“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

-                     Albert Einstein

-                      

ED 430: CREATIVITY IN THE ELEMENTARY CLASSROOM

Instructor:  Allison Downey

Phone:  o- 387-1820 / h – 388-7323 (if necessary)

Email:  allison.downey@wmich.edu

Office:  3422 Sangren

Office Hours:  Tues. 10am-12 p.m., and by appointment

Credits:  4 credit hours

Location and Time:  MW  2:00-3:50 pm in 2107 Sangren

                                    MW  4:00-5:50 pm in 2105 Sangren

Course Pre-requisites:  Completion of all other courses in minor.

Required Texts and Materials:

Cornett, Claudia (1999).  Creating meaning through literature and the arts (2nd Edition).  New Jersey:  Prentice Hall.

Course pack – Kent, C. & Steward, J.  Learning by Heart:  Teachings to free the creative spirit.  New York:  Bantam Books + additional readings.  Available at the University Bookstore at the corner of Howard & Michigan Ave.

Journal - Students will also be required to purchase a hard cover, bound journal suitable for writing and mixed media sorts of artwork.  This will be your creativity journal for reading-reaction essays, inspired musings, artistic expression and other activities completed throughout the semester.  This is NOT the same thing as your regular notebook for taking notes in class.

Tool kit:  a baggie with a box of crayons, box of markers, box of colored pencils, scissors, glue stick, some plain white paper and various colors of construction paper.

Reserved readings will be assigned throughout the semester, including excerpts from:

Cahan, Susan & Kocur, Zoya (Editors) (1996).  Contemporary art and multicultural education.  New York:  Routledge

*All reserved readings are available in the Education Library on the third floor of Sangren.

Recommended / Optional texts: (Available at WMU Bookstore)

1. Gelineau, Phyllis. Integrating the Arts Across the Elementary School Curriculum. Southern Connecticut State University, Wadsworth, a division of Thomson Learning

2. Jacobs, H.H. (Ed) (1989) Interdisciplinary curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

3.  Burnaford, Aprill,Weiss (Editors). Renaissance in the Classroom: Arts Integration and Meaningful Learning.  Chicago Arts Partnerships in Education, CAPE. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, c. 2001.

Course Description:  “A synthesis of the principles developed in the Integrative Creative Arts Minor as applied to teaching and learning at the elementary school level.  Emphasis is placed on the integration of creative processes in elementary school curriculum and instruction, on the teacher as problem-solver and creative artist, and on the creation of structures that accommodate individualization of instruction and creative problem solving in children” (Undergraduate Catalog, 1999-2001, p. 183).

Course Objectives:  Among the broad objectives/outcomes of the course are to develop increased self-awareness, comfort with a variety of creative expressions, increased appreciation for and understanding of various art forms, intellectual curiosity, aesthetic sensitivity, willingness to assume risk and find creative ways of posing and solving problems; growth in learner’s abilities to assume the role of advocate for all children; to articulate and defend an expanded approach to literacy; to engage in practices that improve schooling, including teaching with, about, in, and through the arts (drawing  connections between subjects &  disciplines by building bridges with the arts); to envision, structure and support diverse classroom cultures.

Program Goals Addressed in Course:

Self-Development:

*Analyzes and evaluates one’s own professional performance and implements changes which result in improved student learning.

*Models a high degree of skill in written and oral communication both for students and for colleagues.

*Exhibits poise and self-confidence.

*Shows flexibility, is reflective, and is open to suggestions, criticism, new ideas and new learning.

Professional Understanding:

*Works collaboratively and effectively with support personnel, community resource persons, colleagues, and parents.

*Identifies professional issues at the local, state, and national levels.

*Reflects about and demonstrates understanding of pedagogy and content areas central to teaching.

*Analyzes and uses various theories of learning, intelligence, development, and socialization.

*Examines, adapts, extends, and creates integrated curriculum relevant to content area knowledge and student learning needs.

*Uses computers and technology to assist students’ learning.

Diversity and the School Environment:

*Creates cooperative, multicultural communities of learning within the classroom.

*Creates learning opportunities by analyzing and building on students’ social, cultural, ethnic, and experiential backgrounds.

*Constructs activities that work to eliminate bias and injustice in social life and in schooling.

*Fosters cooperation among all learners.

*Analyzes, recognizes, and responds to the special needs of all learners.

Teacher Practice:

*Creates a dynamic classroom environment that promotes student learning.

*Uses group processes to accomplish classroom goals.

*Engages skillfully and thoughtfully in discussion, dialogue, questioning, and conferencing with individual students.

*Fosters student decision-making, independence and self-direction.

*Integrates reading, writing, and spoken communication as modes of learning.

*Provides creative and critical thinking opportunities.

*Presents information using a variety of instructional techniques.

*Analyzes, selects, and organizes appropriate learning materials, resources, and technology to meet objectives and goals.

*Studies and implements positive principles of classroom management.

Understanding Learners:

*Studies and utilizes a developmental, student-centered approach that nurtures the whole person in cognitive, affective, and psychomotor areas.

*Analyzes, respects, identifies, and utilizes student interests and learning styles in planning programs.

*Analyzes, respects, identifies, and utilizes student knowledge and past experiences in learning activities.

*Shows sensitivity to interpersonal relationships among students and promotes positive self-concepts.

*Incorporates active and creative learning experiences.

Authentic Assessment:

*Sets appropriate goals and utilizes various methods of assessment.

*Analyzes and establishes educational goals and student objectives which are appropriate for the developmental levels and needs of students.

*Evaluates programs and progress with authentic and varied assessment tools.

*Examines and maintains records of student behavior and achievement for evaluating and reporting student progress.


Students will be expected to:

Develop increased skills in applying creative approaches to solving technical and practical artistic problems, independently and within groups; using the arts to present and communicate content, feelings, and ideas; and applying those skills to create aesthetic objects and/or projects.  Collaborate with peers and demonstrate understanding of key concepts through discussion and successful completion of all assignments.

Modes of Instruction:

A variety of instructional modes will be used.  Projects will be assigned to stimulate reading, research, creation, performance, assessment, and reflection.  Awareness exercises, ensemble activities, etc., will be used to involve class members in shared task experiences.  Large group presentations will vary, including lecture, demonstration, audiovisual media, and student performances.

Assignments and Projects:

(more information about assignments will be provided as needed)

Creativity Journal:  25 points

Read the assigned chapter and select ONE creative activity to complete for each chapter (with the exception of chapter one – write only / no artwork) in Learning By Heart.  Following completion of the activity in your journal, brainstorm and critically reflect upon the reading and the assignment process; the connections between your assignments and additional readings and the k-8 Classroom; and upon the connection between your own creative expressions and how they might impact your teaching. These writings will be shared in small groups in class each week.  Make sure to bring your creativity journal to class anytime a chapter assignment is due. If you complete artwork outside of the journal (e.g. a sculpture), make sure to bring it to class along with the writing in your journal. Part of your participation grade is based on bringing assignments to class the day they are due. Journals may be submitted for evaluation and feedback. There is no page requirement- I expect you to think and write in a fashion that demonstrates your commitment to excellence and your own abilities.

Due Dates:

Wed Sept. 10th  – pp. 1-11 (“Beginning”) Reading

Mon Sept. 15th - pp. 12-39  (“Looking”) Reading, assignment, & reflection

Mon. Sept. 22nd – pp. 40-63 (“Sources”) Reading, assignment, & reflection

Wed. Sept. 24th  –  pp. 64-87  (“Structure”) Reading, assignment, & reflection

Mon. Sept. 29th  - pp. 88-119 (“Connect and Create”) Reading, assignment, & reflection

Wed. Oct. 1st – pp.120-153 (“Tools and Techniques”) Reading, assignment, & reflection

Mon Oct. 6th  – pp. 154-177 (“Work and Play”) Reading, assignment, & reflection

Wed Oct. 8th – pp.178-205 (“Celebration”) Reading, assignment, & reflection

Mon. Oct. 13th - Creativity Journals Due

Individual Creative Projects:  10 points

Produce an individual creative project that represents the culmination of your creativity journal / activities. This is the “product” you ultimately extract from all your processing. The “product” can be in any of the following artistic forms or in a form of your choosing and devising: A Characterization, A Literary Work, A Musical Composition, A Work of Visual Art; A Dance or Movement Performance; Performance Art  Form of Your Own Devising. 

Reflections to be included in your Creativity Journal:

 What was your journey from the process to the product?

How this could experience / exercise relate to the elementary classroom?

DUE: Monday, Oct. 13th 

Reflection Papers / Evaluations:  20 points (all combined)

1.5-2pgs double-spaced, 12 pt. Font, Times-Roman. Stapled

An opportunity to develop your skills as a reflective teacher: to more formally reflect on the connections between our reading, activities, assignments, pedagogy, and your own teaching and experiences. You may choose to complete 4 out of 5 of the assigned reflection papers. . See the Reflection Paper Checklist document for more specific guidelines.

Current Reflect Paper Due Dates Include:

Wed. Sept. 10th: Respond to reading re: arts education and the need for it.

Wed. Sept. 17th  :  Choose 1 to respond to:

1.         How does arts integration address or respond to the theories explored in

chapter 1? (Gardner’s theories of MI, , Erikson’s Stage Theory, Piaget’s

Stages of Cognitive Development, and Maslow’s Hierarchy of needs, &

Vygotsky’s ZPD?)

2.         How can you as a teacher use the research and theories of creativity in

terms of your own process, your students’ experience, and/or arts

integration?  (consider section “Take Action 6” on p.31.)

Wed. Sept. 24th : Based on the reading how and why might you use a multicultural approach in your teaching? (explain your understanding of multicultural education)

Mon. Sept. 29th: : What are the connections between a multiple realities approach to history and multicultural education? How might these connections affect your teaching?

Wed. Oct. 22nd  : How might you utilize the arts in your classroom for healing (to process a tragedy)?

 

Experience the Arts Assignment:  10 points

Required to attend 2 arts events or experiences:  art institute, event or performance (music, dance or theatre).  A write-up will also be required for each experience. Cannot be combined with assignments from any other classes. 

            DUE: by Wednesday, November 19th

 

Individual Dramatic Activity / Mini-Lesson: 10 points

Each students will lead 1/2 the class in a dramatic activity / warm-up at the beginning of class on a particular day. You will hand in 2 copies to me of an activity outline to be further explained in class with 1 copy for each classmate.  Activities must be a minimum of 5 minutes and a maximum of 10 minutes. You will sign up for teaching slots early in the semester.

Group Chapter Presentations: 20 points

In groups choose a chapter to work with from the Creating Meaning  text.  Each group will present the concepts of the chapter on a given day and lead at least one full exercise from the book that demonstrates the use of the arts in curriculum. You must show standards and benchmarks, include a final lesson plan for each group member, and present the material from the chapter to the class in a way that addresses multiple intelligence theories. Each person must take an equal role in presenting and leading the class and you will be evaluated by your group members for your preparation and by your classmates about your presentation.

Research Assignment:  Your choice:  15 points

Choose one of two options: 

Option One:  Research and read a selected recent article from an arts education journal, or book you feel gives ideas for implementing creativity in the classroom. Include ideas of how you might use these ideas in your future classroom.  (2-4 pages)

Option Two:  Pick an art topic of interest to research (artist, dramatic technique, musician, etc.) and create a web-quest on that topic.

For either option chosen, a written response as well as oral presentation will be required. 

Due: choose your due date before December 3rd.

Teaching an Arts-Based Lesson in an Elementary or Middle School:  30 points Individually or in Partners

You will be creating and implementing an arts-based lesson plan in an elementary or middle school.  This lesson could be related to the focus of your group text chapter presentation and may be included in your group integrated unit plan. You have the option to integrate this lesson in a current placement (e.g. ED 402 or ED 369/371 placement) or will sign up for a placement as an individual or as partners.  Lesson plan, self-evaluation, and teacher evaluation required. More details to follow.

Final Project: Your Choice - DUE: December 1st

Group Integrated Units:  20 points

You will be working in groups to create an arts-based interdisciplinary unit incorporating:  a) generative themes or critical questions, b) lessons from each discipline, c) the national standards for arts education and d) the Michigan standards for the selected content areas. You will be given some time in class to meet with your groups, but additional time outside of class may be necessary.  Each group will present their units to the class.

OR

Arts Integration Resource Notebook:

Create an Arts Integration Resource Notebook that could serve you in your career as an educator to teach with, in, through, and about the arts. Pick location (state, district, school)  you would like to teach in and select an age group. Research arts education and arts integration in that area. Present your ideas & notebook to the class. Include in your notebook:

List of Resources – articles, contacts, websites, resources, Research, Teacher interviews, potential arts partnering organizations

           Annotated Bibliography – references, websites, annotated bibliography

Core content curriculum for each of the disciplines in the selected grade level

Arts Integration Integration Ideas

Creative Prompts – quotes, works of art

           Literature based on history, science, math,

Arts Vocabulary – texture, line, melody, character….

Creative Culmination “Final Exam”:  20 points

You will be synthesizing your experiences in this course and reflecting on some of the topics we’ve explored through an artistic medium.  The culminating work should reveal how your creativity and your own personal/autobiographical experiences, values, and belief affect your teaching.  A presentation will be included in this assignment. 

Examples of creative reflections:

Digital Storytelling – 5 min., Performances, Multi-media art

 

Class participation / Attendance:  20 points

Attendance and participation are about your professional conduct.  I view professional conduct as being on time for class, staying for the duration, coming prepared to fully participate, handing in assignments in a timely fashion, and communicating with me.  I’ve planned activities that depend on you to be present and prepared.

Class Participation:  Your grade for class participation will reflect your physical and mental preparedness for class, your contributions to group work, your attitude towards others, and your own level of commitment to the process. Below is further clarification of class expectations:

            Preparation: This is a “hands-on” class, and therefore students must be physically and mentally ready to work each day. Homework assignments will be directly linked to class activities, and are to be completed on time. You should bring all needed materials to each class meeting. Class Attire: In order to fully engage in most classes, you will need to be free to move. Please wear clothing and shoes that allows you to freely and comfortably move in the space (i.e. pumps, heals, clogs, and short skirts may inhibit your ability to participate)

            Presence and Punctuality: As a class we work as an ensemble; every person is integral to the work, and absences or tardiness affects not only your work, but the work of others. Please be present and on time,

            Personal Investment and Effort: The greater your effort, the greater your strides. Your level of commitment and a personal connection to the material will directly affect your learning and therefore, your grade.

            Willingness to take risks: You are expected to challenge yourself within this class and push beyond your self-determined limits. However, you must be responsible in assessing what is an appropriate risk to take. Your safety, and the safety of others is paramount!

            Sensitivity to Others: Because collaboration and emotional accessibility are integral to his course, a classroom that is physically, emotionally, and intellectually safe is critical. You are expected to respect and support others in their efforts within this class.

            Cooperation in Group Work: Most of the classroom activities are collaboratively based. You are expected to cooperate in groups – pulling your own weight, as well as allowing room for others to contribute.

Attendance:    You are expected to be in class on time and prepared to actively engage in the day’s activities.  You are allowed 2 absences. Any additional absences will result in the lowering of your grade by one half letter grade per absence, i.e. a third absence will bring your final grade of “A” to a “B/A”.  Although I appreciate knowing you will not be able to attend class, for most absences it is not necessary that you contact me (unless you have a presentation or partner work) and it will not excuse you from missing class.  In the event of an absence, please contact a classmate to take notes, record assignments, and pick up handouts for you. Three “lates” will equal one absence. If you have any questions regarding the material, please feel free to speak with me.

Late work is unprofessional and is discouraged.  Being absent does not excuse you from an assignment.  Preparing to be teachers, we need to learn to plan ahead.  If you know you are going to be absent, please turn in any assignments before the class you are going to miss, have a fellow class member turn it in for you, e-mail your assignment to me, or put it in my box the day it is due.  Work that is turned in after the due date will be reduced in points each day it is late, and will not be accepted after one week.  

Additional Information:

* Note: Cell phones and pagers are to be turned off during class. Please no gum chewing or food in class.

Particular Needs:          Please let me know if there is anything I should be aware of regarding a particular need you might have, such as an early pregnancy, or a sensory or hidden disability that may influence your work, or affect your personal safety within this course. The goal is to make this course as inclusive as possible, but I need your help and communication to keep me informed.

All assignments should be done neatly and correctly.  I expect you to type assignments (except for journal entries) in 12-point Times New Roman font, double-spaced, stapled if multiple pages.  Any ideas you borrow should be correctly cited in APA format.  Please proofread your work, as spelling and grammar do matter!


Total points possible:  200 points

Grading System:

 

Grade                          Significance                             Honor Points               Course Points

A                                 Outstanding, Exceptional,                      4.0                   190-200

                                    Extraordinary

BA                                                                                           3.5                   178-188

B                                  Very Good, High Pass                          3.0                   166-176

CB                                                                                           2.5                   154-164

C                                 Satisfactory, Acceptable,                      2.0                   144-152

                                    Adequate

DC                                                                                           1.5                   134-142

D                                 Poor                                                     1.0                   130 and below

E                                  Failing                                                  0.0

Western Michigan University Diversity Statements:

            College Students with Disabilities:  Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the professor and the appropriate Disability Services office (387-4411 or 387-2116) at the beginning of the semester.

            College of Education Diversity StatementThe College of Education maintains a strong and sustained commitment to the diverse and unique nature of all learners and high expectations for their ability to learn and to apply their learning in meaningful ways.

            Human Rights Statement:  It is a fundamental policy of Western Michigan University not to discriminate on the basis of sex, sexual orientation, color, race, age, religion, national origin, height, weight, marital status, or handicap in its educational programs, admissions, employment, promotions, salaries and social activities.  Through its example and teaching, Western strives to foster in its students, faculty and staff respect for basic human rights.  In its external relationships, the University is supportive of those activities that seek constructive change in the development of human rights in their country and abroad. 

You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate Catalog (pp. 268-269) that pertain to academic integrity.  These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse.  If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct.  You will be given the opportunity to review the charge(s).  If you believe you are not responsible, you will have the opportunity for a hearing.  You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment.


“Every child is an artist. The problem is how to remain an artist once he grows up.”

                                                            - Pablo Picasso

ED 430:

Semester Outline:

(Subject to Change with adequate notice)

(September)

WEEK 1:   Introductions and Ensemble Building

W 9/3: Ice Breakers / Information sheet / Exploring creativity

F 9/5:   Art Hop * (Optional)

WEEK 2:   Ensemble Building & Creativity

M  9/8: Community Building activities / Creativity

DUE: Collage – What does it mean for you to be a creative teacher?

DUE:  Read Coursepacket: Pp. 3-8:  Gelineau, R.P. Integrating the Arts Across the Elementary School  and Pp. 9-12: Notes & Quotes: Downey.

Include reader response in your creativity journal:

            Q: Choose 2 quotes to respond to – How do they relate to your approach to and experience with creativity?

Start work on Learning By Heart  chapter 2 (in coursepack)– week-long assignment due following Monday.         

W 9/10: Observation / Arts Education / Integration overview: Meet at Woods Lake Elementary. Tour by Diane Eberts of Arts Magnet School

Classes meet at Woods Lake for tour

6:30-8:00 pm – (recommended) Woods Lake Elementary: A Magnet Center for the Arts:  Open House– introduction to arts partnerships

DUE: Reading  Learning By Heart,  Ch.1 “Beginning” (no assignment due)

Creating Meaning through literature and the arts, Ch. 1, Pp. 1-16

Renaissance in the Classroom,  Introduction, Pp. xxxv-xliv  (On reserve)

DUE: Reflection Paper #1: Respond to Creating Meaning and Renaissance in the Classroom reading re: arts education and the need for it.

WEEK 3: Senses Workshops

M  9/15: Observations / Looking – Mirrors

DUE:    Journal Assignment: Read  Learning By Heart, Ch. 2 “Looking”, assignment &journal reflection, bring creativity journal to class

“Learning and Looking and Thinking”, by Rudolf Arnheim – (on reserve) (Come to class with 3 questions / discussion prompts)

W   9/17:  Senses /  Multiple Learning Styles & Stages of Cognitive Dev./Creativity  & Creative Problem Solving

Due:     Reading: Creating Meaning Through Literature and the Arts, Ch. 1, (Pp.16-36)

                        Reflection Paper #2: Choose 1 to respond to:

1.         How does arts integration address or respond to the theories explored in

chapter 1? (Gardner’s theories of MI, , Erikson’s Stage Theory, Piaget’s

Stages of Cognitive Development, and Maslow’s Hierarchy of needs, &

Vygotsky’s ZPD?)

2.         How can you as a teacher use the research and theories of creativity in

terms of your own process, your students’ experience, and/or arts

integration?  (consider section “Take Action 6” on p.31.)

WEEK 4: Source Work – Multiculturalism & Relevance

M  9/22:  Gestalt – writing / drawing from an object / drawing /Words as sources

DUE:  Journal Assignment: Read  Learning By Heart Ch. 3 “Sources”, assignment &journal reflection, bring creativity journal to class

“Towards an Expanded Conception of Knowing: Qualitative thought in Re-Creations”, by: Gabriele Lusser Rico (on reserve)

            ** You may want to complete the Contemporary Art and Multicultural Education. Cahan & Kocur, Introduction, Pp. xix-xxxi, reading due Wednesday by today.

W  9/24:  Multiculturalism – what is the source? / Tradition / mediums & learning styles?

DUE: Journal Assignment: Read  Learning By Heart Ch. 4  “Structure,” assignment &journal reflection, bring creativity journal to class

** Reading: Contemporary Art and Multicultural Education. Cahan & Kocur, Introduction, Pp. xix-xxxi) (on reserve)

Reflection Paper #3:  Q: Based on the reading how and why might you use a multicultural approach in your teaching? (explain your understanding of multicultural education)

** Bring an autobiographical object to class

WEEK 5:  Storytelling / Life Histories / Puppets

M  9/29:  Personal Narrative – Multi-cultural, techniques & strategies

DUE:    Journal Assignment: Read  Learning By Heart Ch. 5,“Connect & Create, ”

assignment &journal reflection, bring creativity journal to class

Reading: “To All my Relations: Minnesota youth and elders turn life histories into song”, on reserve.

Contemporary Art and Multicultural Education. Cahan & Kocur (on reserve) , Ch. 5 “Texture of Memory”, Pp. 39-44

            Reflection paper #4:      What are the connections between a multiple realities approach to history and multicultural education? How might these connections affect your teaching?

W 10/1: Puppets – Susan Harrison guest lecturer

DUE: Journal Assignment: Read  Learning By Heart Ch. 6 “Tools & Techniques” assignment &journal reflection, bring creativity journal to class

F 10/3: Art Hop (Optional)

10/3-10/5:  International Storytelling Festival: Jonesboro, TN

oH

WEEK 6: Dramatic Play, Fairytales & Instruments

M 10/6 :  Narrative Pantomime – Story Dramatization / Fairytales

DUE: Reading: re: dramatic play TBA on reserve

Journal Assignment: Read  Learning By Heart Ch. 7 “Work & Play”  assignment & journal reflection, bring creativity journal to class

Work on Individual Creative Project

W 10/8:  Instrument-Making / Body as Rhythm

DUE: Journal Assignment: Read  Learning By Heart Ch. 7 “ Celebration,” assignment & journal reflection, bring creativity journal to class - in place of prescribed assignment in “Celebration” chapter, design a celebration for the class as a culmination of our experiences together in the Creativity focus of the course. Come to class with plan & diagram/description of ritual celebration.

WEEK 7: Museum / Presentations

M 10/13: Presentations / Museums / Celebration planning:

Due:  Individual Creativity Project Presentations, Museum

                        Due: Creativity Journal

W 10/15: Individual Creativity Project Presentations – Museum, & Celebration

WEEK 8: Art Integration & Art for Healing

M 10 / 20: Found Objects / Transformation / Art for Healing

Due: Reading: Choose 1 of the 3 articles on reserve to read:

“Moving Towards a New Philosophy of Art Education”, Lee Michlein

“Why Sally Can Draw”, by Jessica Davis

“Staying Within the Lines: Re-imagining what is “Elementary” in the Art of Schooling”, Jardine, Graham, La Grange, & Kisling-Saunders

            Sign up for Multicultural Art chapters.

W 10/22: Group Presentation: Art Integration / Multicultural

Due:     Reading Ch. 5-6, Creating Meaning Through Literature & the Arts

Reflection Paper #5:  How might you utilize the arts in your classroom for healing (to process tragedy)?

Contemporary Art and Multicultural Education. Cahan & Kocur Chapters 1-4. (on reserve) , Select one chapter to read and present overview to small groups

WEEK 9: Music Integration

M  10/27 :  Toby Daspit Guest Lecture / Songwriting Workshop

            Due: Reading on reserve : “The Noisy Mix of Hip Hop Pedagogies,” by Toby Daspit or found on the web at: http://www.media-culture.org.au/0104/hiphop.txt

            Work on Group Unit Plans

W  10/ 29: Group Presentation: Music Integration

            Due: Reading Ch. 11-12, Creating Meaning Through Literature & the Arts

                        Work on Integrated Unit Plans

(November)

WEEK 10: Dance

M   11/3: Guest Lecture

            Due: Work on Integrated Units

W  11/5: Group presentation: Dance

            Due: Reading Ch. 9-10, Creating Meaning Through Literature & the Arts

                        Work on Integrated Units

F  11/7: Art Hop (Optional)

WEEK 11: Drama & Literature

M   11/10: Group presentation: Literature 

            DUE: Read Ch. 3-4, Creating Meaning Through Literature & the Arts

                        Reserve Reading: TBA

W 11/12: Group Presentation: Drama /Story Dramatization / Role Drama

            DUE: Read Ch. 7-8, Creating Meaning Through Literature & the Arts

                        Reserve Reading TBA

WEEK 12: Integrating Curricular Units: Curriculum Integration / Interdisciplinary Concept Model

M    11/17:  Curriculum integration workshops

Due: Reading: in CoursepackJacobs, H.H. (Ed) (1989) Interdisciplinary curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development, Ch. 3 +5, Pp. 25-37, 53-65.

** Bring Coursepack to class

W   11/19: Integrated Thinking and Learning

Due: Reading: in CoursepackJacobs, H.H. (Ed) (1989) Interdisciplinary curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development, Ch. 6-7, Pp.67-95.

Skim: in coursepackBurnaford, Aprill,Weiss (Editors). Renaissance in the Classroom: Arts Integration and Meaningful Learning.  Chicago Arts Partnerships in Education, CAPE. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers, c. 2001. Pp. 201-244.

Due: Experience the Arts Assignment

** Bring Coursepack to class

WEEK 13: Integrating Curricular Units Development

M   11/24: Group meetings to work on presentations

W   11/26: HAPPY THANKSGIVING!!!!

(December)

WEEK 14: Presentations / Museums

M  12/1:  Present Integrated Units and Final Projects

            Due: Final Project: Integrated Units & Integrated Resource Book

W  12/3: Present Integrated Units and Final Projects

            Due: Research Assignment

F  12/5: Art Hop (Optional)

Exam Times:

 

M/W 2-3:50:   Wed. December 10th,: 2:45-4:45pm

M/W 4-5:50:   Wed. December 10th: 5-7pm

M/W 7-8:50:  Wed. December 10th: 7:15-9:15

            DUE: Creative Culmination Project