EDE376 Art,Music & Movement for ECE/ELE

for SP 2009

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School For Education Vision Statement
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Park University School for Education  Conceptual Framework


EDE 376 Art,Music & Movement for ECE/ELE


SP 2009 HO


Love, Danica


Adjunct Faculty

Office Location

MAWLC (Watson Literacy Center)

Office Hours




Semester Dates

Spring 2009

Class Days


Class Time

6:00 - 8:30 PM


EDU 203: Educational Psychology

Credit Hours



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.

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.
Grade Level Expectations (Printe GLE's for Visual Arts, Music and Physical Education as well as the glossary for music and visual arts just below GLE's).
MO-PreK Standards - Physical Development, Health and Safety Standards Booklet (Also use Literacy Standards of Symbolic Development and Written Language for Visual Arts Education).

Required:       All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 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.
Edwards, Linda C. (2001). The Creative Arts: A Process Approach for Teachers and Children (3rd Edition). Prentice Hall

Forman, George. Helping Children Ask Good Questions.


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.
Pelo, Ann. (2007). The Language of Art: Reggio-Inspired Studio Practices in Early Childhood Settings. Redleaf Press.

 Striker, Susan. (2001). Young at Art: Teaching Toddlers Self-Expression, Problem-Solving Skills, and Appreciation of Art.

      Harcourt College Publishers.


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?

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 arts education, music education and movement/physical education activities within the core curriculum in a general 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:

Philosophy Statement with Supporting Unit


Class Assessment:


You are required to read resources listed in class syllabus. 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 creative 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 Music Education in the general education classroom. 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 and lesson plan will be presented to the class within a time limit of 45-60 min. for each of the topic of art, music and movement. Each person in the group will create a lesson plan. Out of the total number of lesson plans completed, one lesson plan will be chosen to be carried out with your fellow classmates (a different student's lesson plan will be chosen for implementation each time the groups present). Presenters are expected to be well prepared for presentation of power point and implementation of lesson plan activity. Items to be included in each of the three presentations on separate topics of art, music and movement are 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 used; 4.) Activity ideas; 5.) Skills children use when participating in activities; 5.) family involvement; 7.) community involvement; 8.) How art, music or movement can be integrated through the core curriculum; 9.) How would the topics of art, music and movement be demonstrated within your classroom environment; and 10.) Implications for the general classroom environment; 11.)other information you feel is of importance; and 12.) listed of references used to support statements. Reference to applicable theorists and readings, citing sources when appropriate, is necessary to support your ideas throughout the power point (minimum of five cited sourcesis required). 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. Missouri Pre-K Literacy Standards of Symbolic Development and Written Language for Visual Arts will be used for Standards in Early Childhood Lesson Plans. Lesson Plans completed for Elementary aged students will use Grade Level Expectations appropriate for age group specified. Lesson Plans and Power Points are due to be posted to e-companion the Tuesday before all final works is due and presented. 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 between the ages of 2 and 8 years and reflect upon them while referring to the stages of children's drawing. Within the reflection the following should be mentioned: 1.) Introduction - what are you doing; 2.) Background information on each child - age and your relationship to each child; 3.) Documented conversation / interaction between you and each child as well as how you obtained the drawing; 4.) Your Reflection - including: a description of each drawing, each child's age and stage of drawing including how you identified the stage of drawing each child was demonstrating within their piece of artwork, classroom imlications, and role of the teacher and families.

Position Statements for Music and Movement:

 A position statement will be created for each of the topics: Music Education and Movement / Physical Education. The position statement is a reflection of your values, beliefs, and experience in music education and movement / physical education. Being only a paragraph in length, the position statement will serve as a foundation from which your philosophy statement will grow. Within this statement of a few sentences, 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 the 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 visual arts education, music education and movement / physical education within the core curriculum in the general education classroom environment. 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 should include: image of the child, role 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 and readings (coming from your power points, in class books and articles, reflective journals, or additional resources) should be cited for supporting evidence, making sure statements are cited properly within the text as well as in a reference page. Visual Arts Education, Music Education, and Movement / Physical Education should have two beliefs stated for each topic area. 



   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:

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 or arranged with instructor prior to due date of assignment.

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:


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). The instructor should be notified beforehand of any absence from class in order to provide excused absence in attendance reporting for the week. Any assignments due the day of absence should be turned in to instructor by the date due unless other arrangements are made prior to the beginning of class on the day absent. It is the responsibility to the student to receive information and any missed work during absence as well as items due/expectations for the week following absence.


Attendance, active and collaborative group participation, thoughtful discussion and responses to assignments, cooperation, and tolerance for differences will fulfill participation criteria. To earn all participation points for each class meeting,active participation in discussion is needed; referencing readings and personal experiences as well as responding to classmates' reflections. If there are not opportunities for engaged discussion over readings, participation will be based on each student's active participation in small/whole group discussions and activities during presentations.  
To earn full participation points in the case of an excused absence, a reflection paper of at least 2 pages in length on the readings to be prepared for the class meeting missed should be submitted by the following week of the absent date. This paper will include reflections on at least three main points from the readings, providing specific examples and referencing reading with quotes to support reflection statements. Reflections should include student's thoughts about the topic (referencing the book / article(s) as needed) and implications for the student as a future teacher in child/teacher interactions, curriculum / lesson planning, classroom environment, family and community involvement, etc. If readings are not due for the class period missed, other arrangements will be made with the instructor to earn participation points for the class meeting absent.  

Course Topic/Dates/Assignments:

Week               Date                                       Content___________________________________

1                  January 15                            Visual Arts Education

                                                                Artworks for Elementary Teachers - Chapter 1


                                                               Syllabus Overview

                                                               MO - Grade Level Expectations for Fine Arts

                                                               Course Rubric                                                                       


2                  January 22                     Visual Arts Education

                                                            Artworks for Elementary Teachers - Chapters 4, 5 &6

                                                          Time to work on presentations individually/in groups 


3                  January 29                          Visual Arts Education
                                                            Guest Speaker: Mr. Burns
                                                          Due: Power point and lesson plans    


4                  February 5                      Visual Arts Education

                                                                Artworks for Elementary Teachers -   Artworks for Elementary Teachers -                                                                                  Chapters 2 & 3 
                                                                   Topic continued:  Integrating Art into the Curriculum 

                                                               Due: Children's drawings with reflections

                                                          Time to work on presentations individually/in groups


5                  February 12                        Visual Arts Education

                                                               Presentations of power point and lesson plan (VA)


6                  February 19                       Visual Arts Education / Music Education

                                                                 Music with the Brain in Mind - Part 1

                                                               Presentation of power point and lesson plan (VA)


7                  February 26                             Music Education

                                                                Music with the Brain in Mind - Part 2


8                  March 5                          Music Education

                                                                Music with the Brain in Mind - Part 3

                                                                Due: Power point and lesson plans


9                  March 12                          Spring Break - No Class


10                March 19                    Music Education - Integrating Music in the Curriculum

                                                               Due: Position Statement for Music Education                                                     


11                March 26              Field Experience: (No class at Park Campus)

                                                      Work on power point and lesson plans 

                                                      Find an article to share that reflects your views as an educator within the topic of music education. Journal Due.         

12                April 2           Music Education 

                                                Presentations of power points and lesson plan (Music)


13                April 2                    Music Education and Movement/Physical Education

                                                     Presentation of power points and lesson plan (Music)

Missouri Department of Elementary and Secondary

Education. Missouri's Framework for Curriculum Development in Health Education and Physical Education (Healthy, Active Living) K-12.


14                April 9                   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.



15                April 16            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: Power point and lesson plans   


16                April 23                      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.

                                                              Due: Position Statement for Movement Education                                           


17                April 30                       Movement/Physical Education 
                                                Presentations of Power points and lesson plan (Movement)

                                                             National Association for Sport and Physical

Education. (2006). Shape of the

                                                               Nation Report: Status of Physical Education in the

USA. Reston, VA:NASPE Publications.                                               

18                May 7                    Final Class -Movement/Physical Education 7:00 - 9:00pm
                                                                     Final presentation
                                                            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 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 .


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Last Updated:1/21/2009 8:09:12 PM