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Integrated Methods IV. Expressive Arts
Early Childhood/Elementary
Education 510, Fall, 2003
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Dr. Mark D. Bailey |
Office: 308 Carnegie
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Email address: baileym@pacificu.edu |
Home phone: 359-5646
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Class Meetings: Fri. 12:30 2:45 |
Carnegie 206 |
Office Hours: Wed. 12-2, drop in, or by apt. |
Office phone: 352- x2773 |
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Required Text:
Selected Text: Edwards, L. C. (1997). The Creative Arts (3th Ed.) Merrill.
Educational Philosophy:
I cannot simply teach you what you need to know about helping children to express themselves artistically. In order for you to effectively learn about children's expression in school you must be willing to be an active participant in the learning process. Therefore this will be a completely student-centered course. As a class we will all be responsible for determining the structure of the course: what we read, what experiences we engage in, what we discuss, what assessments are used and how they are graded. My role will be a facilitator and coordinator. I will be available to provide you with a variety of resources that can assist you in learning, including outside artists. Your job will be to utilize these artists and these resources, ask questions, pursue your own learning and help me to know what you do and do not understand.
I have set aside time for office hours so that I can help. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments, and my home phone number in case you encounter pressing questions or problems. How much you learn in this course will be directly proportional to your personal motivation and level of involvement.
Course Description:
This course will be a student-centered course designed to explore artistic expression in early childhood and elementary classrooms. This course is designed to help aspiring early childhood teachers become knowledgeable about methods for teaching art, music, dance and physical education, and become skillful in integrating art, music, and physical education activities into the curriculum. Course content will include an examination of models of teaching and methods that are specific to each of the three disciplines, as well as models for appropriately integrating these expressive arts throughout the curriculum. The main emphasis of the course will be on cultivating an understanding of and appreciation for various modes of expression through a review of written material and through a range of hands-on artistic experiences.
As a result of participating in this course, prospective teachers will be able to:
demonstrate a functional understanding of the teaching methods, instructional strategies and models of learning specific to art, music, and physical education.
design lessons that appropriately integrate expressive arts activities throughout the curriculum.
experience an increased sensitivity to and awareness of the need for the expressive arts in the early childhood classroom.
analyze and discuss current issues in art, music, and physical education.
demonstrate professionalism in joining in and trying new expressive arts activities.
recognize the difference between process oriented student-centered art projects, and product oriented teacher directed "craft" projects.
display the ability to recognize a variety of art media, techniques and processes, and demonstrate an understanding of how to use them appropriately with young children.
demonstrate an increased feel for the aesthetics of art appreciation.
understand the visual arts as they relate to the world's history and cultures.
understand the fundamental elements of specific music education models.
demonstrate an understanding of methods for fostering singing, movement, and playing musical instruments in their own classrooms.
recognize the importance of early musical experiences as a means of fostering cognitive development.
display developmentally appropriate methods for responding to music.
recognize techniques for helping students create music.
demonstrate their understanding of musical terminology.
understand the fundamental elements of physical education models.
demonstrate a comprehensive understanding of physical educational methods designed to foster gross and fine motoric development.
recognize methods for fostering movement and fitness literacy.
demonstrate methods for assessing students' physical developmental needs.
demonstrate the ability to conduct ones self professionally in and out of class.
Course Requirements
This course will be interactive and hands-on. It is expected that students will come to class ready to explore and to express themselves. The course will utilize a number of different types of assignments and learning experiences: class attendance, readings and contribution to class discussions: lesson plans and a final project that involves a microteaching performance for your peers.
Attendance. You are expected to attend and actively participate in each class. Because some materials presented in class will not be contained in the readings and we will engage in many expressive experiences, it is important that you attend every class. .
Reading Assignments. This is a student-centered course, which means that classes will revolve around the interests and ideas that you bring to the class. Therefore it is important that you come prepared to contribute to discussions, and prepared to express yourself in the workshops. You are expected to read the assigned chapter in the textbooks and any other designated readings BEFORE each class period. This will give you time to formulate questions and ideas that you may have about the readings and allow you to more fully participate during that class period. I also strongly encourage you to explore other relevant resources and to share them with your peers.
Final Project.
As a culminating project, at the end of the semester you will be asked put together a microteaching presentation/performance for your peers. The purpose of these short lessons will be for you to model expressive art curricula, and to receive feedback on your lessons from your peers. You are expected to accompany your presentation with a written copy of the lesson plans (including rationales) that you can distribute to your peers prior to the presentation. I recommend that you work in teams of two or three on collaborative projects.
I expect each group to submit a written paragraph describing the project idea that can be distributed to the class for feedback no later than Nov. 14th. After the presentation each class member will provide written feedback to each group regarding their presentation and their lesson plans.
Grades
Final grades in this course will be based on a written self-assessment you will submit at the end of the semester. Criteria for self evaluation will include professionalism (attendance, work with peers, participation), quality of written work (lesson plans, projects), preparation for class, quality of class contributions (discussions, collaboration, microteaching), and level of personal growth. On October 24th each student will submit a midsemester personal evaluation indicating how they are progressing in meeting course goals. On Dec. 12th you will submit a self-assessment that will include a final grade for yourself based on this self evaluation. Where in most cases this will be the final grade you will receive, I reserve the right to submit an alternative final grade if I believe there is a lack of veridical connection between the work completed and your self-evaluation.
Special Needs
It is the class' wish to fully include persons with special needs in this course. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to participate fully. I will try to maintain confidentiality of the information you share with me.
Class Schedule
Date
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Topic
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Suggested Resources
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Sept. 5 |
Introduction - The Happy Hedgehog Band |
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12 |
Exploring Expression |
Edwards, Ch. 1, 2 |
19 |
Mark at Conference |
NO CLASS |
26 |
Art and Artists, Aboriginal culture |
Bredekamp, Ch. 7 |
Oct. 3 |
Masks & Maskmaking around the world |
Edwards, Ch. 4 |
10 |
Inservice day |
NO CLASS |
17 |
Bali & Batik |
Edwards Ch. 6 |
24 |
Music in the classroom |
Bredekamp Ch. 8 |
31 |
Guest Physical Therapist? |
Joy of Movement, ch 2-3 |
Nov. 7 |
Movement and Expression Wear no white? |
Edwards, Ch. 5
Bredekamp, Ch. 10
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14 |
Movement & Music
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Dance as a way of Knowing 60- 74, 99 106
Edwards, Ch. 3, |
21 |
Expressive Literature |
Edwards Ch. 7 |
28 |
THANKSGIVING HOLIDAY? |
NO CLASS |
Dec. 5 |
Putting it all Together Class presentations 12:30 4?
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Edwards, Ch. 8
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12 |
Class Meeting |
Marks House |
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"The having of wonderful ideas is what I consider the essence of intellectual development. And I consider it the essence of pedagogy to give Kevin the occasion to have his wonderful ideas and to let him feel good about himself for having them. Eleanor Duckworth
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