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EDE 376 Art,Music & Movement for ECE/ELE
U1TP 2008 DL
June 2- July 27
Fridays 9:00 am (Pohnpei), Fridays 10:00 am (Ebeye & Majuro), Thursdays 12:00pm (Hawai`i), Thursdays 5:00pm (Missouri-Park)
Textbook: 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)
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instructor's educational philosophy is based on a constructivist model and highly values the integration of indigenous values and methodologies. This course was designed for the general 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. The instructor will strive
to create an environment that promotes self-reflection and experimentation.
Learning Outcomes: Core Learning Outcomes
Class Assessment: Because teaching arts in education requires well-developed oral, written, organizational and production skills, expectations will be high. Every week you will have four main components of your assignments- reading, sketch journal, written journal, and a project.
Your textbooks provide great insight and examples into Art, Music, and Movement in the classroom. The instructor will provide weekly reading assignments from the textbooks as well as from additional articles.
A sketch journal is very similar to a writing journal. May I suggest that your sketches be done on a piece of white paper and that the size of the sketch can be as small as the size of your passport to as large as the size of a 8.5” x 11” size paper. Each week we will do a sketch of different things in our community. These sketches can be as simple or complex as you make them. Feel free to use pencil, pen, or crayons. These sketches will need to be turned in to the instructor electronically, therefore, it will need to be scanned or a digital photo will need to be taken of it and uploaded to the computer.
A written journal will be done as assigned and most times it will be connected to the work you’ve done in your sketch journal. Sometimes it will also include a reflection on a video or other assignment. Weekly questions will be provided to help you with your written journals. This assignment should be at least 1-page long single-spaced, 12-point font. Please feel free to write more if you would like.
A total of five (5) individual or group projects will be assigned this term. They will include fun and creative projects using resources from your yard, a poetry and/or song composition, lesson plan sharing, and some fiber design and sculpturing.
Your final project/ presentation is an individual project. The last two sessions of our class will be used for sharing this final project and presenting it to the class.
Philosophy of Art, Music, and Movement Education Paper-
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. Your personal arts in education philosophy statement will be no longer than five word-processed, double spaced pages, 12-point font.
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.
Supporting Unit Plan
The Supporting Unit Plan will 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 and a way of assessing your students’ learning.
Each student is responsible for presenting a PowerPoint summary of the refined educational philosophy which (hopefully!) includes the arts, pointing out the links between the newly refined philosophy and the Supporting Final Unit, then teaching a few minutes of a lesson. Please make sure to overtly point out the links between your philosophy and the lesson.
The Philosophy Statement and Supporting Final Unit will count as the final exam.
Late Submission of Course Materials: Late written
assignments are subject to a reduction in possible points. Please
contact the instructor in charge of the missed class before you will be
late in submitting written assignments.
Course Topic/Dates/Assignments: EDE 376: Tentative Weekly Schedule & Assignments
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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:EDE 376 Syllabus Summer 2008
Last Updated:6/6/2008 5:07:11 PM