Aesthetic And Affective Lesson Plansharon A. Mitchellece ✓ Solved

Aesthetic And Affective Lesson Plansharon A Mitchellece 642

The considerations for planning meaningful activities in the aesthetic domain include the students and age. One should ensure that children are interested in meaningful activities. When planning activities for young children you will want to keep in mind the age, individual needs, and the socio-cultural background of the children with whom you will be working (Gibbons, S. L., & Bressan, 2016).

Children could be interested in some art forms more than others. Some of the teaching strategies for aesthetics include the provision of creative experiences, integration of art into the classroom and modeling individual expressions. When planning meaningful activities in the affective domain, one must consider the emotions, beliefs, and values of the children. This domain includes how we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations and attitudes (Kaplan, 2017). Children should be motivated by the activities chosen by their instructors to learn.

The categories of the affective domain are responding, valuing, characterization, organization, and receiving. The teaching strategies should promote the emotional awareness of the children and enable them to express their emotions.

Lesson Plan

Goal

• Experience various art forms (music, drama, dance and visual art).
• Learn satisfying and effective strategies for coping with personal emotions and tensions.

Objective

• To ensure that children learn how to collaborate with their peers and control emotions whenever they disagree with each other.
• To ensure that children learn the art of designing their school uniform from various materials to be provided in class.

Standards Included

• Listening and Understanding: Listens for a different purpose, follows simple directions, responds to questions (Porter et al, 2015).
• Arts: Generate and conceptualize artistic ideas and work; interpret intent and meaning in artistic work.

Materials

• ½ gallon cardboard milk cartons
• Glue
• Scissors
• Buttons
• Paper bags
• Flexible cloth figures
• Tape player
• Taped musical selections

Introduction

I will get the kids together and ask them to observe and describe the color and design of their school uniform. I will also ask them questions like "Why do we wear clothes and uniforms?"

Lesson Development

Inform the students that they will be making clothes from cartons. Have the children identify the materials they will need to make their skirts, jackets, and shirts. Allow the kids to explore a collection of clothes that have been designed before using cartons and paper bags. Divide them into three groups consisting of five members. One group to make a skirt, the other one designed a jacket and the last group a shirt.

Differentiation

The children will be making the shirts, jackets, and skirts using paper bags and milk cartons. They will engage in discussions on how a shirt, jacket or skirt should look and then cut the carton boxes and paper bags with the scissors to make their clothes. They will also decorate them using various colors to ensure that they look like uniforms. Students will also sing the song "This is the way we dress".

Assessment (Practice/ Checking for Understanding)

Watching the facial expressions of children as they engage in the cloth-making activity. Check the way students relate with their peers during group work. Asking the children to explain their cloth designs. Comparing the design of clothes made by children with the uniform they are wearing.

Closing

Comparing the various designs made by children and expressing unhappiness to those poorly designed and happiness and joy to the designs that look good. Reminding students to always be happy when participating in group work.

Conclusion

This lesson aligns with the affective domain because it teaches them how to accommodate their peers and control their emotions when working in groups. It also aligns with the aesthetic domain because it lets children model their uniforms using various materials provided. Both the affective and aesthetic domains were connected with the standards because students were able to design various clothes and show various emotions.

Ethical Guidelines in Tax Practice

The American Institute of CPAs has established the “Statements on Standards for Tax Services,” emphasizing the importance of integrity in tax practice. Each provision outlined in the standards promotes ethical behavior, which is fundamental to the profession and aligns with the core value of integrity at Saint Leo University. The expectation that CPAs should not take questionable positions on a client’s tax returns reinforces the ethical obligation to act responsibly and honestly (American Institute of CPAs, 2023).

Furthermore, the guidelines stipulate that a practitioner must advise clients on the risks associated with their tax positions, ensuring transparency and ethical accountability in their practice. The emphasis on corrected error reporting also showcases the commitment to upholding integrity, thus aligning with values that foster trust and professionalism in financial reporting (American Institute of CPAs, 2023).

References

• American Institute of CPAs. (2023). Statements on Standards for Tax Services.
• Gibbons, S. L., & Bressan, E. S. (2016). The affective domain in physical education: A conceptual clarification and curricular commitment. Quest, 43(1), 78-97.
• Kaplan, S. (2017). Aesthetics, affect, and cognition: Environmental preference from an evolutionary perspective. Environment and Behavior, 19(1), 3-32.
• Porter, A., McMaken, J., Hwang, J., & Yang, R. (2015). Common core standards: The new US intended curriculum. Educational Researcher, 40(3), 145-150.
• Smith, J. (2018). Ethical practices in accounting. Journal of Accounting Ethics, 12(3), 45-61.
• Davis, N. & Choi, Y. (2019). Professional ethics for accountants. Accounting Education, 28(2), 178-196.
• Lee, E. (2020). The critical role of ethics in accounting services. Business Ethics Quarterly, 30(1), 67-85.
• Johnson, K. (2021). Integrity in professional standards: A necessary virtue. Ethics and Accountability Review, 15(4), 233-245.
• White, R. (2021). Building an ethical framework in tax practice. Tax Review, 32(2), 50-67.
• Miller, T. (2022). Navigating ethical dilemmas in tax services. Journal of Taxation, 25(6), 35-48.