ERIC Number: ED340394
Record Type: RIE
Publication Date: 1988
Fine Arts and the Developmental Student.
Vertreace, Martha M.
Arguing that remedial/developmental students' lack of exposure to the fine arts relegates them to a permanent underclass within the student body, this paper describes the use of poetry, music, and other materials drawn from the fine arts in a remedial writing class. After presenting a rationale for including artistic concerns in the developmental syllabus, the essay explains how the instructional goal of creating a writing/reading community is pursued in class: (1) students work in small groups, sharing every piece of writing throughout the process of development, from initial brainstorming and drafting, to editing and revision; (2) the teacher specifies the audience and purpose for each assignment to help students understand that writing involves discovery of new ideas and the clarification of ideas for the writer and the reader; (3) group discussions and writing assignments are based on the instructor's own poetry and a collection of poems either selected or written by the students; (4) a structured assignment encourages students to respond emotionally and intellectually to paintings; and (5) students use the compare and contrast rhetorical mode to analyze two different and probably unfamiliar musical selections. The course structure and assignments emphasize the instructor's role as "fellow experiencer" and "participant" rather than "expert," and interject an element of positive play that encourages a high level of commitment to the task and to self-discovery. Sample writing assignments based on poetry, paintings, and music are included. (EJV)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Midwest Regional Conference on English in the Junior College (23rd, Urbana, IL, February 11-13, 1988).