PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching:
Preparing proactive educators to improve the lives of children
EDUC 339: Fine Arts for
Teachers
Prerequisite:
Credit: Three
Period: 10
II. INSTRUCTOR INFORMATION:
Name: Dr. Julie Palmour
Office Location: L-126, Demorest Campus
Phone Numbers: (706)778-3000 X1230 (Office)
(706)839-6337 (Home)
Fax number: (706)776-9608
Office Hours: As
posted or by appointment
FALL SEMESTER, August
17-December 15
Time: 11:00-12:15 Tuesday and Thursday
Place:L122
(First floor of Library)
Piedmont
College Mission:
Inspired
by the liberal arts tradition and a historical association with the
Congregational Christian Churches, Piedmont College cultivates a diverse,
challenging and caring intellectual environment to encourage academic success
and spiritual development.
The
theme of the School of Education is ÒMastering the art of teaching: Preparing
proactive educators to improve the lives of children.ÓThe School of Education
strives to prepare reflective, scholarly, proactive educators.These
practitioners effectively educate their own students to become knowledgeable,
inquisitive, and collaborative learners in diverse, democratic learning
communities.
This course will
investigate the disciplines of art, music, and drama for the purpose of
enhancing and integrating a creative process approach for instruction in the
classroom, thereby including all students and meeting all learning styles and
developmental levels.This course examines the application and synthesis of the
theories of Howard Gardner, Piaget, Vygotsky and Erickson and builds upon the
hierarchies of Bloom.The creative process approach to the integration of the
fine arts into the classroom provides experience for students growth in the
understanding of the cognitive, affective, and kinesthetic domains.
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.
1)Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, self regulation and collaboration.The teacher additionally 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.CO:1, 2, 3, 4
2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, 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. CO:1, 4
3) Student Learning: The reflective teacher understands how students develop and learn and can provide well-managed learning opportunities that support studentsÕ intellectual, social, and personal growth.
CO:1, 4
4) Diversity: The teacher committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs.CO: 2
5) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to proactively encourage the development of student critical thinking, problem solving, and performance skills.CO: 1, 2, 3, 4
6) Assessment Strategies: The teacher understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners. CO:2
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. CO:4
8) Planning Instruction: The reflective, scholarly, and knowledgeable teacher plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals. CO:1, 4
9) Reflection and Professional Development: The teacher is a reflective practitionerwho continually evaluates the effects of her/his choices and actions upon others, and who proactively seeks opportunities for the continual development of a personal pedagogy. CO:2, 3
10) Collaboration and
Relationships: The proactive teacher communicates and
interacts through democratic processes with other educators, parents/families,
and the community to support student learning and well being. CO:1, 2, 4
The
format for this course will include lectures, labs, discussions, cooperative
group decision making, student presentations, field experiences, and the use of
educational technology.Upon completion of the course, students should be able
to:
1. Integrate the disciplines of art, music, drama, and literature into classroom activities CLO: 1, 2, 3, 5, 8, 10
2. Apply and synthesize the concepts of multiple intelligences in the development of the curricula CLO: 1, 4, 5, 6, 9,10
3. Make distinctions between the cognitive, affective, and kinesthetic domains CLO: 1, 5, 9
4.
Utilize a creative process approach for the development of
classroom interactions CLO: 1, 2, 3, 5, 8, 10
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 excused absences for any reason will result in failure of the course.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 excused absences for any reason will result in failure of the course.The allotted number of excused absences is as follows:
· Day classes meeting three times a week for entire semester: 6 absences
· Day classes meeting two times a week for entire semester: 4 absences
· All eight-week classes: 1 absence
· Evening classes meeting for entire semester:3 absences
Only those absences due to emergencies will be excused.Work missed due to an excused absence may be made up.It is the studentÕs responsibility to inform the professor in writing how he or she plans to make up the work.Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester.It is your responsibility to contact the professor prior to absence.Failure to do so will result in an unexcused absence.
Active
Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.
Tardies to class are
considered a rude interruption.While everyone has circumstances, which create
lateness, repeated tardiness is unexcused.Three tardies will equal one absence
regardless of the nature of the tardy.Please be on time!
Use APA style (4th 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.Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.For example (double spaced and centered), Your name; EDUC 638.1: Advanced Assessment and Instruction in Reading , Learning Log #1: Essay Questions for Chs. 1 and 2, Date.
Quality is important! All work submitted should reflect your professionalism and 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.
By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook for details.
All work submitted must be your original work
created in and for this course. It should be properly referenced using APA
(including information from the internet).Double dipping (to be explained in
class) is not permitted.
Piedmont College makes every effort to provide
candidates with learning disabilities equal access to all academic
programs.Reasonable and appropriate accommodations are coordinated through the
Academic Support Office. Candidates are obligated to self-disclose and are
responsible for providing accurate and current (not older than three years)
documentation of their learning disability to the Director of Academic Support
before receiving accommodations.Candidates with any special needs (disabilities,
problems, or any other factors that may affect their performance or that
require special instructional strategies) should make these special needs known
to the professor/instructor during the first class session.
Readings from the assigned texts will be the 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/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.
1.Instructional Methods
This
class will operate as a democratic classroom.Candidates will engage in shared
decision making and in taking responsibility for making the classroom the best
it can be.Interactive discussions and problem solving will be emphasized where
all ideas and contributions are explored and respected.Various approaches will
be utilized by the candidates and professor including: 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.Students will become familiar with and adhere to National Standards
for Art Education.
· Complete all assigned readings and have perfect attendance-5 pts.
· omplete most assigned readings and miss less than or half of allotted absences-3 pts.
·
Complete some assigned readings and miss more than half
of alloted absences-1 pt.
· Enthusiastic participation in class discussions, group activities and presentations.Demonstrates respect for others and interest in varying opinions, experiences, etcÉ- 5 pts.
· Moderate participation in class discussions, group activities and presentations-3 pts.
·
Only contributes to class discussions, group activities
and presentations when called on-2 pt.
Your
final grade will be determined by totaling all points earned throughout the
semester.In order to receive a grade for this class you must complete all
assignments and turn them in on time.The assignments listed above are outlined
below:
Participation 5
pts.
Lesson Plan Portfolio 40
pts.
Small Group Instruction 20
pts.
Teacher Interview 10
pts.
Observation 10
pts.
Creative
Dramatics 10
pts.
Date Topics Assignments
National Standards
Aug.
24 Theoretical
Perspectives
1.
Bibliography
Ciaburri, C. & White, J. T.(1999) . Improving the social proficiency of art and music students through the
use of specifically taught positive social skills. ED437317.
Arts Education Policy Review (98) 5.
Jalongo, M.R. (1999). How we respond to the artistry of children: Ten barriers to overcome on behalf of
children. Early Childhood
Education Journal (26) 4.
The National Standards for Arts
Education: What Every Young American Shouls Know and Be Able to Do in the Arts.Available
from the Music Educators National Conference Professional Resources Catalog.
Reston, Massachusetts. Standards available
at:http://artsedge.kennedy-center.org/professional_resources/standards/natstandards/index.html
Includes information for links to educational websites, praxis, QCC objectives and Standards.