PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

COURSE SYLLABUS – EDUC 339: Fine Arts for Teachers

“Bunnies don’t hop!” – Dr. Ellen Briggs

“Garbage out!” – Dr. Bob

“There are no losers – only those who are less fortunate.” – Kayla Phillips, EDUC 339 – Summer 2007

INSTRUCTOR INFORMATION:

Name: Dr. Lauren Ringwall

Office Location: Center for Worship and Music, C 107

Phone Numbers: 706.778.3000, Extension 1526; Cell 706.340.5809

E-mail: lringwall@piedmont.edu

Fax Number: (706) 778-0701

Office Hours: By appointment

Campus Security: (706) 776-0105

TIME AND PLACE

CAMPUS: Demorest SEMESTER: Summer YEAR: 2008

Dates: Tuesdays

Time: 5:00-9:30

Place: Chapel C105

COURSE INFORMATION:

Credit: 3

I. TEXT AND SUPPLEMENTARY READINGS

Consortium of Arts Education Associations. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Rowman and Littlefield Education.

ISBN: 156 545 0361 OR 978 156 545 0363

Supplemental readings may be required as needed throughout the course. These readings may include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

II. PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

GRADUATE MAT AND MA PROGRAM GOALS

PIEDMONT COLLEGE MISSION:

Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.” The School of Education strives to prepare scholarly, reflective, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

Graduate MAT and MA Program Goals:

The goal of the Master of Arts in Teaching (MAT) and Master of Arts (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨ provide the candidate with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨ use and facilitate critical thinking skills;

¨ enhance candidates’ content knowledge, integrating it with instructional technology;

¨ enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨ provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

MAT Program Goals:

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:

¨ build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;

¨ prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

¨ build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;

¨ develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨ build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

¨ inform candidates of resources available for teachers and students to support and enhance student learning;

¨ develop the candidate’s repertoire of strategies for effective teaching;

¨ enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

¨ provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;

¨ develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;

¨ develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

¨ help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

MA Program Goals:

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨ enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨ broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨ expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨ enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨ expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨ diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨ develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨ develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨ establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨ help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨ encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

III. COURSE DESCRIPTION AND PURPOSE:

From the 2007-2008 Piedmont College Catalog:

This course investigates the disciplines of art, music, dance and theatre for the purpose of enhancing and intregrating a creative process approach for instruction in the classroom. Emphasis is placed on synthesizing and applying the concepts of multiple intelligences in the development of classroom curricula. Directed field based experience is required.

Students will participate in hands on learning experiences in art, music, dance and theatre, leading to the development and teaching of lessons to their peers. Lessons will incorporate multicultural influences, adaptations for differently levels of ability, and will utilize technology in the research and development of curriculum for the elementary classroom.

IV. SCHOOL OF EDUCATION OUTCOMES

Core Candidate Learning Outcomes (CCLO) :

The following ten outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in all courses and are applicable to the undergraduate and graduate programs.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling.

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students.

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills.

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners.

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom.

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals.

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy.

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being.

Dispositions for All Candidates:

In addition to the common core learning outcomes and graduate candidate learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective: Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive: Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic: Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so.

V. COURSE OUTCOMES :

Upon successful completion of this course, the candidate will be able to:

1. Design and implement lessons using the arts to motivate and inspire learners of all ability levels. CCLO 1, 7, 8, 10

2. Utilize the National Standards for Arts Education, the Quality Core Curriculum and the Georgia Perforamnce Standards in designing lessons that emphasize process over product, the elements of the arts and developmentally appropriate practice for the chosen grade level. CCLO 2, 7, 8, 9, 10

3. Design assessment strategies that foster teamwork, constructive criticism, higher order and critical thinking skills to develop the student’s sense of creativity and pride in their original work. CCLO 3, 6, 8, 10

4. Assess and plan instruction for students of all ability levels and cultural backgrounds and with varied intelligences and learning styles. CCLO 4, 6, 7, 8

5. Understand and use a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CCLO 5, 8

VI. COURSE POLICIES & PROCEDURES:

1. Class Attendance & Participation

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of absences for any reason will result in failure of the course. The maximum allotted number of absences is as follows:

Undergraduate:

o Night classes meeting one time per week for eight weeks: 1 absence

o All absences for participation in recognized school events (e.g., athletics, drama, field trips) will count against the announced absence policy.

o A request for consideration of an exception to this policy must be submitted in writing to the Dean.

Notification of Absence:

Please notify the instructor of any absences form class by email to lringwall@piedmont.edu before the absence occurs if at all possible. The student is responsible for any readings or assignments due as if he/she were in class that day. An absence from class does NOT consitute an extension of due dates. In the case of a written assigment, it must be received by the instructor by the beginning time of class, or a grade of zero will be assigned.

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive. Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home. Candidates who miss class should consult their instructors for assignments and make-up work. Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor. When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

PARTICIPATION - Active participation means:

Ø prepare for classes by reading the text and/or other assigned readings;

Ø attend all classes for duration of allotted class time;

Ø take active part and contribute significantly during class discussions and activities;

Ø be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø submit all assignments on time

2. Written Work

Use APA style (5^th ed.). All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

Quality is important! Work submitted should reflect professional, scholarly, graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

Be sure to keep a duplicate copy of all submitted work for your own records. It is also wise to periodically save your work on the hard drive as well as thumb drive or disk.

3. Academic Integrity

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception (See the Piedmont College Catalog and the Student Handbook for details of the policy). This class will be conducted in strict observance of the policy. The College imposes strict penalties for academic dishonesty (cheating, fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalog and Handbook.

Some suggestions for helping you abide by the policy include:

Ø Cite and reference work properly using the current APA guidelines.

o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.

§ Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines).

§ You must also give credit to an author or source when you paraphrase.

§ When referring to information from your course text, be sure you cite and reference the source and/or authors.

§ Follow the protocol in the current APA manual for citing and referencing all electronic sources.

4. Special Considerations: Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through the Office of Counseling and Career Services by contacting the director at 1-800-277-7020 ext. 1259 or by email – kcutrell@piedmont.edu. Students are responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Counseling and Career Services before receiving accommodations. Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

5. Cell Phone Usage

Cell phones should not be used during class time. Use only prior to the beginning of class or during break. If you need to be contacted due to a crisis, critical, or emergency situation, you should leave your phone on vibrate and respond appropriately and professionally. Notify the professor in advance when possible.

If a cell phone rings audibly during class, Dr. Ringwall reserves the right to answer the cell phone and have a pleasant chat with the caller.

VII. INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

1. Instructional Methods:

Classes in the School of Education operate as a democratic classroom. Candidates engage in shared decision making and in taking responsibility for making the classroom the best it can be. Interactive discussions and problem solving are emphasized where all ideas and contributions are explored and respected. Various approaches are utilized by the candidates and professor including but not limited to: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

2. Description of Assignments:

Readings from the assigned texts will be one focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

Assignments to Be Completed for This Course:

See course schedule below.

3. Field Experiences (Initial and Advanced Certification Tracks):

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools. Also, certain field experience placement forms may be required by your college professor. Make sure you are using the appropriate placement request form(s) for the field experiences in this course.

Each candidate is responsible for arranging and documenting his/her field experiences at an appropriate grade level according to the guidelines of the Early Childhood Education (ECE) program. Keep in mind that ECE Majors are required to work in grades P-K, 1-3, and 4-5. When selecting field experiences, be sure you are getting a good representation from each of the grade level areas in diverse settings for documentation of field experiences. Initial certification candidates need to document a minimum of five hours for this course. Advanced certification candidates need to document a minimum of two hours for this course. Candidates adding a new field need to document a minimum of three hours.