Mervic Grace B.

Jatico
BSED-English, 1st year
Ped2A Final Activity

1. Explain this line from Picasso: All children are born artists. The problem is to remain as an
artist as we grow up.

All children are born with a great imagination, which can be a powerful asset. As kids,
we are given a lot of freedom to explore our imaginations. But as we grow old, we may be taught
good art and bad art and be forced to comply with strict standards. We are incredibly creative as
children, but we lose this ability as we grow older unless we take care to keep our inner child
alive.. Our work of art can be compared with the works of others We are deeply affected by our
confidence, creativity and interest in art. Society has taught us that art is not as important as other
activities. We have been taught to focus more on productivity, rather than creativity. We are
taught to be efficient workers, not creative ones. The challenge is not to perpetuate these
outdated beliefs. These self-imposed limitations are what are holding us back from realizing our
true creative potential. As responsible adults, we must recognize the importance of using our
creative minds and put effort into exercising them.

2. As a future teacher, how can you foster artistry among learners in a classroom? What specific
activities (at least three) will you provide in developing their creativity and artistic abilities? At
least 15 sentences.
(Area of concentration): English

We saw the world as a place to discover and enjoy. It didn't matter if we could draw or
not. The excitement of making something beautiful was the most important thing to us. We were
all capable of making art. We're still an artist, despite all that's happened. As a future teacher, I’ll
provide activities that can foster artistry among learners such as: Creating any artistic output that
would sum up the lesson, in this way, they will use their art skills and creativity by coming up
with an idea for their output related to poems, literary stories, I gave or even the structures of
English, I’ will make them think what output to make after the lesson. Giving learners a choice
helps them to express themselves creatively. By allowing the learners to pick their own subject
and media while learning techniques from me. This will encourage learners to incorporate their
ideas into their work and develop things I never imagined teaching. This encourages student
inquiry and participation. Second is developing conclusions from visual representations of the
lessons, this way, the visual representations will allow students to try to visually represent
contrasting ideas that the class is struggling to understand (such as grammar versus syntax,
sonnet versus poem, and literature versus story). This type of activity will help students analyze
critical concepts in English education, writing studies, linguistics, literacy, English Language
Arts, and related fields in just a few minutes. Third is giving students problem-solution activity.
Problem resolution gives birth to artistic works. By giving them short stories that needs
continuation, students will think like “In this situation, how will this character react?” Students
who participate in the arts are constantly challenged to solve difficulties without even
recognizing it. All of this problem-solving practice improves children's reasoning and
comprehension abilities. Children learn to approach issues as exciting chances to test their talents
and creativity through the arts.

3. Cite five (5) classroom dynamics where critical literacy is manifested by learners during
classroom interactions. Relate each how teachers help/foster this literacy to learners.

The ability to read texts critically and reflectively in order to gain a greater understanding
of inequality, human relationships injustice, and power is critical literacy. Critical literacy
abilities help learners to see through a critical lens at the world and question power dynamics
within messages. There are classroom dynamics where critical literacy is manifest by learners
during classroom reactions such as: Inviting students to participate in intelligent discussions
about cultural borders, gender and racism through English-related novels, and class distinctions,
as well as allowing them to critically explore the world around them. This will assist them in
promoting reflection as active participants in the reading process, and will encourage them to
question, scrutinize, or contest the power dynamics that exist between readers and authors. Next
dynamic is the textual analysis where I will provide short stories and let them make an analysis
that might focus on the imagery, narrative perspective and structure of the text. Students can be
guided by asking them to make their way systematically through a list of questions such as: What
is the text's theme or topic? Why do you think the author wrote it? For whom is it written? What
are the author's assumptions about the reader's values? What makes you think that? etc. this helps
the learners understand and have a detailed idea about how people communicate their ideologies
and thoughts and experiences through texts. Third dynamic is to use a checklist such as CARS
(Credibility, Accuracy, Reasonableness, Support) This is another approach for analyzing texts.
By providing students a news story to read, they will use the CARS checklist to see reliability
and authenticity by doing a background check or whether the information is factual, up-to date
and examining the information for the moderateness and find support from other resources to
make the credibility strong. This will help students detect whether the news is fake or true.
Fourth dynamic is text-clustering such as asking the students to collect every day texts for the
purpose of comparison such as brochures, advertisement, leaflets, and newspapers. By letting the
students look carefully how different texts, which on the face of it, are doing similar jobs, are
written and structured differently. This will help the students compare and differentiate the texts
although they are made differently and this will promote critical literacy that will gain a better
understanding of something in different ways and more active and creative in dealing with the
problems. This task will make them use whatever evidence they can find to try to make
judgments about where the truth actually lies. Fifth dynamic is the teacher will be the provider of
material and the students will make a group and try to evaluate the material for misinformation
and correct it through their reporting. Letting the students make a deep research and fact-
checking about the misinformation they are given; this will help them brainstorm and assign the
members what to do to detect the misleading, incorrect, or false information. Hence, they will see
human error, faulty fact-checking, or outright lying in the material. This activity will help the
students learn the basics about misinformation and fake news, how to evaluate sources of
information, where to find reputable information, and where to look for fact-checking tools. This
will give them a realization that fact-checking is important because misinformation can sway
their opinion. In turn, their opinion can largely inform their actions. If they base their actions on
false information, they can easily make the wrong decisions. These decisions can lead to
unintended consequences.