EDE 376: Art, Music, and Movement
For Early Childhood and Elementary Teachers
Mondays 6:00 - 8:30
Ms. Dianne Dickenson (Movement & Music Emphasis)
Dr. Anne Franklin (Visual Art Emphasis)
Senior Adjunct Professor
913-288-3321 (Daytime Work Phone or Voice Mail anytime!)
Credit Hours: 3
Prerequisite: ED 203: Educational Psychology
Suggested Prerequisite Courses:
ED 205: Child Psychology
ED 210: The School as a Social System
ED 322: Classroom Management
Required Texts available from the campus bookstore:
Herberholz, D. & Herberholz, B. (2002). Artworks for elementary teachers:
Developing artistic and perceptual awareness. Boston: McGraw Hill.
(for Visual Art)
Willis. Dance education tips from the trenches. (for Movement)
Jenson, E. Music with the brain in mind. (for Music)
Suggested Texts also available from the campus bookstore:
Barret, McCoy, & Veblen. Sound ways of knowing: Enhancing the curriculum
music. (for Music)
Kelner, L. B. The creative classroom. ISBN# 0-435-086286:
Heinemann Press. (for Movement)
Kleiner, L. & Riddell, C. (1998). Kids make music. Babies make music too!
ISBN# 0-7692-5395-4. Music Rhapsody. (for Early Childhood Music)
Levene. Music through children’s literature. (for Music)
Parks, M. E. (1994). The art teacher’s desktop reference. New
Jersey: Prentice Hall, Inc. (for Art)
Snyder, S. Interactive arts for total literacy. Vol. 1. (for Music)
Stromberg, J. & Adams, C. (1997). Dancing through the curriculum.
ISBN# 0-9569256-2-5. JayEss. (for Movement)
Thistle, L. (1995). Dramatizing myths and tales. Palo Alto, CA: Dale
Seymore Publications. (for Drama)
Required Supplies include four folders, for all assignments and handouts, color coded as follows:
The Park University Undergraduate Catalog describes EDE 376 as a course designed for students to plan, implement and evaluate developmentally appropriate materials, activities and strategies for teaching art, music and movement in early childhood settings and the elementary grades. The course combines theoretical knowledge about effective instruction with the development and application of reflective teaching skills.
Instructors’ Educational Philosophy
The instructors for this class have constructivist educational philosophies. This course was designed for the regular education classroom teacher to share pertinent information about integrating meaningful visual art education, music education, and movement education activities into the core curriculum. Recognizing students use multiple modalities for learning; this course provides strategies for visual, musical, and kinesthetic learners. Instructors will strive to create a climate promoting self-reflection and experimentation.
To carefully examine shared information, a survey of practical and theoretical concerns in art education, music education, and movement education will be explored. Instruction in each of the arts areas may include age and developmentally appropriate learning experiences, special needs considerations, integrated learning uses, safety issues, multicultural issues, multiple intelligence theory, current findings from brain research, critical thinking, problem solving, and assessment emphasis areas. Each student will begin to create, revise, or expand upon a personal arts education philosophy against which emerging Ideas and teaching techniques can be gauged.
Park University is committed to providing equal education to all persons regardless of race, color, creed, sex, gender, age, religion, marital status, national origin, public assistance status or disability. Support and special services are available. Students wishing additional information or assistance should contact the Vice-President for Academic Affairs. We also encourage any student with special needs in the classroom environment to promptly communicate them to us.
Because teaching arts in education requires well-developed oral, written, organizational and production skills, expectations will be high. Reading, reflection, writing projects and discussions are required. Attendance and active participation are essential.
Additional articles will be provided by the instructors. You are also encouraged, but not required, to supplement your reading by researching original sources and additional resources. Read for information and the writer’s point of view. It will become your responsibility to analyze and synthesize the assigned reading in your journal.
Writing, discussions and projects
It is important to read the assignments and to record your reactions to the reading in your journal before beginning work on other assignments or participating in class discussions. The assigned readings will also serve as a resource for your philosophy statement and final supporting project.
Your journal will become a running account of your developing views about teaching the arts and other educational issues. An informal writing style is appropriate and expected.
In this course journal writing is first intended as an advanced organizer. It is important to record your reactions to the assigned reading in your journal before beginning other assignments. Reflect, then record your thoughts and questions about the reading assignment before participating in class discussions, projects and developing your personal philosophy of arts education.
Journals will also be used to house in-class writing, activities, projects, and reflections about in-class activities. Your journal will become a tangible record of class participation. Please feel free to make additional entries in your journal at any time to record insights, answered or unanswered questions, or personal issues. Your journal is an appropriate context for dialogue between student and professors. Confidentiality will be maintained.
Projects, discussions and class activities are designed to
Each student will be responsible for presenting each project to the class and actively participating in class discussions and activities comparing individual approaches to the assigned projects and readings.
Arts in Education Philosophy Statement
You will combine your newly refined philosophy of art education, music education, and movement education with your already established, more general philosophy of education. This is a personal paper, informal in style and does not need to be formally referenced. However, in each instance, you should identify the original source (authors, arts educators, philosophers, etc.) of influence over your ideas. (See academic honesty section.) Your personal arts in education philosophy statement will be no longer than six word-processed, double spaced pages plus a short (no more than one page) summarizing abstract. You will email or copy your abstract for each member of our class.
You will use the reading and discussions, your journal, your general philosophy of education, and your experiences to help you formulate and refine your personal philosophy of arts education. You should include your understanding of the goals of education and the roles of teachers, students, administrators, parents, community, and technology in art education, music education, and movement.
The resulting paper will be a strong statement of your beliefs about art education, music education, and movement at this point in time. It is understood that this will be a working philosophy, one that may change as you think, learn, and experience more.
Each student is responsible for presenting a summary of the refined educational philosophy which (hopefully!) includes the arts, pointing out the links between the newly refined philosophy and the lesson plans developed in the Supporting Final Unit, then teaching a few minutes of a lesson from the accompanying Supporting Final Unit. The Philosophy Statement and Supporting Final Unit will count as the final exam.
Supporting Final Unit
The Supporting Final Unit will accompany the arts in education philosophy statement and be an example of your philosophy “in action.” The content will be personal choice, designed as a real life application of your philosophy of art education, music education and movement education.
The final culminating unit is an individual effort. The unit will be a collection of lesson plans, addressing and integrating of at least two of the arts areas of art, music, and movement. Be sure to include objectives which address the Missouri Show-Me standards and a way of assessing your students’ learning.
Each student is responsible for teaching a few minutes of one lesson from the Supporting Final Unit after presenting the personal arts education philosophy. Please make sure to overtly point out the links between your philosophy and the lessons in the unit. Each student should email or make a copy of their philosophy statement (abstract only) AND the lesson taught for EACH class member.
Park University Mission Statement
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.
Park University Vision Statement
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
Use practices that nurture the whole child/adolescent within the learning environment. Students will demonstrate a range of strategies to meet the needs of all learners.
Selected reading and reflection journals, class discussions, quizzes, project presentations, and supporting final project.
1,2 & 3
Balance diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences,
1,2, & 3
22.214.171.124, 126.96.36.199, ECC6
Students will use a variety of techniques and technologies in learning and teaching about the arts using a range of strategies to meet the needs of all learners.
Content Area Presentations and Lesson Plans and Supporting Final Project.
2,3 & 4
1.2.1, 188.8.131.52, 184.108.40.206, ECC6
1.2.2,220.127.116.11, ECB3, ECC2
1.2.3, 18.104.22.168, 22.214.171.124, ECC3
Articulate and support a personal philosophy of Arts Education demonstrating that they critically think, read, speak, and write about arts education.
Philosophy of Education paper articulating a well formulated personal statement of your beliefs about arts education.
Students will analyze historical, cultural, social, and financial trends and issues in arts education.
Class discussion, journal, philosophy statement and supporting final project.
1,2,3 & 4
1.2.9, ECC12, ECC17
Students will build, analyze and synthesize a personal knowledge base about teaching and learning about the arts showing a practical understanding of the knowledge and performance areas emphasized in the Missouri Show Me Standards for the Fine Arts.
Class discussion, content area presentations and lesson plans, quizzes, reflective journals and final supporting project.
1.2.4, ECC3, ECC6
1.2.6, ECC8, ECC16
Unless otherwise announced, grades will be earned as follows:
A = 90% – 100% B = 80% – 89% C = 70% – 79%
D = 60% – 69% F = Less than 60%
Journal & Participation 20%
Project #1 20%
Project #2 20%
Arts Resources 10%
Philosophy Statement 15%
Supporting Unit 15%
Regular and timely attendance is expected and necessary to begin to fulfill the participation requirement of the course. Please note that, regardless of the reason, you cannot begin to earn full participation points when you are absent or late.
Attendance, active and collaborative group participation, thoughtful discussion and responses to assignments cooperation, and tolerance for differences will fulfill participation criteria.
Late written assignments are subject to 1/4th reduction in possible points. With prior notice and approval, designated written assignments, may be made up in cases of legitimate absence. Park defines a legitimate absence as one which include a) your illness, b) a death in your immediate family, c) jury duty, d) generally recognized holidays, and e) approved activities where you are required to represent Park University. Please contact the instructor in charge of the missed class before you will be late in submitting written assignments.
The Park University Undergraduate Catalog cautions that plagiarism is the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work. Anyone who plagiarizes will be subject to failing grades or expulsion. Plagiarism sometimes occurs through carelessness of documenting sources. If you are uncertain about what constitutes plagiarism in your assignments for this class, please ask!
This is the schedule we will follow unless class needs indicate modifications. You are responsible for keeping current an all assignments and any changes.
Week Date Content
One August 22 Group Activities
Missouri Show-Me Standards for Fine Arts
Two August 29 Writing a Philosophy Statement
Visual Art Education
Personal Art Inventory
Roles of teachers and students
Three September 5 Labor Day Holiday
Four September12 Visual Art Education
Emphasis: Art Criticism & Aesthetics
Five September19 Visual Art Education
Emphasis: Art Production & Art History
Six September26 Visual Art Education
Emphasis: Lesson Plans & Assessments
Seven October 3 Project #1 (Visual Art) Due & Presented)
Eight October 10 Music Education
Nine October 17 Fall Recess
Ten October 24 Movement Education
Eleven October 31 Theatre
Twelve November 7 Music Education
Thirteen November 14 Project #2 Due & Presented)
Fourteen November 21 Philosophy Statement & Supporting Project Discussion and Work Night
iscussion & Work Bring Rough Drafts for editing (optional)
Review Presentation Schedule
Fifteen November 28 Philosophy Statement & Supporting Project Presentations
Sixteen December 5 Philosophy Statement & Supporting Project Presentations Last night late work accepted!
Journals and Philosophy Statements graded by Next week: December 12
Seventeen December 12 Journals and Philosophy Statements graded.
Work may be picked up by 6:30 from our classroom or from Debbie Allegro’s office in Copley day after tomorrow.
(December 12 - 16= Final Exam Week)