Calumet College of St. Joseph

SYLLABUS FOR social Integrated Arts and Movement

 

Term:  Fall 2003 Course Number: EDU 486 X

Instructor:   Elaine Pitts

Office:  300

Office Phone: 219-473-4304

E-mail:  epitts@ccsj.edu   

Office Hours:     Call for appointment

 Wednesday or Friday

219-473-4288

 

Course Time: Wednesdays 7:00-10:00PM—Room 258

 

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 Edwards (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.

 

·         Students are to provide a written report indicating the various artistic methods employed throughout each presentation.  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 particular skills that were presented (pay specific attention for those practices which we have read or discussed in class)  as they apply and relate to the state standards addressed in this lesson. 

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

 

 

·         ·         Integrated Arts (Music) 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 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)

 

 

 

·         ·         Integrated Arts (Movement/Drama/PE) Classroom Observation (40 Total points) Students are to observe an elementary school classroom during the instruction of Movement/Drama/PE.  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 movement/drama/PE 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 movement/drama/PE 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)

 

Student Created Lessons

·         ·         Music Lesson (30 Total Points) Students are to select a Music 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)

 

·         Movement/Drama/PE Lesson (30 Total Points) Students are to select a Movement/Drama/PE 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).

 

·         Integrated Arts (Visual/Music/Movement) Student Finale Presention (50 Total Points) Students are to select a Visual Arts/Music/Movement 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.. (20 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. (30 points)

Final Exam:

 

·         ·         A final examination (50 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

 

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

This course will cover INTASC Principles 1 - 10

 Principle #1:           

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

Principle #2:            

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3:            

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4:            

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5:               

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principal #6:                 

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:            

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

Principle #8:            

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9:            

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10:           

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

                            

 

 

 

 

 

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/Presentation 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,/Presentation 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

       382 - 343

B

        342 – 305

C

        304 – 268

D

        267 – 229

F

228 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.)

 

Use of any electronic devices such as cell phones, beepers, pagers, etc. is not permitted in the classroom while class is in session. 

 

 

 

 

 

 

 

 

 

Course Outline: Fall 2002

 

Class Dates:                                                       Topics/Assignments:

 

          1      September 3                                                                               Introduction to class                                

      

            2    September 10                                                                             Ch 1. Beginning the Journey/Visual Art Demo

 

           3     September 17                                                                             Ch. 1, 4, 6 – Visual Art - Guest

 

           4      September 24                                                                            Visual Arts - Guest

 

           5      October 1