Syllabus Entrance
Printer Friendly
Email Syllabus
Standard Version

EDE 335 Art,Music & Movement for ECE/ELE
Love, Danica Kathleen


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 335 Art,Music & Movement for ECE/ELE

Semester

S1T 2012 DL

Faculty

Love, Danica Kathleen

Title

Adjunct Faculty

Degrees/Certificates

BA ED Early Childhood Education
MA ED Early Childhood Education

Office Hours

8:00-10:00pm

Daytime Phone

816-686-2406

E-Mail

danica.love@park.edu

Semester Dates

January 16 - March 11

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

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).

 Music Education

Jensen, E. (2000). Music With the Brain in Mind. Thousand Oaks, CA: Corwin Press. ISBN #1-890460-06-0

Movement Education

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).

www.dese.mo.gov/divimprove/curriculum/GLE/

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).

http://www.dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html

Foliotek Information for each Education Syllabus

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 Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) 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 (carol.williams@park.edu), 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!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional 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.

 CD'S:

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 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/.
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 helpdesk@parkonline.org 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.


Course Description:
EDE335 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. 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

  • apply practices that nurture the whole child/adolescent within the learning environment.
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
    - AECI 1.0, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2.
     
    -NAEYC: Standards 1, 2, 3, 4, 4a, 4b, 4c, 4d, 5

    -Selected SPED Cross-Categorical Education Competencies 2, 4, 5, 7, CC5, CAT4, CC3, CAT6, CAT8, CC5, CC9, CAT1, CAT5, CC7.

    Assessment
    Learning Styles Questionnaire, Children’s Stages of Drawing Reflection, Power Point Presentations and Lesson Plans for each of the three areas of the creative arts, Children’s Stages of Drawing Reflection, Position Statements, Philosophy Statement, Family Letter, weekly readings and discussion threads, Weekly Activities.
  • demonstrate a range of strategies to meet the needs of all learners
    MoSTEP
    1.1.1 The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the social sciences.
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
    -AECI 1.0, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2.

    -NAEYC: Standards 1, 2, 3, 4, 4a, 4b, 4c, 4d
     
    -Selected SPED Cross-Categorical Education Competencies 2, 4, 5, 7, CC5, CAT4, CAT6, CAT8, CC5, CC9, CAT1, CAT5, CC7.
    Assessment
    Learning Styles Questionnaire, Children’s Stages of Drawing Reflection, Power Point Presentations and Lesson Plans for each of the three areas of the creative arts, Children’s Stages of Drawing Reflection, Position Statements, Philosophy Statement, Weekly Activities, weekly readings and discussion threads.
  • Balance diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.10.4 identifies and uses the appropriate school personnel and community resources to help students reach their full potential.
    SPAs
    -AECI 1.0, 3.1, 3.2, 3.3, 5.2.
     
    -NAEYC: Standard 5MoSTEP 1.2.11

    -Selected SPED Cross-Categorical Education Competencies 2, 4, 5, 7, CC5, CAT4, CAT6, CAT8, CC5, CC9, CAT1, CAT5, CC7.
    Assessment
    Power Point Presentations and Lesson Plans for each of the three areas of the creative arts, Children’s Stages of Drawing Reflection, Philosophy Statement, Family Letter, weekly readings and discussion threads.
  • 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.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.5 creates interdisciplinary learning.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.7.4 uses a variety of media communication tools.
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
    1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
    -AECI 1.0, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2.
     
    -NAEYC: Standards 1, 2, 3, 4, 4a, 4b, 4c, 4d, 5

    -
    Selected SPED Cross-Categorical Education Competencies 2, 4, 5, 7, CC5, CAT4, CAT6, CAT8, CC5, CC9, CAT1, CAT5, CC7,
    Assessment
    Power Point Presentations and Lesson Plans for each of the three areas of the creative arts, Children’s Stages of Drawings Reflection, Philosophy Statement, Position Statements, weekly activities, weekly readings and discussion threads.
  • Articulate and support a personal philosophy of Arts Education demonstrating that they critically think, read, speak, and write about arts education.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.4 knows theories of learning.
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    SPAs
    -AECI 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2.
     
    -NAEYC: Standard 5
     
    -Selected SPED Cross-Categorical Education Competencies 4, 5, 7, CAT6, CAT8, CC5, CC7, CC9, CAT1, CAT5, CC7, CAT4.
    Assessment
    Power Point Presentations, Children’s Stages of Drawing, Position Statements, Philosophy Statement, Family Letter, weekly activities, weekly readings and discussion threads.
  • analyze historical, cultural, social, and financial trends and issues in arts education
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs
    -AECI 2.5, 2.7, 5.1.
     
    -NAEYC: Standard 5
     
    -Selected SPED Cross-Categorical Education Competencies 5, CC5
    Assessment
    Power Point Presentations, Philosophy Statement, weekly readings and discussion threads.
  • 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.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.1.2 presents the subject matter in multiple ways;
    1.2.1.3 uses students' prior knowledge when identifying learning objectives and choosing instructional strategies;
    1.2.1.4 engages students in the methods of inquiry used in the discipline;
    1.2.1.5 creates interdisciplinary learning.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.4 knows theories of learning.
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.7.4 uses a variety of media communication tools.
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
    1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
    -AECI 2.5, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2.
     
    -NAEYC: Standards 4, 4c
     
    -Selected SPED Cross-Categorical Education Competencies 4, 5, 7, CAT6, CAT8, CC5, CC7, CC9, CAT1, CAT5, CC7.
    Assessment
    Power Point Presentations and Lesson Plans, Children’s Stages of Drawing Reflection, Position Statements, Philosophy Statement, weekly activities, weekly readings and discussion threads.


    Core Assessment:
    Philosophy Statement with Supporting Unit
    • Reflective Journal
    • Portfolio Reflections on Missouri Performance Standards and Early Childhood Competencies, Reflective Journal Entries, and Lesson Plan Reflections
    • Portfolio Philosophy and Reflections on Missouri Performance Standards and Early Childhood Competencies in Portfolio
    • Supervisor and Cooperating Teachers’ Evaluation Forms

    Class Assessment:

    Assignments scheduled for completion during a class week MUST be completed by midnight (CST) 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. 20% of total points possible deducted for each additional week late as well.

    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.

    Readings:

    You are required to read resources listed in class syllabus per the calendar for each week. 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 midnight on Sunday of each week. Referencing readings and personal experiences as well as fully explaining statements and thoughts is necessary. All items stated in each week’s activity description within the project packet must be completed.

    Power Point and Lesson Plan for Art, Music and Movement (30 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 separately and handed in on three separate dates per the class calendar. 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 as well as Physical Science for Music 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 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 (25 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. In addition, each child’s drawing MUST be included with the reflection paper (in the document or in a file attached) to be graded 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. You MUST be present while the child is drawing the picture for you to provide information on your interactions and conversations to complete the assignment. At least three different stages of children’s drawings should be clearly identified and included within the reflection.  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); 5.) 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 (15 pts. Each):

     A position statement will be created for each of the two topics separately: one paragraph for 1.) Music Education and one paragraph for 2.) Movement / Physical Education handed in separately based on due dates in calendar. 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 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. 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. 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. 

    Proctored (Final) Exam (40 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.  

    Grading:
      Grading:

       A = 90% - 100%               B = 80% - 89%                  C = 70% - 79%

       D = 60% - 69%                  F = Less than 60%

                               Weekly Activities (5)                                             50 pts.

        Power Points and Lesson Plan Presentations (3) 90 pts.

                               Position Statements (2)                                         30 pts.

                               Stages of Children's Drawings Reflection                 25 pts.

                               Participation / Discussion (7)                                 70 pts.

                               Personal Philosophy Statement (Core Assessment)  80 pts.

                                Family Letter (Final Exam)                                        40 pts.                                                                                                 ________________

                                                                                                    385 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 Sunday 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 if handed in with one week after the original due date as stated within the weekly calendar for the current semester’s course. An additional 20% for each week late after the first week will also apply. 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.

     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:

    Attendance

    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.

    Weekly Structure:

    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 ends at midnight Central Standard Time (CST) the following Sunday.

    Course Topic/Dates/Assignments:
    Week 1 Introduction to class and Visual Arts Education

    Reading:

    • Artworks for Elementary Teachers - Chapter 1
    • Syllabus Overview / assignments and rubrics
    • MO - Grade Level Expectations for Fine Arts

    Weekly Activity:

    • Introductions and Learning Styles Questionnaire

    Week 2 Visual Arts Education

    Topic:

    • Elements and Principles of Art

    Reading:

    • Artworks for Elementary Teachers - Chapters 2-3

    Weekly Activity:

    • Try an art recipe

    Due:

    • Children’s Drawings 

    Week 3 Visual Arts Education

    Topic:

    • Materials and Integrating Art Throughout the Curriculum

    Reading:

    • Artworks for Elementary Teachers – Chapters 4 - 6

    Due:

    • Visual Art Education Power point and lesson plan

    Weekly Activity:

    • View Finder and Element / Principle cards to view pictures / paintings

    Week Four Music Education

    Topic:

    • Materials in Music Education

    Reading:

    • Music With the Brain in Mind Parts 1 and 2

    Due:

    • Music Education Position Statement

    Weekly Activity:

    • Using recyclable materials collected over the week, make a musical instrument to be played.

    Week Five Music Education

    Topic:

    • Integrating Music into the Curriculum

    Reading:

    • Music With the Brain in Mind Part 3

    Due:

    • Music Education Power point and lesson plan

     

     

     

    Week 6 Movement/Physical Education

    Topic:

    • Materials in Movement / Physical Education and Dramatic Play / Theatre

    Reading:

    Chapters 1 and 2 (Part I) of Interdisciplinary Elementary Physical Education. Connecting, Sharing, Partnering.

    Due:

    • Movement / Physical Education Position Statement

    Weekly Activity:

    • How can you incorporate movement with a story (book, story of a famous or important person or event in history)? State your materials and objectives for the activity and link to the appropriate GLE’s.

    Week Seven Movement/Physical Education

    Topic:

    • Integrating Movement / Physical Education into the Curriculum

    Reading:

    Chapters 3 - 7 (Part II) of Interdisciplinary Elementary Physical Education. Connecting, Sharing, Partnering.

    Due:

    • Movement and Physical Education Power point and lesson plan
    • Philosophy Statement

    Week Eight Final Week of Class

    Proctored (Final) Exam -- Letter to Families


    Find EBSCOhost for additional resources to complete assignments and provide reflection within discussion threads – Park Website

                            Library Resources

                            Ebsco

                            EBSCOhost (ADA Compliant)

                            Checked Academic Search Premier

                            Click Continue

                            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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    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. from Park University 2011-2012 Undergraduate Catalog Page 93

    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.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 96

    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 .


    Attachments:
    Project Packet

    Copyright:

    This material is protected by copyright
                                   and can not be reused without author permission.

    Last Updated:12/27/2011 9:57:36 PM