College of Education Mission:
The mission of the Pacific University Collge 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:
Edwards, L. C. (2009). The Creative Arts (5th Ed.) Merrill.
Reserve Readings
Course Description:
This course will be a student-centered course designed to explore artistic expression in early childhood and elementary classrooms. This course is designed to help aspiring early childhood teachers become knowledgeable about methods for integrating art, music, and movement activities as well as other forms of expression into the curriculum. Course content will include an examination of models of teaching and methods that are specific to each of the three disciplines, as well as models 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 a review of written material and through a range of hands-on artistic experiences.
As a result of participating in this course, prospective teachers will be able to:
• demonstrate a functional understanding of the teaching methods, instructional strategies and models of learning specific to art, music, and movement.
• design lessons that appropriately integrate expressive arts activities throughout the curriculum.
• experience an increased sensitivity to and awareness of the need for the expressive arts in the early childhood classroom.
• analyze and discuss current issues in art, music, and movement.
• demonstrate professionalism in joining in and trying new expressive arts activities.
• recognize the difference between process oriented student-centered art projects, and product oriented teacher directed "craft" projects.
• display the ability to recognize a variety of art media, techniques and processes, and demonstrate an understanding of how to use them appropriately with young children.
• demonstrate an increased feel for the aesthetics of art appreciation.
• understand the visual arts as they relate to the world's history and cultures.
• understand the fundamental elements of specific music education models.
• demonstrate an understanding of methods for fostering singing, movement, and playing musical instruments in their own classrooms.
• recognize the importance of early musical experiences as a means of fostering cognitive development.
• display developmentally appropriate methods for responding to music.
• recognize techniques for helping students create music.
• demonstrate their understanding of musical terminology.
• recognize methods for fostering movement and physical literacy.
• demonstrate methods for assessing students' physical developmental needs.
• demonstrate the ability to conduct one’s self professionally in and out of class.
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. Therefore this will be a completely student-centered course. As a class we will all be responsible for determining the structure of the course: what we read, what experiences we engage in, what we discuss, what assessments are used and how they are graded. 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, and my home phone number in case you encounter pressing questions or problems. How much you learn in this course will be directly proportional to your personal motivation and level of involvement.
Course Requirements
This course will be interactive and hands-on. It is expected that students will come to class ready to explore and to express themselves. 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. It is expected that you will provide some of your own materials for this course, but these will be minimal.
Reading Assignments. This is a student-centered course, which means that classes will revolve around the interests and ideas that you bring to the class. Therefore it is important that you come prepared to contribute to discussions, and prepared to express yourself in the workshops. 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.You will learn the password for the readings at the introductory class.
Writing Assignments. All writing assignments will be assessed on three criteria:
1. Clarity of expression. It is expected that papers and projects will be well written following the guidelines for appropriate grammar and style. Papers should be double spaced and printed using a #12 font.
2. Depth of thought and ability to apply different expressive techniques. It is expected that your papers, projects and presentations will go beyond applications of information, but will include creative pedagogical techniques and the synthesis of psychology, methodology, and expression.
3. Specific assignment criteria. Each assignment has specific criteria and will be evaluated on how well those criteria are met.
Your lesson plan can be considered a work in progress. After I have assessed and returned your lesson, you have the option of making whatever changes that you would like and resubmitting your paper for a new assessment. When you resubmit a paper please be sure to submit your original version along with the new version.
Lesson Plan. The object of this assignment is to allow you design a lesson plan that incorporates expressive arts as a means of either coming to understand a concept, or as a means of expressing that understanding. 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. A rubric has been developed for assessment. The lesson plan is due March 21st.
Final Project.
As a culminating project, at the end of the semester you will be asked to develop a set of lesson plans surrounding the topic of your choice. This set of 3 lessons must be written using the COE lesson plan format and must include at least one lesson involving graphic artistic expression, one lesson involving music, and one lesson incorporating physical movement. . You are expected to design lessons that are culturally sensitive and that uses materials and techniques that are as culturally authentic as possible (keep in mind that Africa is not a country or a culture, but a collection of countries and cultures). This set of lessons is due no later than May 2nd. On May 2nd, you will be asked to teach a short expressive selection of one of your lesson plans to the rest of your class. Here is the RUBRIC that will be used to evaluate your project.
Grades:
Throughout the course, assessment will be based on a scale of 1-5. A basic guideline for evaluation is as follows.
A score of 5 will be given when the work is thorough, insightful, and demonstrates a comprehensive understanding.
A score of 3 will be given when the work is adequate, accurate, and demonstrates a basic understanding.
A score of 1 will be given when the work is inadequate, demonstrates misunderstanding, and is lacking in effort.
Final grades for this course will be based on 4 components. Your class attendance and contribution to class discussions, participation in class activities, evaluations of your lesson plan, and the quality of your and final project. Final letter grades will be assigned based on the following rubric.
Students who have received 5's to 4's on assessments will receive an A-B
Students who have received 4's and 3's on most assessments will receive a B-C
Students who have received 3's and 2's on most assessments will receive a C-D
Students who have received scores lower than 2's on most assessments will not receive a passing grade.
Class Schedule
|
Date
|
Topic
|
Suggested Resources
|
| Jan. 31 |
Introduction -Happy Hedgehog Band |
|
| Feb 7 |
Art and Artists, Aboriginal culture |
Edwards, Ch. 1 |
| 14 |
Masks & Maskmaking around the world |
Edwards, Ch. 2 |
| 21 |
Masks & Maskmaking around the world |
Edwards Ch. 5 and Web Materials |
| 28 |
Bali & Batik |
Edwards, 2;
*Bredekamp, Ch. 7 "Transforming Curriculum - Visual Arts" |
| March 7 |
Art in the Classroom
Lesson Plans and Expression |
*Althouse, Ch 1 -2 "The Colors of Learning"
Edwards Ch. 3 |
| 14 |
Expression and Literature
|
Edwards Ch. 8
Where I'm From |
| 21 |
Purposeful Play
Lesson Plan Due
|
Edwards, Ch. 6
*Bredekamp, Ch. 9
|
| 28 |
Spring Break |
NO CLASS |
| April 4 |
Movement and Expression
All I know I learned through my body
|
*Dance as a way of Knowing 60- 74, 99–106 *Joy of Movement, ch 2-3
|
| 11 |
Music In the Classroom
|
*Transforming Curriculum in Music
Edwards, Ch. 4
|
| 18 |
Physical Movement and Exercise in Ece/Elem School |
Online Readings
Edwards, Ch. 9
*Transforming Physical Education
|
| 25 |
Art in Motion |
TBD |
| May 2 |
Putting it all Together
Class presentations, Lessons Due |
|
*Readings listed with an asterisk can be found in your Google folder, and on reserve in the library.
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.
| 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
|
