PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching:
Preparing proactive educators to improve the lives of children
EDUC 624 The
Fine Arts In Education
Prerequisite:
Credit: Three
Period: 22
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
Place:L130(First
floor of Library)
Isenberg, J.P. & Jalongo, M. R. (1997). Creative expression and play in early childhood. (2nd ed.). Merrill: Columbus, Ohio.
APA Manual. 4th ed.
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.
The goal of the Master of Arts in Teaching (MAT) and Master of Arts (MA) 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 candidateÕs undergraduate program, experience, and professional goals, the programs seek to:
Ø provide the candidatewith the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;
Ø use and facilitate critical thinking skills;
Ø enhance candidatesÕ content knowledge, integrating it with instructional technology;
Ø enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to
Ø
provide experiences that enable candidates to assume
roles as scholarly practitioners and develop their skills and abilities as
professional teachers.
This course will
investigate the principles, theories and the practice of using art, music,
drama, and play in all curriculum areas for early childhood education.The
course will include activities in the fine arts areas, which can be used to
teach those areas, as well as material in other subject areas through
cross-discipline teaching, for the purpose of enhancing and integrating a
creative process approach for instruction in the classroom.The emphasis in thi
scourse is to formulate methodological styles for teaching of the fine arts and
in doing so, generate activities that can be used to help young students better
understand the fine arts.
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:2, 3, 4, 5, 6, 7, 9, 10, 11
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:2, 3, 5, 6, 7, 9, 10, 11
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, 2, 3, 5, 6, 7, 8, 10, 11
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, 4, 8, 9, 10, 11
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:2, 5, 6, 7, 9, 10, 11
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:4, 5, 6, 7, 9, 10, 11
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, 9, 10, 11
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, 2, 5, 6, 7, 9, 10, 11
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:9, 10, 11, 12
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:4, 8, 9, 10,
11, 12
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. Demonstrate competence in the knowledge of child development from birth through ten years of age with emphasis upon the implications of fine arts, and the learning process of fine arts for these ages. CLO:3, 8
2. Demonstrate an ability to observe, record, and assess a childÕs behavior in order to plan an appropriate instructional program and learning environment in fine arts. CLO:1, 2, 3, 4, 5, 8
3. Demonstrate competence in the disciplines which provide content knowledge needed to teach fine arts. CLO:1, 2, 3
4. Demonstrate competence in enabling children to express themselves creatively in a variety of ways. CLO:1, 4, 7, 6, 10
5. Demonstrate competence in providing activities and skills which enhance the critical thinking ability of the learner in any content area.CLO:1, 2, 3, 5, 6, 8
6. Demonstrate competence in providing activities and skills which facilitate independent learning and decision making in young children.CLO:1, 2, 3, 5, 6, 8
7. Demonstrate competence in the knowledge of characteristics of different learning environments appropriate for children (i.e. field experiences).CLO: 1, 2, 3, 5, 6, 8
8. Demonstrate competence in the development of knowledge, skills, and attitudes which will promote constructive interaction among people of differing economic, social, racial, ethnic and religious backgrounds, and people with handicapping conditions.CLO: 4, 10
9. Connect theory to practice in the area of Fine Arts for Early Childhood Education.CLO: 1-10
10. Analyze and synthesize previous and current knowledge learned to integrate fine arts into the academic curriculum.CLO: 1-10
11. Analyze current curriculum trends and issues in the fine arts areas for ECE.CLO: 1-10
12. Fulfill
the duties and responsibilities of a professional through actions, language,
attitude and dress.CLO: 9, 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.
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.
1. Reading and Attendance-
(maximum 5 points) CO: 1-12
· Complete all assigned readings and have perfect attendance-5 pts.
· Complete 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.
2.Participation- (maximum 5
points) CO: 1-12
· 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.
3. Modules (maximum 60 points,
15 points each) CO: 1-12
·
A module is a collection of items which describe or
reflect a theme, activities, or position on a concept. You will submit 4
modules, one from Play, Art, Music, and Drama. Each module will reflect one
chapter (205) from the text.
Guidelines:
a. integrate each module with one academic discipline, either reading (include book used), language arts, math, science, or social studies;
b.
include a title page, a table of contents, and an ÒObjectives
AddressedÓ page to list and describe the objectives addressed throughout the
module, with page numbers noted;
c.
copy each lesson plan for the members of the class and the
professor for distribution;
Grading: You will be graded on your modules at the graduate level on content, reflections, strength of material, connection of theory to practice, completeness, organization, and professionalism.The purpose of this assignment is to connect theory to practice and to provide a beginning of a collection of valuable, effective lesson plans in the arts and the academics.
DUE: Class 3, 4, 6, 7
4.
Field Experiences: (maximum 10 points)CO: 2, 7, 9, 12
Field experiences (6 hours) are required for all students and are part of the modules.
5.
Exams: (maximum 20 points)CO: 1-12
There will be a midterm and a final.There are no make-ups.
Due: Class 5, 8
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.Remember, graduate students may make only one ÒCÓ in their graduate
program.A grade ofÒDÓ or ÒFÓ must be repeated the first time the course is
offered again.
Reading and Attendance 5 pts.
Participation 5 pts.
Modules 60 pts.
Field Experiences 10 pts.
Exams 20
pts.
Date Topic Assignment
Due Homework
Internet/QCC
for Fine Arts
Chapter
5- Drama Read
Ch. 5
Chapter
6/7 The Creative Module 2 DUE Read
Ch. 6 & 7
Environment
Chapter
4 Music/Movement Module
3 DUE Read
Ch. 4
Dec.
6 Discussion of
Music Module Module
4 DUE Read
Ch. 8-10
Chapter
8-10 Learner Centered Teaching
Review
for Final
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.