EDE335 Art,Music & Movement for ECE/ELE

for SP 2012

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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.

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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


EDE 335 Art,Music & Movement for ECE/ELE


SP 2012 HO


Love, Danica


Adjunct Faculty


BA ED Early Childhood Education
MA ED Early Childhood Education

Office Location

CO 300

Office Hours

5:00 - 6:00pm Monday

Daytime Phone




Semester Dates

January 16 - May 7

Class Days


Class Time

6:00 - 8:30 PM

Credit Hours


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).


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).


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



 2 years



 3 years



 4 years



 5 years



6 years



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.


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/.

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

  1. apply practices that nurture the whole child/adolescent within the learning environment.
  2. demonstrate a range of strategies to meet the needs of all learners
  3. Balance diversity and unity, through respecting and integrating different viewpoints, learning styles, cultures, and lived experiences
  4. use a variety of techniques and technologies in learning and teaching about the arts using a range of strategies to meet the needs of all learners.
  5. Articulate and support a personal philosophy of Arts Education demonstrating that they critically think, read, speak, and write about arts education.
  6. analyze historical, cultural, social, and financial trends and issues in arts education
  7. build, analyze and synthesize a personal knowledge base about teaching and learning about the arts showing a practical understanding of the knowledge and performance areas emphasized in the Missouri Show Me Standards for the Fine Arts.

Core Assessment:
Philosophy Statement with Supporting Unit
  • 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 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 (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 for each topic separately. 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 (25 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 (15 pts. Each):

 A position statement will be created for each of the two topics separately: 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)  90 pts.

                           Position Statements (2)                                         30 pts.

                           Stages of Children's Drawings Reflection                 25 pts.

                           Participation Points (15)                                           75 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. An additional 20% for each week the assignment is late will be deducted. Communication must be made with the instructor prior to the assignment being turned in late. 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. Contact with the instructor must occur prior to the missed class and 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. Texts must be specifically referenced in class discussion to receive total possible participation points. Failure to attend class with a reflection from the readings will cause a deduction of participation points. 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, included specific references from the week’s readings cited in APA format 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). 

Course Topic/Dates/Assignments:

1                         January 16                     Martin Luther King, Jr. Day


Syllabus Overview / assignments and rubrics

                                                MO - Grade Level Expectations for Fine Arts

                                         E-mail introduction to the instructor by midnight on January 16

1.)   Name,

2.)    Major,

3.)   Phone Number to be reached,

4.)   e-mail (other than park if used),

5.)   current experience with children (working, babysitting, extended care, tutoring, church, etc. Please also state if none)

                             *Groups given for Visual Arts Presentations through e-mail by instructor. Make sure to make initial contact to ensure you are successfully able to communicate with your group members prior to the second class meeting.

                                    *Review syllabus, rubrics (project packet), MO Pre-K and MO GLE Standards for all content areas.


2       January 23                     Visual Arts Education

                                                   Topic: Introduction to Art (Materials)

                                           Readings: Artworks for Elementary Teachers - Chapter 1

                                    Explanation of power point presentation with lesson plan example.

                                                          Time to work on presentations individually/in groups


3        January 30                    Visual Arts Education

                                           Topic: Elements and Principles of Art

                                             Explanation of Children’s Drawings with example                                                  

                                                Readings: Artworks for Elementary Teachers – Chapters 2 & 3

                                                     Due: Power Point and lesson plans (rough draft)    


4        February 6                  Visual Arts Education

                                           Topic: Integrating Art into the Curriculum / VA Lesson Plan                                             

Readings: Artworks for Elementary Teachers – Chapters 4-6

                                                     Due: Children’s Drawings

                                                Time to work in groups with rough draft feedback.


 5       February 13                  Visual Arts Education

                                                   **Power point and lesson plan presentations (visual arts) Groups 1 and 2. All group power point and lesson plans should be posted to e-companion by midnight on Sunday, February 12 prior to class.


6     February 20                  President’s Day

                                                            NO CLASS


7      February 27                  Visual Arts Education/Music Education

                                                Topic: Introduction to Music Education (Materials)

                                                         Reading: Music with the Brain in Mind - Part 1

                                          **Presentation of power point and lesson plan (VA) – Group 3

                                    (Groups for Music Education Presentations given with time to work)


8     March 5                              Music Education

                                                            Topic: Integrating Music into the Curriculum

                                                       Reading: Music with the Brain in Mind - Part 2 and 3

                                                                Due: Power point and lesson plans (rough draft)

                                                                          Due: Music Position Statement


9                  March 12                       SPRING BREAK – No Class 


10       March 19                  FIELD EXPERIENCE NO CLASS MEETING      

                                                      Music Education (Music and Drama / Theatre)

                                                Reading: Article for Music Education Journal Reflection

Due: Journal Reflection paper with article attached


                                   Topic: Dramatic Play / Theatre instructor ppt viewable in e-companion

                                                                  under week 2 tab for Music Education                          

                                                *Feedback given for rough drafts through e-mail.

Meet in groups prior to presentations next week. 


11    March 26                        Music Education

                                  **Power point and lesson plan presentations (Music) – Groups 1 and 2

**All group power point and lesson plans should be posted to e-companion by midnight on Sunday, March 25 prior to class.


12    April 2                         Music Education and Movement/Physical Education

                                         Presentation of power points and lesson plan (Music) - Group 3

Readings: Chapter 1 and 2 of Interdisciplinary Elementary

                 (Groups for Movement / Physical Education presentations given with time to work)


13     April 9                   Movement/Physical Education

                                                Topic: Introduction to Physical Education / Movement

Readings: Chapter 3 and 4 of Interdisciplinary Elementary

Physical Education

                                                       Due: Movement / Physical Education Position Statement

                                                   Time to work on presentations in groups 


14          April 16                Movement / Physical Education 

Readings: Chapter 5 and 6 of Interdisciplinary Elementary

Physical Education

*Philosophy Statement explanation with example. Rough Draft can be completed and submitted next class period for feedback if desired.

                                                   Due: Power point and lesson plans (rough draft)


15     April 23               Movement / Physical Education

Topic: Integrating Movement / PE throughout the curriculum

Readings: Chapter 7 of Interdisciplinary Elementary Physical Education

* DUE: Rough Draft of introduction and one belief with supporting information from the philosophy if desired.

Time to work on power point and lesson plans with feedback    


16      April 30                   Movement/Physical Education

             **Power point and lesson plan presentations (PE) – Groups 1 and 2   

**All group power point and lesson plans should be posted to e-companion by midnight on Sunday, April 29 prior to class.

                                    *Feedback for rough draft of philosophy statement provided for those who chose to turn one in last week.


17       May 7                (7:00 – 9:00PM)      

      Final Class – Movement / Physical Education

                                           ** Power point and lesson plan final presentation (PE)            

                                                            Due: Philosophy Statement  ** (Must attend class for participation points and to hand in a hard copy of the philosophy statement).


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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 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.

Park University 2011-2012 Undergraduate Catalog Page 96

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Last Updated:12/27/2011 11:42:28 PM