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Park University School for Education Conceptual Framework
EDE 335 Art,Music & Movement for ECE/ELE
FA 2010 HO
Love, Danica Kathleen
BA ED Early Childhood EducationMA ED Early Childhood Education
5:30 - 6:00 PM
August 16 - December 6
6:00 - 8:30 PM
EDU 203: Educational 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 class time 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 and Scientific Standard in Physical Science of represents observations through music and movement will be used for Standards in Early Childhood Lesson Plans for appropriate subject area 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 turned in as a rough draft (optional) and final copy (required) during assigned presentation date as stated per the calendar. 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. A group evaluation will also be completed and handed in 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 only and reflect upon them while referring to the stages of children's drawing provided in the handout located in DOC Sharing in e-companion. 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 with at least THREE Stages of Children’s Drawings being represented. 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 two separate paragraphs: 1st paragraph – an objective description of each drawing that includes statements incorporating the Elements and Principles of Art (how do you know what the drawing is representing?); 2nd paragraph - 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 ALL characteristics of the stage of drawing to the detail within each child’s drawing; 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 just underneath the picture if inserted directly into the reflection paper document or on the back of the drawing if original artwork is included with the reflection paper. 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 separately. 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 by answering the question, “What activities and materials will be provided in your classroom to integrate the topic throughout the curriculum based on your main idea and beliefs stated. 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 (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 in an introduction. Further support of statements in the introduction citing sources in APA format in the introduction and on a reference page are necessary. An introduction will be provided at the beginning of your paper to tell the purpose of your paper as well as the importance of integrating ALL of the creative arts area in the curriculum; supporting thoughts with sources cited in APA format is necessary. Details and supporting beliefs to your introduction should follow the introduction. Each of the three topic areas: 1.) Visual Arts Education, 2.) Music Education, and 3.) Movement / Physical Education should be supported by a minimum of 2 beliefs for each topic. Supporting documentation includes: personal insights, role of the teacher and theories and readings that support each stated belief individually in each of the three topic areas. Examples of at least ONE activity with materials should be included for each stated belief for a total of at least SIX activities that include statements on materials and link specific content areas for integrating the creative art topic being discussed based on each belief stated. Examples of family involvement and community involvement should also be included and linked to each stated belief individually. In addition, ideas for family and community involvement should directly relate to and integrate each creative arts topic being discussed. Weekly activities, power point presentations, lesson plans, class discussions and readings, and individual topic position statements on music and movement / physical education written in class can be used as information to complete the personal philosophy statement. Citing references using APA format, especially when addressing theory, is necessary. Theorists and readings should be cited within the paper as well as in a reference page at the end of the paper. Rubric completed for self-evaluation should be handed in by student on due date with philosophy statement paper.
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.
Personal Philosophy Statement (Core Assessment) 60 pts.
270 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 or not prepared for discussion with specific references and reflections of the assigned and required readings each week. This would mean that you do not participate in a discussion or presentation 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 August 16 Visual Arts Education
Introductions – groups given for VA
Syllabus Overview / assignments and rubrics
MO - Grade Level Expectations for Fine Arts
Explanation of Children’s drawing assignment with example.
2 August 23 Visual Arts Education
Topic: Integrating Art into the Curriculum / VA Lesson Plan
Readings: Artworks for Elementary Teachers - Chapters 1 & 4-6
Time to work on presentations individually/in groups
Due: Children’s Drawings
3 August 30 Visual Arts Education
Topic: Elements and Principles of Art (Materials)
Readings: Artworks for Elementary Teachers – Chapters 2 & 3
Due: Power point and lesson plans (rough draft)
4 September 6 LABOR DAY – No Class
Feedback for power point and lesson plans e-mailed
5 September 13 Visual Arts Education
**Power point and lesson plan presentations (visual arts)
6 September 20 Visual Arts Education/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)
7 September 27 Music Education
Reading: Music with the Brain in Mind - Part 2
Time to work on presentations in groups
Due: Music Position Statement
8 October 4 Music Education
Topic: Integrating Music into the Curriculum
Music with the Brain in Mind - Part 3
Due: Power point and lesson plans (rough draft)
9 October 11 FALL BREAK – No Class
10 October 18 Music Education (Drama / Theatre)
Topic: Dramatic Play / Theatre
Time to work on presentations in groups with feedback
11 October 25 Music Education
**Power point and lesson plan presentations (Music)
12 November 1 Music Education andMovement/Physical Education
Presentation of power points and lesson plan (Music)
Readings: Chapter 1 and 2 of Interdisciplinary Elementary
(Groups for Movement / Physical Education presentations given)
13 November 8 Movement/Physical Education
Readings: Chapter 3 and 4 of Interdisciplinary Elementary
Due: Movement / Physical Education Position Statement
Time to work on presentations in groups
14 November 15 Movement / Physical Education
Readings: Chapter 5 and 6 of Interdisciplinary Elementary
Due: Power point and lesson plans (rough draft)
15 November 21 Movement / Physical Education
Readings: Chapter 7 of Interdisciplinary Elementary
Time to work on power point and lesson plans with feedback
16 November 29 Movement/Physical Education
**Power point and lesson plan presentations (PE)
17 December 6 (7:00 – 9:00PM)
Final Class – Movement / Physical Education
** Power point and lesson plan final presentation (PE)
Due: Philosophy Statement
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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:7/29/2010 10:19:14 PM