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
SP 2010 HO
Love, Danica Kathleen
BA ED Early Childhood EducationMA ED Early Childhood Education
January 11 - May 3
6:00 - 8:30 PM (MAWLC) Mabee Underground - Watson Literacy Center
EDU 203: Educationsl Psychology
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 Parkville Bookstore
Additional Reading Material/Resources:
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 on the due date assigned per the weekly calendar in order to receive any credit whatsoever. Assignments MUST be typed and double-spaced with correct grammar and spelling used, no hand written assignments will be accepted. Citing sources, using APA format when referencing readings and/or theorists, is necessary. Points will be deducted (up to twenty percent of total grade) for assignments turned in up to one week after due date, unless prior arrangements have been made with the instructor. Late assignments turned in after one week after the due date will not be accepted. However, students are given the opportunity to make up missed points, if handing in assignment(s) by the original due date. Students must submit the original assignment and the revised assignment within one week of receiving a grade with feedback from the instructor.
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.
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.
Reflective Journal on Article of your choice for Music (10pts):
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 stating possible ways to share the information with others such as classmates, families and/or colleagues and how (through presentation, brochure, newsletter, informal conversation, etc.).
Personal Philosophy Statement (60pts.):
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.
A = 90% - 100% B = 80% - 89% C = 70% - 79%
D = 60% - 69% F = Less than 60%
Power Points and Lesson Plan Presentations (3) 75 pts.
Position Statements (2) 40 pts.
Stages of Children's Drawings Reflection 20 pts.
Participation Points (15) 75 pts.
Journal Reflection 10 pts.
Personal Philosophy Statement (Core Assessment) 60 pts.
280 pts. Total
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 date due of each week. Please refer to the weekly schedule for specific weeks in which each of the assignments should be completed.
Late written assignments are subject up to a 20% reduction in student's total possible points for that assignment up to one week after original due date. Assignments turned in after one week past original due date will not be accepted. 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 from discussion topics. This would mean that you do not participate in a discussion or miss a class session. 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 (5 pts. Each week for participation in discussions and activities)
You are expected to participate fully in class discussions and activities throughout your time in class each week. You receive participation points each week for your active participation within class when present. You will be provided with one excused absence in which you are not required to make-up the missed participation points. If any excused absences occur after the first “free from participation” class, you will be required to write a 2-page reflection from the readings for the class period missed. The written reflection should be typed, double-spaced and handed in no later than the following week after the date absent from class. Full participation requirements (per the rubric in the project packet, students will interact in activities and discussions by stating individual reflections of readings, responding to classmates as well as engaging in discussions by using personal examples and other resources related to the topic of discussion. Responses to classmates and reflections stated during discussions should be constructive and demonstrate critical thinking and reflection; commenting and posing questions to your classmates throughout the discussion(s) each week.
Week Date Content________________________________
1 January 11 Visual Arts Education
Readings: Artworks for Elementary Teachers – Chapter 1
Introductions – VA Presentation groups given
Syllabus Overview / assignments and rubrics
MO - Grade Level Expectations for Fine Arts
2 January 18 Visual Arts Education (Martin Luther King, Jr. Day) –
Topic: Elements and Principles of Art
Readings: Artworks for Elementary Teachers – Chapters 2 & 3 (2 pg. Reflection due).
Work on presentations.
Due: Children’s Drawings (e-mailed by midnight).
3 January 25 Visual Arts Education
Topic: Integrating Art into the Curriculum
Readings: Artworks for Elementary Teachers - Chapters 4-6
Due: Power point and lesson plans (rough draft)
4 February 1 Visual Arts Education
Possible Guest Speaker
Feedback given on power points – time to work on power
points in groups.
5 February 8 Visual Arts Education
**Power point and lesson plan presentations (visual arts)
6 February 15 Visual Arts Education
(President’s Day – No Class).
7 February 22 Visual Arts Education and Music Education
Reading: Music with the Brain in Mind - Part 1
**Presentation of power point and lesson plan (VA)
(Groups for Music Education Presentations given)
8 March 1 Music Education
Music with the Brain in Mind - Part 2
Due: Music Position Statement
Time to work on presentations individually / in groups.
9 March 8 SPRING BREAK – No Class
10 March 15 Music Education
Music with the Brain in Mind - Part 3
Due: Music Power Points and Lesson Plans (rough draft)
11 March 22 Music Education – Field Experience (No Class)
Research an article (on the topic of Music and write a
journal reflection using format provided in project packet (e-mailed by midnight).
Feedback given for presentations and lesson plans (e-mailed).
12 March 29 Music Education
** Music Power point presentations.
13 April 5 Music and Movement/Physical Education
** Music Power point presentation.
Readings: Chapter 1 and 2 of Interdisciplinary Elementary Physical Education
(Groups for movement / physical education presentations given).
14 April 12 Movement / Physical Education
Readings: Chapter 3 and 4 of Interdisciplinary Elementary Physical Education
Due: Movement / Physical Education Power Points and Lesson
Plans (rough draft).
15 April 19 Music Education andMovement/Physical Education
Readings: Chapter 5 and 6 of Interdisciplinary Elementary Physical Education
Time to work on presentations with feedback.
16 April26 Movement/Physical Education
**Power point and lesson plan presentations
17 May 3 Final Class – Movement / Physical Education
** Power point and lesson plan final presentation
Due: Philosophy Statement
Find EBSCOhost – Park Website
EBSCOhost (ADA Compliant)
Checked Academic Search Premier
Search: Type in full title of Article
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: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 indentification 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 a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
Last Updated:12/27/2009 6:09:23 PM