Calumet College of St. Joseph

SYLLABUS FOR social Integrated Arts and Movement

Term: Summer, 2002 (Short Summer Session April 29^th-June 12^th) Mondays and Wednesdays Course Number: EDU 486 X

Instructor: Dr. Thomas Schneider

Office: N/A

Office Phone: 219-473-4294

E-mail: schneiderthomasw@hotmail.com

Home Phone: 219-322-9469 (H) 708-758-5252 (W) 219-680-6469 (Cell)

Office Hours: By Appointment

Instructor Background:

Dr. Schneider has been teaching as an adjunct professor at Calumet College of St. Joseph since January 2001. Dr. Schneider has his doctorate in Educational Administration from Northern Illinois University. Dr. Schneider’s dissertation generated an article published in the Illinois Journal of School Business Management. During his doctorate program at Northern Illinois University, Dr. Schneider was awarded the Crowell Educational Scholarship recognizing outstanding graduate work in the field of education. Dr. Schneider has taught across every grade level. He has taught fifth grade, junior high school, and high school. Additionally, he has coached football, wrestling and track while sponsoring several co-curricular activities. Dr. Schneider has been the principal at Brookwood Junior High School in Glenwood, Illinois since July, 1998.

Course Time: Mondays and Wednesdays 4:00-7:00 PM—Room 263

Course Description:

This course incorporates an integrated approach to music, art, and movement (dance, P.E.). Teacher candidates will learn aspects of each discipline through a “genre” approach, pedagogy, principles, and performance. Methods and teaching strategies will be incorporated into each lesson, providing the candidate with hands-on experiences and materials for both teaching and assessment. Field Experiences Required.

Prerequisites: EDU 100, 200, 300, 311, and 342

Learning Outcomes/Competencies:

Students should be able to do the following as a result of participating in this course:

+ Teacher candidates will communicate effectively with peers and the instructor.

+ Teacher candidates will acquire knowledge of the vocabulary and best practices utilized in

effective integrated arts instruction at the elementary school level.

+ Teacher candidates will reflect on the integrated arts instructional strategies at the

elementary level.

+ Teacher candidates will design lesson plans in integrated arts, which take into account

developmental needs and best practices research.

+ Teacher candidates will design arts related projects which demonstrate their knowledge of

the process of teaching integrated visual art, movement, music, drama, sculpture and

literature.

+ Teacher candidates will demonstrate knowledge of the theoretical basis of the instruction

of integrated arts.

+ Teacher candidates will demonstrate knowledge of child and adolescent development as

related to instruction in the integrated arts.

+ Teacher candidates will network with practicing teachers to develop insights into the teaching

of integrated arts.

+ Teacher candidates will observe practicing teachers to examine critically effective teaching

practices.

+ Teacher candidates will cultivate a methodology for examining classroom lessons to improve

teaching strategies.

Textbooks:

Edwards, Linda Carol (2002). The Creative Arts: A Process Approach for Teachers and Children. Upper Saddle River, New Jersey: Prentice Hall.

Learning Strategies/Assignments/Assessments:

· Reading assignments: are listed in the timeline section of this syllabus. As minimum preparation for class discussion and participation, students should read the chapters to be examined on that day. This includes one-page summaries of half chapters, which should summarize the main ideas presented in the half of the chapter you have decided upon with your partner. Two copies are needed. One to share with the partner the other will be turned in to the instructor. 6 points each class period; 10 class periods; 60 Total Points )

· Three-page Summary and Review of Chapters: (40 points each; 3 total, 120 total points) Due for each class as per attached calendar, students are to prepare a summary/review of the chapters covered prior to the date of class. The length of the assignment and length does not change no matter the number of chapters covered. The summary should be typewritten and double-spaced. These summaries will be used in class discussion and then collected. The format is as follows:

· The first page is a summary of the key concepts of the chapters covered.

· In this summary, the student should make a special effort to identify those concepts, which are most important. The student should offer a rationale as to why these concepts were the most critical in the chapters covered.

· The second and third page of the summary is the students’ reflection as to:

· How and why the key concepts will effect the students’ teaching practice?

-OR- What parts of this chapter will be used in the students’ teaching practice and why?

· This may also include a reaction to the readings as well as what you have learned. Reactions and responses should be based not on your “feelings” but rather some factual information or experiential observation you have made.)

· Integrated Arts (Music/Drama) Classroom Observation (40 Total points) Students are to observe an elementary school classroom during the instruction of Music/Drama. Students must provide written verification of the time and date of their observation. Students are to write a three-page paper summarizing their observation. Included within this paper should be the following:

· A basic summary statement of date, time, place, subject area, location, number of students cooperating teacher, etc.

· A summary of the Music/Drama lessons presented (pay specific attention for those practices which we have read or discussed in class) including state standards addressed in this lesson. (7 points)

· Based on our reading and class discussion, present your suggestions as to which Music/Drama practices would have been most appropriate and used effectively. (7 points)

· Students should complete the attached “Classroom Observation Form” and “Lesson Plan Evaluation Form” to guide their observation. (7 points)

· After your observation inquire of the cooperating teacher his/her thoughts about the lesson, the strengths of the lesson, weaknesses of the lesson, what would make the lesson better, how he/she utilizes the text (if applicable) and what dose the cooperating teacher look for in a good lesson. (7 points)

· The final page should focus on the students reaction to the observation -OR- What parts of this observation will be used in the students’ teaching practice and why?

· This may also include a reaction to the readings as well as what you have learned. Reactions and responses should be based not on your “feelings” but rather some factual information or experiential observation you have made. (12 points)

· Integrated Arts (Visual Arts) Classroom Observation (40 Total points) Students are to observe an elementary school classroom during the instruction of visual arts. Students must provide written verification of the time and date of their observation. Students are to write a three-page paper summarizing their observation. Included within this paper should be the following:

· A basic summary statement of date, time, place, subject area, location, number of students cooperating teacher, etc.

· A summary of the visual arts lessons presented (pay specific attention for those practices which we have read or discussed in class) including state standards addressed in this lesson. (7 points)

· Based on our reading and class discussion, present your suggestions as to which visual arts practices would have been most appropriate and used effectively. (7 points)

· Students should complete the attached “Classroom Observation Form” and “Lesson Plan Evaluation Form” to guide their observation. (7 points)

· After your observation inquire of the cooperating teacher his/her thoughts about the lesson, the strengths of the lesson, weaknesses of the lesson, what would make the lesson better, how he/she utilizes the text (if applicable) and what dose the cooperating teacher look for in a good lesson. (7 points)

· The final page should focus on the students reaction to the observation -OR- What parts of this observation will be used in the students’ teaching practice and why?

· This may also include a reaction to the readings as well as what you have learned. Reactions and responses should be based not on your “feelings” but rather some factual information or experiential observation you have made. (12 points)

· Music/Drama Lesson (40 Total Points) Students are to select a Music/Drama teaching strategy and utilize an appropriate strategy designed to increase students’ comprehension. Students are to create:

· A lesson plan with state standards, objectives, goals, description of students, materials needed, lesson procedures and assessment. Students are to use the attached Lesson Plan form, model, and evaluation form attached. (10 points)

· Identify all materials you will be using. (5 points)

· Include a sample assessment tool. (5 points)

· Students will be expected to explain their lesson to the class including information on the procedures they would follow if presenting this lesson to a group of students. Special attention should be given to the Music/Drama strategies students will be using in the lesson. This presentation should be no more than three minutes in length. Students will provide the instructor with a summary of their presentation no more than three pages in length. (20 points)

· Visual Arts Lesson (40 Total Points) Students are to select a visual arts teaching strategy and utilize an appropriate strategy designed to increase students’ comprehension. Students are to create:

· A lesson plan with state standards, objectives, goals, description of students, materials needed, lesson procedures and assessment. Students are to use the attached Lesson Plan form, model, and evaluation form attached. (10 points)

· Identify all materials you will be using. (5 points)

· Include a sample assessment tool. (5 points)

· Students will be expected to explain their lesson to the class including information on the procedures they would follow if presenting this lesson to a group of students. Special attention should be given to the visual arts strategies students will be using in the lesson. This presentation should be no more than three minutes in length. Students will provide the instructor with a summary of their presentation no more than three pages in length. (20 points)

· A final examination (40 Total points) to cover (a) assigned readings in the textbook, (b) supplemental readings provided in class, and (c) additional information presented in class

· Class assignments and Article Reviews and Web Site Reviews not included in the above…ALSO INCLUDES WEB SITE REVIEWS AS PROVIDED ON WEB SITE…and…Class participation. This can be difficult to assess. It will be assumed, therefore, that if a student is in attendance for the entire period and engaged in the discussion, that they are participating. However, a lack of participation, sleeping or disrupting the class will result in a lowering of participation points. Even excused absences may count against participation points. (2 points each class period; 10 class periods; 20 Total Points )

Assessment:

Each student will be graded based on the following learning activities and assignments: (No student will receive a final grade until all assignments have been completed.)

	Learning Outcomes/Competencies	Assessment
1	+ Teacher candidates will communicate effectively with peers and the instructor.	Chapter Summaries (Due each week), Three Page Concept Summaries, Classroom Discussion, Final Exam, All Assignments.
2	+ Teacher candidates will acquire knowledge of the vocabulary and best practices utilized in effective integrated arts instruction at the elementary school level.	Chapter Summaries (Due each week), Three Page Concept Summaries, Classroom Discussion, Final Exam, All Assignments Additional Articles/Web Materials.
3	+ Teacher candidates will reflect on the integrated arts instructional strategies at the elementary level.	Chapter Summaries (Due each week), Three Page Concept Summaries, Classroom Discussion, Final Exam, All Assignments, Additional Articles/Web Materials.
4	+ Teacher candidates will design lesson plans in integrated arts, which take into account developmental, needs and best practices research.	Chapter Summaries (Due each week), Three Page Concept Summaries, Lesson Plan Assignments, Additional Articles/Web Materials.
5	+ Teacher candidates will design arts related projects which demonstrate their knowledge of the process of teaching integrated visual art, movement, music, drama, sculpture and literature.	Lesson Plan Assignments.
6	+ Teacher candidates will demonstrate knowledge of the theoretical basis of the instruction of integrated arts.	Chapter Summaries (Due each week), Three Page Concept Summaries, Lesson Plan Assignments, Additional Articles/Web Materials.
7	+ Teacher candidates will demonstrate knowledge of child and adolescent development as related to instruction in the integrated arts.	Chapter Summaries (Due each week), Three Page Concept Summaries, Lesson Plan Assignments, Additional Articles/Web Materials.
8	+ Teacher candidates will select and incorporate instructional strategies in social studies and language arts.	Chapter Summaries (Due each week), Three Page Concept Summaries, Lesson Plan Assignments, Additional Articles/Web Materials.
9	+ Teacher candidates will network with practicing teachers to develop insights into the teaching of the integrated arts.	Classroom Observation/interview Assignments, Classroom Assignments.
10	+ Teacher candidates will observe practicing teachers to examine critically effective teaching practices.	Classroom Observation/interview Assignments, Classroom Assignments.
11	+ Teacher candidates will cultivate a methodology for examining classroom lessons to improve teaching strategies.	Classroom Observation/interview Assignments, Classroom Assignments.

Class Policy for Assignments:

There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments must be submitted the subsequent class meeting. Late assignments will be penalized 50% of their possible point value if submitted after the subsequent class meeting. All late assignments incur a grade reduction. Quizzes and assignments are usually announced in advance and will typically cover readings assigned for class that day.

Format for Written Assignments:

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4^th Edition, Washington, 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community. This publication is available in the bookstore and in the reference section of the Specker Library. All assignments are to be typewritten, double-spaced, with margins within acceptable limits as outlined in the above reference.

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Grade	Points
A	400-360
B	359-320
C	319-280
D	279-240
F	239 OR BELOW

Class Policy on Attendance:

Attendance will impact student grades. Students are expected to be present and on time for all classes. Hands-on experience and class interaction is invaluable – and cannot be “made-up” individually. Should a student have to miss a class, due to an emergency previous contact with the instructor must be made prior to the start of class in order to qualify as an excused absence. Students are responsible for all class work even if the absence is excused.

Two unexcused tardies (arriving late or leaving early) amount to one excused absence from class.

More than one excused absence for the course will result in the lowering of your final grade. Any unexcused absences without formal doctor'’s note offering verification of an emergency will result in the lowering of your final grade. (Students providing a formal doctor’s note will have that absence considered excused.) Students are responsible for all assignments whether their absence is excused or unexcused.

[Note: Class participation grades are dependent upon attendance. See Above.]

Class Cancellation:

I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor. In addition, an announcement will be posted on the Education Bulletin Board and the Classroom door.

Class Policy on Electronic Devices: (Optional)(Cell phones, Beeper, Pagers…etc.)

Students may need to be contacted by those outside of class from time to time. However, should the use of electronic devises become habitual to the point of disrupting the regular class schedule, the student will be asked to turn-off such disruptive devices.

Course Outline: April 29, 2002

Class Dates: Topics/Assignments:

1 Monday, April 29th Course Introduction

2 Wednesday, May 1st Introductory Material (Chptr. 1)

3 Monday, May 6^th Chapter 1

4 Wednesday, May 8^th Chapter 2

5 Monday, May 13^th <Schedule Observation>

6 Wednesday, May 15^th Chapter 3

3 Page Review of Concepts

7 Monday, May 20^th Chapter 4

8 Wednesday, May 22^nd Chapter 5

Visual Lesson/Observation Due

9 Monday, May 27^th <Memorial Day>

10 Wednesday, May 29^th <Classroom Observation>

11 Monday, June 3^rd Chapter 6 3 Page Review of Concepts

12 Wednesday, June 5^th Chapter 7

M/D Lesson/Observation Due

13 Monday, June 10^th Chapter 8

14 Wednesday, June 12^th Final Exam

3 Page Review of Concepts

Class Participation:

This can be difficult to assess. It will be assumed, therefore, that if a student is in attendance for the entire period and engaged in the discussion, that they are participating. However, a lack of participation, sleeping or disrupting the class will result in a lowering of participation points. Even excused absences may count against participation points.

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2001/2002 p.27)

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals. An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Portfolio:

As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio. Specifically, the INTASC principals indicated below would be appropriate to your portfolio as indicated on the CCSJ principal grid provided to you earlier