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EDE 376 Art, Music and Movement for Early Childhood and Elementary
Winkler, Kathi A.

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.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
CourseEDE 376 Art, Music and Movement for Early Childhood and Elementary DN
FacultyWinkler, Kathi A.
TitleAdjunct Instructor
Degrees/CertificatesM.A.T.  Education/Emphasis Early Childhood Webster University
B.A. Elementary Education University of MO-KC
Missouri certification elementary and early childhood
Office LocationOff campus
Office HoursBy appointment only
Daytime Phone816-316-7065
Other Phone913-599-6376
Semester DatesOct 24-December 12
Class Days-M-----
Class Time5:30 - 9:50 PM
PerquisitesED 203   Educational Psychology
Credit Hours3

Required Text available from the campus bookstore

Edwards, Linda Carol. (2006, 2002).  The Creative Arts:  A Process Approach for Teachers and Children, 4th ed.  Columbus, Ohio, Pearson/Merrill Prentice Hall.

Suggested Texts also available from the campus bookstore

Jensen,Eric. (2000).  Music with the Brain in Mind.  San Diego, The Brain Store.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Required supplies include a journal and three colored folders for all assignments and handouts.  The folders should be color coded as follows
Yellow:  Music, Movement, and Visual Arts Assignments and Handouts
Blue:  Arts in Education Philosophy Statement Assignment
Green:  Final Unit Assignment

Course Description:
The Park University Undergraduate Catalog describes EDE 376 as a course in which students plan, implement and evaluate developmentally  appropriate materials, activities and strategies for teaching art, music and  physical education in early childhood settings and the elementary grades.  This course combines theoretical knowledge about effective instruction with the  development and application of reflective teaching skills.

Educational Philosophy:
The instructor for this class has a constructivist educational philosophy designed for the regular education classroom teacher to share and promote the integration of visual art, music education and movement activities into the core curriculum.  
The educational philosophy for this class will promote active learning based upon readings, class discussions, guided learning experiences and presentations.  Students will be encouraged to explore multiple styles of learning as strategies for visual, musical and movement experences are examined.  The classroom environment will be designed to create a climate which promotes reflection and experimentation.

Learning Outcomes:

Upon completion of this course, students should be able to:

Document personal reflections, ideas and insights about arts education, teaching and learning.

Practice a variety of process technologies in learning and teaching about the arts.

Analyze and apply multiple intelligence and learning style theories in the study of arts education.

Analyze trends and issues in arts education.

Synthesize historical, cultural, social and financial aspects regarding arts education.

Examine personal beliefs and assumptions about teaching and learning about the arts.

Analyze and synthesize a personal knowledge base about teaching and learning about the arts.

Think, read, speak and write about arts education.

Demonstrate and apply a range of pedagogical strategies to meet the needs of all learners.

Develop and refine a personal working philosophy of the inclusion of arts in education.

Explain knowledgeably the performance areas emphsized in the Missouri Show Me Standard for the Fine Arts.

Course Assessment:
Expectations for this course will be high to prepare students for teaching arts in education.  Reading, written reflections discussions are required.  On time attendance and active participation are essential.

Additional articles will be provided by the instructor to supplement reading from the class text.  Each student will also be required to research sources outside the class.  Students should read for information and for point of view.  Students will analyze and synthesize the assigned readings as a part of their ongoing journal entries.

Students should express their reflections and positions on arts education through active participation in class discussions.  Preparation for discussion includes completion of each reading assignment and a written record of reactions in your journal.  
The assigned readings and journal entries will serve as a resource for your Arts in Education Philosophy Statement.

Students will reflect weekly in their journals.  Reflections should include your emerging views about the arts and educational issues.  It is expected that an informal writing style will be employed.  

Weekly journal entries should include both thoughts and questions about the assignment.  Reflections from your journal will be used as a basis for your participation in class discussion.  

Journals will also be used to include in-class writing, activities, projects and an analysis of class presentations.  Journals will provide an ongoing dialogue between students and the instructor.

Each student will prepare and present two open-ended, creative execises, one in each of the following areas of arts education:
Project 1:  Visual Arts
Project 2:  Music and Movement
Projects should include a presentation of the exploration of each area by the student outside of class as well as a display or demonstration for the class.  The project will be analyzed by the class.  Presentations should include a statement of his/her philosophy and methods in the development of each project.

Students will be required to develop or acquire a minimum of 15 resources (five for each area) for future classroom use.
Resources must include each of the three arts areas:  visual, music, and movement.
At least one of these resources must be included in the final unit.
Each resource entry must include a statement of evaluation regarding the quality of the resource and a brief description of how you will implement it in your classroom.

Students will analyze and synthesize their refined philosophy of art education, music education and movement education with their already established general philosophy of education.
This paper is an informal paper and formal referencing is not required.  However, it is necessary to identify any reference from an original source (authors, articles, philosophers, etc.) that have influenced the development of your ideas and views.  
Your Philosophy of Arts Statement should be no longer that six word-processed, double spaced pages.
The paper should include a summation of your philosophy referring to class readings, discussions, and thoughts from your journal.  It should include your understanding of the goals of education and the roles of the school, parents, students, the community and technology in art, music and movement education.
The final  paper should be a strong statement of your personal beliefs about art, music, and movement education.

The Final Unit will accompany your arts in education  philosophy statement and should be an example of your philosophy in a practical, classroom application.  Content will be personal and must include the integration of at least two of the arts areas of visual art education, music education and movement education.  
Objective must address the Missouri Show-Me standards and a way of assessing the objective.
Complete lesson plans for the unit must be developed.  Plan to teach one lesson plan from the Final Unit.  This presentation should include a discussion of how the plan is linked to your arts education philosophy.
Each student should be prepared to e-mail lesson plans to each class member or to distribute copies following their presentation.


Grades will be earned as follows:
F=Less than 60%

Journal and Participation           20%
Project #1                          20%
Project #2                          20%
Arts Resources                      10%
Philosophy Statement                15%
Final Unit                          15%

Late Submission of Course Materials:
All assignments must be turned in on time.  Late assignments will not be given full credit.

Classroom Rules of Conduct:
*  Arrive promptly for class.
*  Turn off cell phone.
*  Attend all class meetings (excused absences for emergencies only).
*  Actively participate in class learning experiences.
*  Complete all reading assignments before class session.
*  Complete all assignments on the date indicated in the syllabus.  

Each student is integral to the class as part of a community of learners.  Class discussion and group work are essential to understanding class content.  If you should have an emergency, please call the instructor BEFORE the class meeting.  Attendance will be considered in  determining your final grade.  Two absences results in a reduction of one grade (for example, a "B" becomes a "C").  Two late arrivals or early departures = one missed class.

 Class ActivitiesAssignmentsTests
Meeting - 1 -
Oct. 24
*Group Activities
*Syllabus Overview
*Missouri Show Me Standards for Fine Arts & review of the Missouri Pre-K Standards
*Course Rubric
*Discussion of Reading from Chapter 1 & 2.
*Read Chapters 1 & 2 from the text "The Creative Arts" 
Meeting - 2
Oct. 31
*Writing a Philosophy Statement
*Personal Art Inventory
*Role of teachers and students in exploring art education
*Discussion of Chapter 3
*Article Round-Robin and Journaling
*Review of Resources
*Chapter 3:  "The Creative Arts"
*Literature Review preparation
Meeting - 3
Nov. 7
*Exploration of music education.
*Discussion of projects.
*Review of literature on music education.  
*Emphsis on philosophy, objective, and lesson plans.
*Discussion of Chapter 4.
*Five Resources due for area of music education.
*Chapter 4:  "The Creative Arts"
Meeting - 4
Nov. 14
*Presentation of Project 1:  Music and movement project presentation .
*Discussion of Chapter 5.
Exploration of visual art centers.
*Reflection on role of teachers in visual arts education.
*Resources due:  Five resources for visual art education due.
Read Chapter 5:  "The Creative Arts."
*Preparation of Project 1 in music and movement education.
Meeting - 5
Nov. 21
*Project 2 presentations on visual art education.
*Exploration of Three Dimensional Art.
*Discussion of Chapter 7.
Class reflections on educational philosophy.  
*Resources due: Five resouces due for movement education.
*Chapter 7:  "The Creative Arts."
*Project 2 due:  Visual Arts
Meeting - 6
Nov. 28
*Discussion of Chapter 6.  
*Review of pretend play and drama in the classroom.
*Arts Education Philosophy
Statement rough draft due.
*Chapter 6:  "The Creative Arts"
Meeting - 7
Dec.  5
*Brief presentation of educational  philosophy statement.
*Discussion of Chapter 8.
Exploration of literature and art education.
Review of final projects.  Review presentation schedule.
*Final educational philosophy statement due.
*Journals turned in for final instructor review.
Read Chapter 8 "The Creative Arts"
Meeting - 8
Dec. 12
*Final Unit Presentations
*Discussion of Chapter 9
*Read Chapter 9 "The Creative Arts"
Final project presentations due.
*Last date for late work.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:

Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:

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