the future lives of American studentscan benefit from a more intensive study of the humanities. These are the disciplines which aid increating the good life, the pursuit of happiness, the rights ofmen, political liberty, and free- dom of the mind. The study of literature, to adduce onlyone example, should cultivate human judgment, developingboth taste and moral feeling. The recent Act of Congress, establishingthe National Foundation on the Artsandthe humanities, declares "that democracydemands wisdom and vision in its citizen and must thereforefoster and support a form of education designed to makemen masters of their technology and not its unthinking servant." It is expected that education in thehumanities will be strengthened by the proposed program for the followingreasons: In New York State all pupils are required to study generalmusic and general art in grades 7 and 8. New York City has requiredart and required music in high schoolsas well. While pupils may electcourses in art and music offered in grades 9 through 12, most of the electivecourses serve the needs of those who, because of special interests andcapabilities, plan to major inone of these fields. The courses are therefore skills-oriented.Some high schools offer, in addition, courses in musicappreciation or art appreciation for nonmajors, but suchcourses are taught as separate, unrelated disciplines. Furthermore, pupils electingmusic appreciation do not necessarilyelect art appreciation. These courses are not usually focusedspecifically on the humanistic values. Thus, the present offerings inart and music, worth- whiliiingiielves,either terminate at grade 9 for nonmajorsor do not meet the goals of an interdisciplinary,comprehensive humanitiesprogram, even for those relatively few who do elect thepresent courses. The study of literature is requiredthroughout the six years of the secondary schools as a vital part of theEnglish program, and if taught in accordance with the State syllabusrecommendations, goes far toward the goals of humanistic studies within the bounds ofthe one discipline. In this subject area, too,some schools offer elective or alternate courses in literature, usually for gifted pupils, whichgo more deeply into the subject than the standard courses taken by the majority. The social studies program requires fiveyears of social studies within grades 7 through 12, including State history,geography,government, economics, Non-Western culture studies, worldhistory, and American history. The emphasis on interdisciplinary approachesin the evolving new State social studies program will further strengthen humanitiesteaching for all students. iv Various schools or colleges in the State and nationhave already con- ducted programs in the humanities. These early efforts, although varying in their worth and adequacy, have much to contribute.Such programs represent the most sophisticated type of team effort, both in the planning and development of the programs and in the teachingof the material. These programs place an emphasis on students having direct experience with the various forms that man has used toexpress his ideas. To this end, humani- ties programs have sponsored performing arts and visualarts experiences for students as wellas restoring the great literary works to their just role in the curriculum. New media of instruction are also valuable tools, particularly visual art work via films, filmstrips, andslides as well as recorded materials. The appearance of these interdisciplinary humanities programs reflects a local need to balance efforts in theareas of techno- logical and vocational preparation. Recent experience in New York State with the birth and growth of the advanced placement program andour leadership position in the country in offering such college-levelcourses in secondary schools indicate that there is a core of highly competent teachers inmany schools who can be encouraged to lift their sights and to introduce humanitiesprograms. It is not the intent to get a humanitiesprogram into every high school but to encourage many additional schools to add such an elective where the need exists and where competent teachersare available. Recent national events, including Supreme Court decisions suchas those relating to religion in the schools, strongly indicate theneed for more emphasis on value education which is eithera part of, or a concomitant of, any added focus on-TETRiinitips. Focusing attention on this need through a specific project will, in turn, stimulate attentionto this emphasis throughout the curriculum. An overall objective of the project isto balance the education of pupils through giving more effort
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