Calumet College of St. Joseph

SYLLABUS FOR social Integrated Arts and Movement

 

Term:  Fall 2002Course Number: EDU 486 X

Instructor:   Bruce Wisowaty

Office:  510

Office Phone: 219-473-4264

E-mail:                bwisowaty@ccsj.edu

Office Hours: Monday, Tuesday, Friday 9:00 a.m. – 1:00 p.m

 

Course Time: Wednesdays 7:00-10:00PM—Room 262

 

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.

 

Textboook:                                                                                                                                                                                                                                                                                                                                    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 class date.

·         ·         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” . (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” .(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 (30 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. (10 points)

 

       Students will be expected to explain and present their lesson to the class. including information on the procedures they would follow if presenting this lesson to a group of students.  The presentation of the lesson should be 10-15 minutes in length (20 points)

·         ·         Visual Arts Lesson (30 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.. (10 points)

                     Students will be expected to explain and present their lesson to the class including information on the procedures they would follow if presenting this lesson to a group of students.   This presentation of the lesson should be 10-15 minutes 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. (3 points each class period;  42Total Points

 

RELATED INTASC PRINCIPLES:

 

  1. The teacher understands the central concepts, tools of inquiry and the structures of the disciplines he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  1. The teacher uses knowledge of effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

  1. The teacher plans instruction based upon knowledge of subject matter, the community and

Curriculum goals.

 

 

                            

 

Learning Outcomes/Competencies

Assessment

1

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

 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.

 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.

 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.

 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.

 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.

 Lesson Plan Assignments, Additional Articles/Web Materials.

8

+    Teacher candidates will select and incorporate instructional strategies in social studies and language arts.

,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.

. 

 

 

 

 

Format for Written Assignments:

 

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4th 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.

 

 

Grade

Points

A

        172-192

B

        155-171

C

        140-154

D

        100-139

F

138 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. You will earn 3 points per session you attend, total attendance points are 42.

 

 

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: Fall 2002

 

Class Dates:                                                                Topics/Assignments:

 

       1                September 4                                                                                       Introduction to class     

      

        2    September 11                                                                               Ch1. Beginning the Journey

 

        3     September 18                                                                              Ch. 1 Beginning the Journey

 

        4      September 25                                                                              Ch. 2 Exploring Feelings/Images

 

        5      October 2                                                                                      Ch. 4 Celebrating the Visual Arts

 

        6      October 9                                                                                      Ch. 6  Three Dimensional Art

 

        7       October 16                                                                                    Ch. 5  Play and Creative Drama

 

        8       October 23                                                                                    Ch. 5  Play and Creative Drama

 

        9       October 30                                                                                     Ch. 3 Music and Movement

 

         10      November 6                                                                                     Ch. 3 Music and Movement

 

          11     November 13                                                                                    Ch. 3 Music and Movement

 

          12     November 20                                                                                     Ch. 7 Literature

 

           13     November 27                                                                                     Present lessons

 

           14     December 4                                                                                       Present lessons/ Review

 

           15     December 11                                                                                      Class Final                                                                   

 

 

 

 

 

 

 

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