College of Education Mission:
The mission of the Pacific University College of Education is to be a community of thoughtful and responsive leaders who
- inspire professionals to value and serve individuals within their unique personal, family, and community context;
- construct and disseminate new understandings through teaching and scholarship;
- advance critical evaluation of theory and practice;
- advocate for justice through outreach and service in reciprocal partnership with underserved communities; and
- cultivate learning in and through our inclusive and diverse communities.

Required Text:
Selected Text: Edwards, L. C. (2010). The Creative Arts: a process approach for teachers and children. (5th Ed.) Merrill.

Course Description:
This student-centered course is designed to explore artistic expression in multiple subjects classrooms. It assists aspiring teachers to become knowledgeable about methods for teaching art, music, movement and other forms of creative expression in the classroom. Course content will include examples for appropriately integrating these expressive arts throughout the curriculum. The main emphasis of the course will be on cultivating an understanding of and appreciation for various modes of expression through an active set of engaging interactions with media, techniques, and theory that will serve as a catalyst for sparking the imaginations and hearts of teachers and students.

Educational Philosophy:
I cannot simply teach you what you need to know about helping children to express themselves artistically. In order for you to effectively learn about children's expression in school you must be willing to be an active participant in the learning process. My role will be a facilitator and coordinator. I will be available to provide you with a variety of resources that can assist you in learning, including outside artists. Your job will be to utilize these artists and these resources, ask questions, pursue your own learning and help me to know what you do and do not understand. I have set aside time for office hours so that I can help. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments. How much you learn in this course will be directly proportional to your personal motivation and level of involvement.

As a result of participating in this course, prospective teachers will be able to:

COURSE GOALS	InTASC Standards
1. Design lessons that appropriately integrate expressive arts activities throughout the curriculum.	1. Learner Development 2. Learning Differences 3. Learning Environments 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
2. Experience an increased sensitivity to and awareness of the need for the expressive arts in classrooms.	4. Content Knowledge 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration
3. Analyze and discuss current issues in art, music, and physical activities.	4. Content Knowledge 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration
4. Demonstrate professionalism in joining in and trying new expressive arts activities.	4. Content Knowledge 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration
5. Recognize the difference between process-oriented, creative student-centered art projects, and product-oriented teacher-directed "craft" projects.	4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
6. Display the ability to recognize a variety of art media, techniques and processes, and demonstrate an understanding of how to use them appropriately with children.	1. Learner Development 2. Learning Differences 3. Learning Environments 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
7. Demonstrate an increased feel for the aesthetics of art appreciation.	4. Content Knowledge 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration
8. Understand the visual arts as they relate to the world's history and cultures.	4. Content Knowledge 5. Application of Content 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration
9. Demonstrate an understanding of methods for fostering singing, movement, and playing musical instruments in their own classrooms.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
10. Recognize the importance of early musical experiences as a means of fostering cognitive development.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment
11. Display developmentally appropriate methods for responding to music.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
12. Recognize techniques for helping students create music.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
13. Demonstrate a comprehensive understanding of physical exploration methods designed to foster gross and fine motoric development.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
14. Recognize methods for fostering movement and fitness literacy.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
15. Demonstrate methods for assessing students' physical developmental needs.	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies
17. Recognize the importance of fun for learners of all ages	1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies 9. Prof. Learning & Ethical Practice 10. Leadership & Collaboration

Course Requirements
This course will be interactive and hands-on. It is expected that you will come to class ready to explore new experiences, and to express yourself. The course will utilize a number of different types of assignments and learning experiences: class attendance, readings and contribution to class discussions: lesson plans and a final project that involves a microteaching performance for your peers.

Attendance. You are expected to attend and actively participate in each class. Because some materials presented in class will not be contained in the readings and we will engage in many expressive experiences, it is important that you attend every class.

Reading Assignments. This is a student-centered course, which means that classes will revolve around your active participation in class. Therefore it is important that you come prepared to contribute to discussions, and prepared to express yourself in the workshops. All supplemental readings are in Google Drive.You are expected to read the assigned chapter in the textbooks and any other designated readings BEFORE each class period. This will give you time to formulate questions and ideas that you may have about the readings and allow you to more fully participate during that class period. I also strongly encourage you to explore other relevant resources and to share them with your peers.

Final Project.
As a culminating project, at the end of the semester you will be asked put together a lesson plan and a microteaching presentation/activity for your peers. The purpose of these short lessons will be for you to model expressive art curricula, and to receive feedback on your lessons from your peers. This lesson plan must be written using the COE lesson plan format and must involve a topic that reflects the traditions of the culture of your choice. You are expected to design a lesson that is culturally sensitive and that uses materials and techniques that are as culturally authentic as possible (keep in mind that Africa is not a culture, but a collection of cultures). You are also expected to accompany your presentation with a written copy of the lesson plans that you can distribute to your peers prior to the presentation. This lesson plan must contain a rationale describing the thinking and reasoning behind your choices for each element of the lesson. What was your pedagogical and educational psychological reasoning for the choices that you made? While each person is required to submit their own individually designed lesson plan, I recommend that you work in teams of two or three on projects that center on a specific culture. On December 7th , you will be asked to do a short 10 minute (per person) presentation of your lesson in which each group member briefly describes the expressive techniques that they have developed for their lessons, then allow your peers a hands-on experience of a concrete and expressive element of one or more of these lesson. A rubric is available that will be used to evaluate your project.
I expect each group to submit a written paragraph describing the project idea no later than Oct. 19th. After the presentation each class member will provide written feedback to each group regarding their presentation and their lesson plans.
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Grades
Your grade in the course will be based on a final assessment on your work throughout the fall term. You will be expected to submit a reflective self-assessment of your work throughout the course that is due on December 15th. Throughout this course you will be asked to try new experiences that are outside of your comfort zone. I encourage you to embrace the power of being a mastery-based learner focused on learning goals rather than performance goals. Work hard to challenge yourself and let go of any ego involvement in grades. What is important is your level of learning and understanding in this course: the more the better. In this framework, grades are not the criteria by which you should evaluate your value as a student (in terms of self concept or self esteem), but simply a metric by which to mark your process in meeting the goals of becoming a professional educator. Disequilibria are the catalyst for new learning, embrace them and challenge yourself to do and learn great things. “Beware the A, it says that you have made it, that you are done...”

Option 1.
Final grades in this course will be based on a written self-assessment you will submit at the end of the semester. Criteria for self evaluation will include professionalism (attendance, participation, collaboration), quality of written work (final project), preparation for class, quality of class contributions (discussions, collaboration, microteaching), and level of personal growth. A rubric has been developed for the assessment of the final project/presentation. On October 26th each student will submit a midsemester personal evaluation indicating how they are progressing in meeting course goals. On Dec. 15th you will submit a self-assessment of about 1 page that will include a final grade for yourself. This assessment will include a reflection on the feedback from your presentation received from peers . Where in most cases this will be the final grade you will receive, I reserve the right to submit an alternative final grade if I believse there is a lack of veridical connection between the work completed and your self-evaluation.

Option 2.
Assessment in this course will be based on your preparation, participation, and final project. On October 26th each student will submit a midsemester personal evaluation indicating how they are progressing in meeting course goals.On Dec. 15th you will submit a narrative self-assessment of about 1 page. This assessment will include a reflection on the feedback from your presentation received from peers The rubric for the final project will be used as a formal assessment tool. A final grade will be determined by adding up points based on these three elements.

Assessment Elements:
1. Attendance (20 points)
2. Preparation for class and quality of contributions (30 points)
3. Final Project Presentation(50 points)

Final grades will be based on the following scale:

Letter Grade	Percentage	Letter Grade	Percentage
A	94-100	C+	77-80
A-	91-93	C	75-77
B+	87-90	C-	70-75
B	84-87	D	60-69
B-	80-83	F	0-59

Class Schedule

Date	Topic	Suggested Resources
Sept. 7	Introduction - The Happy Hedgehog Band
14	Art and Artists, Aboriginal culture	Edwards, Ch. 1 & 2 Transforming Visual Arts Curriculum
21	Masks & Maskmaking around the world Art in the Classroom	Edwards Ch. 5 The Colors of Learning
28	Masks, part two	Edwards Ch. 7
Oct 5	Bali & Batik (bring Fabric!)	Edwards, Ch. 3
12	No Class - Statewide Inservice Day	Attend an Inservice!
19	Purposeful Play Project Idea Due	Edwards, Ch. 6 Review online Resources
26	TeachIn Class Mid Semester Evaluation Due	TBD
Nov. 02	Expressing with Literature Please bring "Where I'm From" Poems	Edwards Ch. 8
9	Movement and Exercise in School	Edwards, Ch. 9
16	Guest Musical Educator Music in the Classroom	Edwards, Ch. 4,
24	No Class - Thanksgiving Break	NO CLASS
Dec. 1	Art in Motion
7	Class lesson presentations
15	Strand “Culinary Construction” - Holiday class,	Mark’s House

Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.

University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.

Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.

Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.

Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.

Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.

Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.

"The having of wonderful ideas is what I consider the essence of intellectual development. And I consider it the essence of pedagogy to give 'Kevin' the occasion to have his wonderful ideas and to let him feel good about himself for having them.”
Eleanor Duckworth