EDE376 Art,Music & Movement for ECE/ELE

for FA 2007

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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.

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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


EDE 376 Art, Music and Movement for Early Childhood and Elementary


FA 2007 HO


Dr. Anne Franklin / Ms. Dianne Dickenson


Senior Adjunct Professor / Adjunct Instructor




Semester Dates

Fall 2006

Class Days


Class Time

6:00 - 8:30 PM


ED 203:  Educational Psychology

Credit Hours


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)  

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Required Supplies include four folders, for all assignments and handouts, COLOR CODED as follows: •YELLOW for Visual Arts Assignments & Journal; •BLUE for Philosophy Statement & Visual Arts Resources •RED for Movement & Music Assignments & Journal; •GREEN for Supporting Final Unit & Movement & Music  Resources Evaluations.        

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Course Description:
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. Prerequisite:  <a href='index.aspx?Class=EDU203'>EDU203</a> and admission to the School for Education. To be taken simultaneously with Practicum  3:0:3

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.


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.  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

  • organize the reading
  • highlight important points
  • present information in alternative modalities
  • provide additional information and hands-on-experience
  • clarify, analyze and interpret information
  • promote collaboration and sharing


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 Resources

  • Students will be required to develop or acquire a minimum of 15 arts resources (5 for each arts area) for future classroom use.
  • Students are asked to include each of the three arts areas: visual art, movement, and music.
  • Students are asked to make use of at least one of their resources during each presentation of their projects and the supporting final unit. 
  • Students are encouraged to observe classrooms to get ideas but must be sure to make personal contact and have each visit pre-approved by the classroom teacher and other appropriate school personnel. 
  • In your Blue and Green journals, write an evaluation of each arts resource that you have collected.  Include specific ways you may use the arts resource (or a related experience) in your own classroom or individual setting. 


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 plan developed in the Project #1, then teaching a few minutes of a lesson. Please make sure to overtly point out the links between your philosophy and the lesson.  Each student should email their philosophy statement (abstract only) AND the lesson plan to Anne.Franklin@Park.edu when Project #1 is due.



The Philosophy Statement and Supporting Final Unit will count as the final exam.


Supporting Final Unit

The Supporting Final Unit 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 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.  The Philosophy Statement and Supporting Final Unit will count as the final exam.


                                    Journal & Participation                                

                                                Visual Arts                             10%

                                                Movement & Music               10%


                                    Project #1 Visual Arts                       15%


                                    Project #2 Movement & Music         15%


                                    Arts Resources

                                                Visual Arts                                5%

                                                Movement & Music                  5%


                                    Philosophy Statement                       20%


                                    Final Supporting Unit                        20%


Late Submission of Course Materials:
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.

Course Topic/Dates/Assignments:

Tentative Schedule

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 20 Introductions

Syllabus Overview

Arts Resources

Missouri Show-Me Standards for Fine Arts

Course Rubric

Two August 27 Visual Art Education

Writing a Philosophy Statement

Syllabus Review

Three September 3 Visual Art Education

Personal Art Inventory

Roles of teachers and students

Four September 10 Visual Art Education

Emphasis: Art Criticism & Aesthetics

Five September 17 Visual Art Education

Emphasis: Art Production & Art History

Six September 24 Visual Art Education

Emphasis: Lesson Plans & Assessments

Philosophy Rough Drafts for editing (optional)

Seven October 1 Project #1 (Visual Art) Due & Presented

Philosophy Statement Due & Presented

Visual Arts Resources Due

Eight October 8 Project #1 (Visual Art) Due & Presented

Philosophy Statement Due & Presented

Visual Arts Resources Due

Nine October 15 Fall Recess

Ten October 22 Last date late Project # 1, Visual Arts

Resources, & Philosophies Accepted &


Eleven October 29 Movement

Twelve November 5 Movement & Music

Thirteen November 12 Veteran's Day Observed

Fourteen November 19 Theatre

Fifteen November 26 Theatre

Supporting Final Project Q & A

Project #2 Due & Presented Movement & Music Resources Due

Sixteen December 3 Supporting Final Project

Due & Presented

Seventeen December 10 Projects & grades may be picked up between 6:00 & 6:30. Afterwards, projects will be delivered to Debbie Allegro’s Office in the 3rd floor of Copley.

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 is the appropriation or imitation of the language or ideas of another person and presenting them as one's original work.  Plagiarism sometimes occurs through carelessness in documenting sources.  If you are uncertain about what constitutes plagiarism in your assignments for this class, please ask!

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.

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 .

EDE 376 Core Assessment Rubric for 2005-2006[2].doc



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Last Updated:8/10/2007 1:26:45 PM