Judy

Juarez
LBS 400-01
March 14, 2016
Professor Macias
Physical Education & Visual/ Performing Arts Reflection

After reading the California Physical Education Framework one sentence that reflects

something I did not previously know about teaching P.E. is, [Students] understand the
benefits of regular physical activity and know how to plan and implement their own fitness
and wellness programs. Having mastered the necessary skills they are ready to challenge
themselves by pursuing new forms of physical movement. (15) This quote also reflects the
overall purpose/goal of Physical Education courses. I was surprised that Physical Education
even had a framework because I do not recall a greater purpose for Physical Education other
than to let our some pent up energy or to embarrass the lesser-fit students.

My experience with physical education have not been unpleasant, maybe a little bit

irksome as sometime there seemed to be little point in attending. The only thing I really truly
enjoyed was seeing my friends and having time to chat while walking the track. The downside
of the classes was having to wear the mandates uniform, which was a clingy pair of basketball
shorts and a t-shirt with the schools name in the front. Being a teen who was uncomfortable
wearing shorts, I do not look back fondly on having to prove that I was able to run a mile in
under ten minutes. During high school, I was part of the color guard team for one year. It
helped me develop friendships through movement and about the power of working together.
The year after, my junior year, I decided to join the cross country team. This was a much more

different experience, it was a independent work but also pushed me to eat better so I would
be able to perform better on race days.

I was lucky enough to study abroad and take classes that fulfilled the art and P.E.

courses. In Valencia, Spain we studied a lot of theory behind what is the common thread of
teaching arts and physical education. We also analyzed artwork to see the development of
children from early ages to late middle school. This leads me to my artifacts. I attached two
pictures from my art class in Spain. We were introduced to tangrams, which are squares cut
up into smaller shapes. I also attached a picture of a creatively draw representation of my
name. We had to try to get into the mind of a child a try to touch our creative sides. Lastly, for
music I put up a PowerPoint that a friend and I did that we would incorporate into our
classroom. Since we were both from Dominguez and had English as our main language, we
decided to do a project that would incorporate both English and Spanish. The activity included
a lesson on learning the animals that exist in a farm. Students would have to be able to learn
the names of the animal in English and Spanish. To conclude the unit on farms, we would host
an excursion to a real farm.