School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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 335 Art,Music & Movement for ECE/ELE
U1T 2010 DL
St. Martin, Judy L.
1386 Sunset Circle, Cottonwood, AZ 86326
Anytime via email or phone for an appointment
June 7 - August 1, 2010
EDU 203 and admission to the School of Education
Visual Arts Education
Herberholz, D. & Herberholz, B. (2002) Artworks for Elementary Teachers; Developing Artistic and Perceptual Awareness. (With Art Starts Packet) Boston: McGraw Hill. ISBN #0-07-240707-7 (With Art Starts Packet).
Jensen, E. (2000). Music With the Brain in Mind. Thousand Oaks, CA: Corwin Press. ISBN #1-890460-06-0
Cone, T.P., Werner, P., and Cone, S. (2008). Interdisciplinary Elementary Physical Education: Connecting, sharing, partnering 2nd Edition. Champaign, IL: Human Kinetics, Inc. ISBN-13: 9780736072151.
Grade Level Expectations (Print 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 and Science Standards for Music: Physical Science).
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 MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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.
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. 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.
Gardner, H.E. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York, NY. BasicBooks.
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.
Jensen, E. (2001). Arts With the Brain in Mind. Alexandria, VA. Association for Supervision and Curriculum Development.
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.
Waite-Stupiansky, S. (1997). Building understanding together: A constructivist approach to early childhood education. Albany, NY: Delmar.
Becky Bailey: Brain Boogie Boosters.
Becky Bailey and Jack Hartmann: It Starts in the Heart.
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?
Schoolhouse Rock Rocks! By Schoolhouse Rock. April 1996
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
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
Assignments scheduled for completion during a class week MUST be completed by midnight (MST) Sunday of the week assigned in order to receive any credit whatsoever. Writing assignments must be completed and successfully submitted to the Discussion Thread or Drop Box (as directed by me). If you ever have problems posting your assignments, contact me immediately by Email and we’ll get the problem solved. Points will be deducted (up to twenty percent of total grade) for assignments turned in after due date, unless prior arrangements have been made with the instructor.
Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Here are a couple of online references that discuss writing online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.
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.
Weekly Activities (10 pts. Each):
Within each week, an activity will be assigned as part of the discussion / participation. You will be asked to follow the directions of the activity, to be completed during the week stated, and then provide a reflection of your experience of participating in the activity. Each activity is due to be posted in the “drop box” by 3:00pm on Sunday of each week. Referencing readings and personal experiences as well as fully explaining statements and thoughts is necessary.
Power Point and Lesson Plan for Art, Music and Movement (25 pts. Each):
For each of the topics: Visual Arts Education, Music Education and Movement/Physical Education a power point presentation and lesson plan will be created. Items to be included in each of the three power points on separate topics of visual arts education, music education and movement / physical education 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.) Materials list with examples of how each stated material(s) could be used; 4.) Activity ideas with ways of integrating the creative arts throughout the core curriculum; 5.) Skills children use when participating in activities; 5.) Family involvement; 7.) Community involvement; 8.) How would the topics of art, music and movement be demonstrated within your classroom environment; and 9.) Implications for the general classroom environment; 10.) Other information you feel is of importance; and 11.) List 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 sources is required for each of the three power points) as well as being provide on a reference slide. Each topic listed above should complete a minimum of one FULL slide per topic and provide information that is in addition to and separate from all the information provided by the instructor through lecture power point presentations each week. Lesson plans (in elementary education format as provided in the project packet) should be developmentally appropriate for age group specified and demonstrate critical thinking skills and reflection of students and teacher. Each lesson plan should contain the same creative arts area as the power point. If you’re completing a Visual Arts power point, the lesson plan should include the Visual Arts as one of the three subject areas. Missouri Pre-K Literacy Standards of Symbolic Development and Written Language for Visual Arts will be used for Standards in Early Childhood Lesson Plans as well as for other integrated subject areas as needed. Lesson Plans completed for Elementary aged students will use Grade Level Expectations appropriate for age group and subject specified. Lesson Plans and Power Points are due to be posted to the “drop box” in e-companion by the last day of the week due (midnight on Sunday). Each student will complete a rubric with a self-evaluation for the power point and the lesson plan to be handed in on the due date with the assignment.
Children's Stages of Drawing (20 pts.):
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. All drawings provided within the assignment MUST be collected within the time period of the current class and semester for you to provide information on your interactions and conversations with each child to complete the assignment. A range of ages and stages of children’s drawings should be included within the reflection to have the opportunity to reflect upon multiple stages of children’s drawing skills. Within the reflection the following should be mentioned: 1.) Introduction - what is the purpose of the reflection paper; 2.) Background information on each child - age and your relationship to each child; 3.) Documented conversation / interaction (questions you asked the child and their responses) 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 by relating characteristics of the stage of drawing to the detail within each child’s drawing (description and linking characteristics from stage of drawing to picture are two separate paragraphs); classroom implications for how to integrate the child’s interests and knowledge shown within each of their drawings with other content areas; and ways the teacher AND families can support each child based upon stage of drawing and interests / knowledge demonstrated within each child’s drawings. All items listed under the reflection should be included for each drawing and each child, separately. In addition, the child’s name and age must be identified within the file name or just underneath the picture if inserted directly into the reflection paper document. A rubric with the self-evaluation column filled out will be completed by each student and handed in on the due date with the assignment.
Position Statements for Music and Movement (20 pts. Each):
A position statement will be created for each of the two topics: 1.) Music Education and 2.) 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. You will have a main idea supported by a few objectives that will serve as the objectives for your philosophy statement. 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 topics 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. A rubric will be completed by the student, for a self-evaluation, and handed in on the due date with the assignment.
Personal Philosophy Statement (80 pts.):
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, position statements for music and movement / physical education, weekly activities and textbooks or readings provided. 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 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 at least two beliefs stated for each topic area. Rubric, for self-evaluation, will be completed by each student and handed in on the due date with the assignment.
Proctored (Final) Exam (30 pts.):
1 pg. Letter to Families
Using information from assignments (position statements, power points, lesson plans, philosophy statement, etc.) create a 1 page letter to families explaining the importance of integrating all of the creative arts (Visual Arts Education, Music Education and Movement / Physical Education) within the core curriculum. Providing links to readings and theorists discussed during class as well as those used within other assignments cited in APA format is necessary. Provide an example(s) of at least one activity (including materials) and linking the activity example to at least three different content areas with at least one content area being Visual Arts Education or Music Education or Movement / Physical Education. Explanation of how the activity would be linked to each subject stated with an appropriate objective is necessary. Also to be included are examples (at least three) of family involvement activity ideas (providing activities to involve families in the classroom or for them to contribute materials to) in addition to examples (at least three) of community involvement activity ideas. A way to start you letter would be to have a short introduction of the importance of your philosophy, as a teacher, for integrating the creative arts in the classroom supported by a theorist and/or reading from class/assignment(s). Next, list examples of how you follow through with those beliefs within the classroom in your activity examples and examples of family and community involvement activity ideas. A rubric, for self-evaluation, will be completed by each student and handed in on the due date with the assignment.
A = 90% - 100% B = 80% - 89% C = 70% - 79%
D = 60% - 69% F = Less than 60%
Weekly Activities (7) 70pts.
Power Points and Lesson Plan Presentations (3) 75 pts.
Position Statements (2) 40 pts.
Stages of Children's Drawings Reflection 20 pts.
Participation / Discussion (7) 70 pts.
Personal Philosophy Statement (Core Assessment) 80 pts.
Family Letter (Final Exam) 30 pts. ________________
385 pts. Total
Late Submission of Course Materials:
Late Submission of Course Materials:
All assignments should be typed and double-spaced. 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. All assignments are due by midnight on Sunday of each week. Please refer to the weekly schedule for specific weeks in which each of the assignments should be completed.
Emailing the Instructor:
You should use Email for private messages to me and/or your classmates. The class conference area is to be used for public messages only. When composing and sending an Email to me please identify yourself fully by name in the subject line of the Email. I will check my Email and the conference area frequently. I will usually respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable). When files are sent attached to an email or downloading in a discussion thread or drop box, the files MUST be in either Microsoft Word (.doc or .rtf), RTF, or PDF, file formats. Scanned documents or paper copies will not [normally] be accepted.
All of your online communications need to be composed with fairness, honesty and tact.
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 from discussion topics. This would mean that you do not enter into a discussion or show that you have signed into the online class for the entire week (Sunday – Monday). 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.
Participation (10 pts. For reflection and response(s) to classmates)
This course is offered online using the eCollege online classroom management platform, which allows you to participate any time, and from any location. Because of this flexibility, it is important to plan your time carefully.
You are expected to sign in to the class (your “virtual classroom”) and you must participate in all conference areas topics and discussions/activities at least four times per week (or about every other day) You should expect to spend a minimum of 5-6 hours per class week online – the same amount of time you’d spend in the physical classroom so please plan your daily/weekly activities accordingly. You will be sending and receiving Email, performing online research, participating in activities and interacting socially and professionally with your classmates. Conventions of “online etiquette,” which include courtesy to all users, will be observed. Individual posts to the discuss thread(s) are due by Wednesday and response posts to at least three peers are due by Sunday of each week. Response to discussion questions as well as peers should be constructive and demonstrate critical thinking and reflection; commenting and posing questions to your classmates throughout the discussion(s) each week. 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 several classmates' reflections.
A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the semester and end at midnight Mountain Standard Time (MST) the following.
Week 1 Introduction to class and Visual Arts Education
Week 2 Visual Arts Education
Due: June 20, 2010
Week 3 Visual Arts Education
Due: June 27, 2010
Week Four Music Education
Due: July 4, 2010
Week Five Music Education
Due: July 11, 2010
Week 6 Movement/Physical Education
Chapters 1 and 2 (Part I) of Interdisciplinary Elementary Physical Education. Connecting, Sharing, Partnering.
Due: July 18, 2010
Week Seven Movement/Physical Education
Chapters 4 - 7 (Part II) of Interdisciplinary Elementary Physical Education. Connecting, Sharing, Partnering.
Due: July 25, 2010
Week Eight Final Week of Class
Proctored (Final) Exam -- Letter to Families
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 2009-2010 Undergraduate Catalog Page 92
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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 .
All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Contract Fee Per Student
2. Send an email to Carol Williams (firstname.lastname@example.org) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (email@example.com), requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
Last Updated:5/22/2010 2:23:37 PM