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EDE 376 Art,Music & Movement for ECE/ELE
Nobrega, Gina M.


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

U1TP 2008 DL

Faculty

Nobrega, Malia

Daytime Phone

(808) 286-5461

E-Mail

Gina.Nobrega@park.edu

malianob@gmail.com

Semester Dates

June 2- July 27

Class Days

Fridays 9:00 am (Pohnpei), Fridays 10:00 am (Ebeye & Majuro), Thursdays  12:00pm (Hawai`i), Thursdays  5:00pm  (Missouri-Park)

Class Time

Fridays 9:00 am (Pohnpei), Fridays 10:00 am (Ebeye & Majuro), Thursdays  12:00pm (Hawai`i), Thursdays  5:00pm  (Missouri-Park)

Credit Hours

3


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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Course Description:
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. 

Educational Philosophy:

The 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

  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:
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. 

Reading

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.

Sketch Journal
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.

Written Journal
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.

Projects
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. 

Final Presentation
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.


Grading:

 Sketch Journal- 
10%
 Written Journal-
15%
Projects (1-5)- 40%
Group presentation of Project #4- 10%
Final Project/Presentation- 25%
Total- 100%

               


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

 Date  Content  Assignment
Week 1
Who am I?  What is Art, Music, and Movement?
•    Introductions
•    Syllabus Overview
•    Art Supplies & Resources
•    Reading-  Artworks pg 101-151
•    Sketch journal-  landscape
•    Written journal-  Philosophy of Education
•    Project #1-  Who am I?
Week 2
Who am I?  What is Art?
Portraits, Sketching, Critique Sessions, Puppets, Hula Ki`i, etc…

•    Reading
•    Sketch journal-  you
•    Project #2-  Create Hula Ki`i -  Po`o
•    Written Journal-  Reflection on Creating a Hula Ki`i – Po`o

Week 3
What is Music?
Singing, Instruments, Chanting, Song Composition, Poetry, etc…

•    Video
•    Reading
•    Sketch journal-  family member
•    Project #3-  Poetry/ Song
•    Written Journal- 
      o    Reflection on sketch of family member and poetry/ song
      o    Video
Week 4
What is Movement?
Dancing, Acting, Pantomiming, Sculpting, etc…

•    Video
•    Reading
•    Sketch journal-  plant/ animal
•    Project #4 (Group)-  Unit Plan
•    Written Journal- Video

Week 5
Sharing Art, Music, & Movement Lessons
•    Presentation of Project #4 (Group)

•    Reading
•    Sketch journal-  marine life
•    Written journal-  Reflection on lesson plans shared in class

Week 6
More on Art
Fiber Design, Stamps, Stencils, Color, Patterns, etc…

•    Video
•    Reading
•    Sketch journal-  Hula Ki`i – Kino
•    Project #5-  Create Hula Ki`i – Kino
•    Written journal-  Reflection on creating Hula Ki`i-  Kino

Week 7
Final Presentations
•    Written journal-  Reflection on presentations done this week
Week 8
Final Presentations •    Written journal-  Reflection on presentations done this week



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.

  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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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

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Last Updated:6/6/2008 5:07:11 PM