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EDE 376 Art,Music & Movement for ECE/ELE
Love, Danica Kathleen


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 376 Art,Music & Movement for ECE/ELE

Semester

FA 2008 HO

Faculty

Love, Danica K.

Title

Adjunct Faculty

Office Location

Copley: Room 323

Office Hours

5:30 - 8:30pm

Daytime Phone

816-686-2406 (cell)

E-Mail

danica.love@park.edu

conleed@umkc.edu

Semester Dates

Fall 2008

Class Days

----R--

Class Time

6:00 - 8:30 PM

Prerequisites

EDU 203: Educationl Psychology

Credit Hours

3


Textbook:

Visual Arts Education
Herberholz, D. & Herberholz, B. (2002) Artworks for Elementary Teachers; Developing Artistic and Perceptual Awareness. Boston: McGraw Hill. ISBN #0-07-240707-7
 
 Music Education
Jensen, E. (2000). Music With the Brain in Mind. Thousand Oaks, CA: Corwin Press. ISBN #1-890460-06-0
 
Movement Education
Beal, Rayma K. (1993). Issues in Dance Education. Arts Education Policy Review. 94(4). 35-39.
 
Diegmueller, Karen. (1995). Advocating Lifelong Activity, Group Unveils P.E. Standards. Education Week. 14(39). 8. 

Ernst, Heidi. (2006). Full Court Verse. Teacher Magazine. 18(1). 24-27.

Greene, Leon. (1990). Enhancing Thinking Abilities in Children Through Movement. Education Resources Information
   Center.  http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/20/45/51.pdf
 
LaFee, Scott. (2008). Let's Get Physical! P.E. Struggles to Make the Grade. Education Digest. 73(6). 49-52.
 
Lorenzo-Lasa, Riolama. (2007). Facilitating Preschool Learning and Movement through Dance. Early Childhood 
      Education Journal.
35(1). 25-31.
 
Missouri Department of Elementary and Secondary Education. Missouri's Framework for Curriculum Development in
      Health Education and Physical Education (Healthy, Active Living) K-12.

National Association for Sport and Physical Education. (2006). Shape of the Nation Report: Status of Physical Education in
      the USA. Reston, VA: NASPE Publications.
      www.aahperd.org/Naspe/ShapeOfTheNation/PDF/ShapeOfTheNation.pdf
 
National Association for Sport and Physical Education. (2006). Recess for Elementary School Students. [Position paper].
      Reston, VA: Council on Physical Education for Children
      www.aahperd.org/Naspe/pdf_files/pos_papers/RecessforElementarySchoolStudents.pdf
 
Rivkin, Mary S. (2006). Let's Move Together! Early Childhood Today. 20(6). 32-38.
 
Wood, Karen. (2008). Mathematics through MOVEMENT: An investigation of the links between kinesthetic and
      conceptual learning. Australian Primary Mathematics Classroom. 13(1). 18-22.
 
 
 Additional Reading Material/Resources:
DeVries, Rheta & Kamii, Constance. (1980). Group Games in Early Education: Implications of Piaget's Theory. National
      Association for the Education of Young Children.
 
Forman, George. Helping Children Ask Good Questions.
         www.videatives.com/content/solutions/articles/good_questions.pdf
 
Forman, George. (2005). Wondering with Children: The Importance of Observation in Early Education. Early Childhood 
      Research & Practice.
7(2).
 
Gandini, L. & Topal, C.W. (1999). Beautiful Stuff: Learning with Found Materials.  Sterling Publishing.
 
Isenberg, J.P. & Jalongo, M.R. ((2006). Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. 
      Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc.
 
Kohl, Maryann F. & Solga, Kim. (1997). Discovering Great Artists: Hands-on Art for Children in the Styles of the Great
      Masters. Bright Ring Publishing, Inc.
 
 Striker, Susan. (2001). Young at Art: Teaching Toddlers Self-Expression, Problem-Solving Skills, and Appreciation of Art.
      Harcourt College Publishers.
 
 CD'S:
Greg and Steve: Kids in Action, Kids in Motion, We All Live Together Volume 4 and We All Live Together Volume 1
 
Dr. Jean: Sing to Learn with Dr. Jean, Dr. Jean and Friends, Keep on Singing and Dancing with Dr. Jean, and Is
   Everybody Happy?

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Required Supplies include four folders, for all assignments and handouts, color coded as follows:
  • Yellow for Visual Arts Assignments and Journals;
  • Blue for Music Education Assignments and Journals;
  • Red for Movement Education Assignments and Journals;
  • Green for Art, Music and Movement Philosophy Statement

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE376 Art, Music and Movement for Early Childhood And Elementary Teachers: 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. Combines theoretical knowledge about effective instruction with the development and application of reflective teaching skills. Prerequisite: EDU 203 and admission to the School for Education. To be taken concurrently with Practicum.3:0:3.

Educational Philosophy:

The instructor for this class has constructivist educational philosophies and teaching experience. This course was designed for teachers to share their knowledge and ideas to integrate meaningful visual art education, music education and movement/physical education activities within the core curriculum in a regular classroom setting. Students will gain knowledge about the importance of recognizing individual learning needs of students within the classroom. Ideas and examples of activities and materials based in visual arts, musical,and bodily-kinesthetic intelligences will be used to engage learners who can then apply these methods within their own classrooms. Self-reflection and participation will be encouraged within the classroom environment as the instructor builds upon the students' knowledge base in each of the arts areas.
 
Instruction in each of the arts areas may include developmentally appropriate learning experiences, accommodations and adaptations to be considered, multiple intelligences theory, problem solving, critical thinking, use of questioning skills, current trends, historical content, theoretical content, integration within the core curriculum, family and community involvement, safety concerns, and the teacher's role in observation and assessment. Each student will being to create, evaluate and revise a personal arts education philosophy statement for future guidance of teaching practices in their own classroom.

Learning Outcomes:
  Core Learning Outcomes

  1. apply practices that nurture the whole child/adolescent within the learning environment.
  2. demonstrate a range of strategies to meet the needs of all learners
  3. Balance diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences
  4. 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.
  5. Articulate and support a personal philosophy of Arts Education demonstrating that they critically think, read, speak, and write about arts education.
  6. analyze historical, cultural, social, and financial trends and issues in arts education
  7. 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.


Core Assessment:
Philosophy Statement with Supporting Unit

Class Assessment:

Readings:
You are required to read resources listed in class schedule. Additional articles will be provided by the instructor, as listed in resources. You are also encouraged to research original sources and additional resources to add to your understandings of the arts as well as to support your beliefs and statements in your presentations and assignments.
 
Discussions and Journals:
It is important to read the assignments and write your reflections/reactions to the reading in your journal before beginning work on the assignments or participating in class discussions. The assigned readings, along with additional resources you find, will assist you in gathering an adequate amount of resources for your assignments as well as in refining your thoughts for your personal philosophy statement.
 
The journal is intended to be used as an organizer as you are reading to assist you in reflecting on what the reading means to you and what ideas and/or questions come to mind when reading. It is important for you to record your reactions to the readings, using an informal writing style, so you have thoughts to share during class discussions for full participation points. Your journals will also be used to record your thoughts while participating in class discussions, in-class activities, during presentations, and other assignments.      
 
Reflective Journal on Article of your choice:
Please research and read an original article of your choice that reflects your thoughts and ideas about one of the art topic areas being discussed (Visual Art Education, Music Education, and/or Movement/Physical Education). Complete a journal reflection on the article to share with the class during the following meeting date. Suggested resources are Education Resources Information Center (ERIC), EBSCO Host through Park University Library or Early Childhood Research and Practice. In the journal, you will reflect upon the main idea and supporting ideas as well as ways to share the information with others such as classmates, families and/or colleagues.    

Power Point and Lesson Plan Presentations for Art, Music and Movement:
   For each of the topics: Visual Arts Education, Music Education and Movement/Physical Education a power point presentation and set of lesson plans will be created in small groups. In groups of 2 to 3 or 3 to 4 students, a power point, including 5 lesson plans will be presented to the class within a time limit of 45-60 min. for each of the topic of art, music and movement. Out of the five lesson plans completed, one lesson plan will be chosen to be carried out with your fellow classmates. Presenters are expected to be well prepared for presentation of power point and implementation of lesson plan activity. Items included, but not limited to, would be as follows: 1.) a definition or art, music or movement; 2.) what does it mean (benefits) for children to have the opportunity to participate in art, music or movement; 3.) examples of materials and activities for art, music or movement; 4.) Skills children use when participating in activities of art, music or movement; 5.) family and community involvement; 6.) How art, music or movement can be integrated through the core curriculum; 7.) How would the topics of art, music and movement be demonstrated within your classroom environment; and 8.) other information you feel is of importance. Reference to applicable theorists, siting sources when appropriate, is necessary to support your ideas throughout the power point (minimum of five sited sources). Lesson plans (in elementary education format) should be developmentally appropriate for age group specified and demonstrate critical thinking skills and reflection of students and teacher. Each participant will evaluate themselves and their peers upon completion of the presentation.        
 
Children's Stages of Drawing:
Each student will collect five (5) children's drawings and reflection upon them while referring to the stages of children's drawing. Within the reflection the following should be mentioned: 1.) each child's age and stage of drawing; 2.) your relationship to each child; 3.) how you obtained each drawing; 4.) documented conversation between you and each child; and 5.) a reflection of how you identified the stage of drawing each child was demonstrating within their piece of artwork.
 
Position Statements for Music and Movement:
 A position statement will be created for each of the topics: Music and Movement. The position statement is a reflection of your values, beliefs, and experience in music education and movement education. The position statement will serve as a foundation from which your philosophy statement will grow. Within this statement, you should explain your idea of how you want to see music education and movement education in your classroom and school curriculum. The question of "Why do children need music education and movement education to stay in the curriculum?" should be answered as a main idea. Some ideas to consider are as follows: Integration of music and movement within the curriculum – how does this benefit children (Example of theorist to support - Gardener’s Multiple Intelligences), b.) music as a means of self expression, c.) benefits of music for cognitive thinking and For  Movement: a.)    Relationship of obesity and video games b.)    Too much seat time c.)    Teachers take away recess as punishment d.)    Boys vs. girls in how they learn.
 
Personal Philosophy Statement: 
 
Your personal philosophy statement will reflect your beliefs about the importance of continuing art, music and movement education within the curriculum. This statement will provide details and supporting objectives to your position statements for music education and movement education and show how you will carry out your main idea(s) from your position statements. Supporting documentation may include: image of the child, image of the teacher, family and community involvement, personal insights/examples and theories that support views on children. The philosophy statement is not just from your position statements, but the information to back your beliefs come from your power point presentations, journal reflections, and position statements for music and movement. Per the syllabus, you should state six (6) or more beliefs held about art, music and movement. Within your stated beliefs, theorists (coming from your power points, readings, reflective journals, or additional resources) should be sited for supporting evidence, making sure statements are cited properly within the text as well as in a reference page. Each belief should contain information / examples pertaining to all three topics: art, music and movement.
 
  
 
 

Grading:

Grading:
   A = 90% - 100%               B = 80% - 89%                  C = 70% - 79%
   
   D = 60% - 69%                  F = Less than 60%
 
                                       Power Points and Lesson Plan Presentations (3)               10%
                                       Position Statements (2)                                                     8%
                                       Stages of Children's Drawings Reflection                           8%
                                       Participation (12) & Journal Reflection (1)                         2%
                                      Personal Philosophy Statement                                          20%                                               

Late Submission of Course Materials:

  • All assignments should be typed. No handwritten assignments will be accepted.
  • All assignments must be turned in on stated date (per syllabus) unless otherwise changed by instructor.
  • Late written assignments are subject to a 10% reduction in student's total possible points for that assignment. 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 of the missed class before you will be late in submitting the assignments.

Classroom Rules of Conduct:

Attendance
Regular and Timely attendance is expected and necessary to begin to fulfill the participation requirement of this course. Full participation points cannot be earned if you are absent or late. The instructor will grant three approved absences within the time frame of the course (this does not include scheduled holidays).  

Participation
Attendance, active and collaborative group participation, thoughtful discussion and responses to assignments, cooperation, and tolerance for differences will fulfill participation criteria.
 

Course Topic/Dates/Assignments:

Week               Date                                       Content
___________________________________
1                  August 21                              Visual Arts Education
                                                                Artworks for Elementary Teachers - Chapter 1
                                                               Introductions
                                                               Syllabus Overview
                                                               Missouri Show-me Standards for Fine Arts
                                                               Course Rubric                                                                       
  ---------------------------------------------------------------------------------------------------------------------
2                  August 28                              Visual Arts Education
                                                               Artworks for Elementary Teachers - Chapters 2 & 3 
                                                               Time to work on presentations individually/in groups  
  ---------------------------------------------------------------------------------------------------------------------
3                  September 4                          Visual Arts Education
                                                                Artworks for Elementary Teachers - Chapters 4, 5 & 6  
                                                                Due: Power point and lesson plans     
  ---------------------------------------------------------------------------------------------------------------------
4                  September 11                        Visual Arts Education
                                                                Artworks for Elementary Teachers - Chapter 7   
                                                               Due: Children's drawings with reflections
                                                               Time to work on presentations individually/in groups
 ---------------------------------------------------------------------------------------------------------------------
5                  September 18                        Visual Arts Education
                                                                 Presentations of power point and lesson plan
  ---------------------------------------------------------------------------------------------------------------------
6                  September 25                         Music Education
                                                                 Music with the Brain in Mind - Part 1
                                                                 Time to work on presentations individually/in groups
  ---------------------------------------------------------------------------------------------------------------------
7                  October 2                              Music Education
                                                                Music with the Brain in Mind - Part 2
  ---------------------------------------------------------------------------------------------------------------------
8                  October 9                              Music Education
                                                                Music with the Brain in Mind - Part 3
                                                                Due:  Power point and lesson plans
  ---------------------------------------------------------------------------------------------------------------------
9                  October 16                           Music Education
                                                              Time to work on presentations individually/in groups
                                                               Due: Position Statement for Music Education
  ---------------------------------------------------------------------------------------------------------------------
10                October 23                           Music Education
                                                               Presentations of power points and lesson plan
  ---------------------------------------------------------------------------------------------------------------------
11                October 30                            Movement/Physical Education.
                                                              Missouri Department of Elementary and Secondary Education. Missouri's
                                                                  Framework for Curriculum Development in Health Education and Physical
                                                                  Education (Healthy, Active Living) K-12.
  ---------------------------------------------------------------------------------------------------------------------
12                November 6              Field Experience: NAEYC Conference (No class at Park Campus)
                                                      Work on power point and lesson plans  
                                                      Find an article to share in class discussion for the following week that reflects your views
                                                           as an educator within the topic of movement/physical education.Journal Due.          
  ---------------------------------------------------------------------------------------------------------------------
13                November 13                     Movement/Physical Education
                                                            National Association for Sport and Physical Education. (2006). Recess for 
                                                               Elementary School Students.
[Position paper]. Reston, VA: Council on Physical
                                                               Education for Children.
                                                            Rivkin, Mary S. (2006). Let's Move Together! Early Childhood Today. 20(6).
                                                               32-38.
                                                            Wood, Karen. (2008). Mathematics through MOVEMENT: An investigation of the
                                                               links between kinesthetic and conceptual learning. Australian Primary 
                                                               Mathematics Classroom.
13(1). 18-22.
                                                           Due: Power point and lesson plans
  ---------------------------------------------------------------------------------------------------------------------
14                November 20                     Movement/Physical Education
                                                            LaFee, Scott. (2008). Let's Get Physical! P.E. Struggles to Make the Grade. 
                                                               Education Digest.
73(6). 49-52.
                                                            Lorenzo-Lasa, Riolama. (2007). Facilitating Preschool Learning and Movement
                                                               through Dance. Early Childhood Education Journal. 35(1). 25-31.
                                                            Ernst, Heidi. (2006). Full Court Verse. Teacher Magazine. 18(1). 24-27.
                                                            Greene, Leon. (1990). Enhancing Thinking Abilities in Children Through Movement.
                                                               Education Resources Information Center.
                                                            Due: Position Statement for Movement Education
  ---------------------------------------------------------------------------------------------------------------------
15                November 27             No Class - Thanksgiving Holiday
  ---------------------------------------------------------------------------------------------------------------------
16                December 4                        Movement/Physical Education
                                                            Beal, Rayma K. (1993). Issues in Dance Education. Arts Education Policy 
                                                               Review.
94(4). 35-39.
                                                            Diegmueller, Karen. (1995). Advocating Lifelong Activity, Group Unveils P.E.
                                                               Standards. Education Week. 14(39). 8.
                                                            Presentations of Power points and lesson plan
  ---------------------------------------------------------------------------------------------------------------------
17                December 11                       Movement/Physical Education
                                                             National Association for Sport and Physical Education. (2006). Shape of the
                                                               Nation Report: Status of Physical Education in the USA. Reston, VA:NASPE
                                                               Publications.
                                                             Due: Personal Philosophy Statement for Visual Art Education, Music 
                                                                              Education and Movement Education
 
 

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 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
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 2008-2009 Undergraduate Catalog Page 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 "F".
  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 2008-2009 Undergraduate Catalog Page 89-90

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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
Elementary Education Lesson Plan Outline

Rubric for Stages of Children's Drawings

Scoring Guide for Participation

Power Point Presentation and Lesson Plan Packet

Rubric for Personal Philosophy Statement

Position Statements Scoring Guide.doc

Journal Reflection.doc

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/11/2008 12:27:27 AM