MSU-Billings
EDUCATIONAL THEORY AND PRACTICE
Dr. Susan Barfield
(music) Dr. Connie Landis (art) Dr. Judy McEnany (drama)
(406) 657-2316 (406) 657-2981
(406) 657-2335
scbarfield@msubillings.edu clandis@msubillings.edu jmcenany@msubillings.edu
OFFICE: COE 271 LA 104
Sign up on door COE 240
COE 271 Mon
M
T & R
(and by
appointment)
REQUIRED TEXT: Cornett, C. (2003). Creating Meaning Through Literature and the
Arts.
OPTIONAL TEXTS:
Anderson, W. & Lawrence, J. (2004, 6th ed.). Integrating Music into the Elementary
Classroom.
Hume, H. D., (2000). A
Survival Kit for the Elementary/Middle School Art Teacher. West
Hume, H. D. (1998). The
Art Teacher’s Book of Lists.
Tanner, Fran (1999). Basic Drama Projects. Perfection
Learning.1-800-831-4190
COURSE DESCRIPTION:
Provides an in-depth look at methods and techniques for
integrating the arts (creative drama, visual art, creative movement, and music)
across the elementary curriculum.
Participants will learn to design arts-based activities that enhance the
basic curriculum, encourage communication, and develop critical thinking skills
and creativity. They will learn
techniques and methods for providing meaningful arts experiences and understand
the value of the arts as a bridge across student differences.
“Candidates understand distinctions
and connections between arts study and arts experiences. They encourage the kind of study and active
participation that leads to competence and appreciation. Consistent with their knowledge and skills in
the art disciplines, they work alone or collaboratively, enabling students:
a.
to
communicate at a basic level in the four arts disciplines-dance [movement],
music, theater, and the visual arts—including knowledge and skills in the use
of basic vocabularies, materials, tools, technologies, techniques, and thinking
processes of each arts discipline;
b.
to
develop and present basic analyses of works of art from structural, historical,
and cultural perspectives;
c.
to
have an informed acquaintance with exemplary works of art from a variety of
cultures and historical periods;
d.
to
relate and integrate basic types of arts knowledge, culture, and skills within
and across the arts disciplines; and
e.
to
make connections with and integrate art into other disciplines.”
(PEPPS, Elementary,
Student Objectives
1.
TSW
explore basic artistic development as it relates to elementary age children.
2.
TSW
identify, and be able to place into practice, constructive methods of
appropriate artistic criticism.
3.
TSW
experiment with dramatic activities which can be integrated into a variety of
content areas.
4.
TSW
assess his/her performance of dramatic activities, peer performances, and
performances of community theatre actors.
5.
TSW
classify the six fundamentals of music as evidenced by chapter skills tests and
listening comprehension analysis.
6.
TSW
identify and play various classroom accompaniment instruments assessed by
participation points in class.
7.
TSW
participate in select creative visual art projects/assignments related to
visual art standards, stages of art development, strategies for art
instruction, safety/health aspects and resources.
8.
TSW
study and utilize the language of art and educational theories related to art
education through critical and creative thinking under the modernist and
post-modernist paradigms.
9.
TSW
conduct a class discussion using Bloom’s taxonomy of questioning as evidenced
by development of discussion questions from the text.
10.
TSW
identify at least five teaching strategies and classroom management strategies
as measured by a self-developed list and comments on microteaching assessment.
11.
TSW
practice teaching skills and strategies by conducting a microteaching lesson
assessed by the instructors as well as writing a self-reflection of the taped
lesson.
12.
TSW
produce a thematic unit integrating the arts into other content areas following
required and student-choice contents.
13.
TSW
practice computer technology (sending files, internet sites, Student Share
Folders) and how to relate these to elementary classrooms as evidenced by class
assignments.
In this matrix, bolded items will produce a
product suitable for the student’s Working Portfolio. Items in italics will be covered in the
course.
|
|
Level I:
Emerging Competence |
Level II:
Developing Competence |
Level
III: Basic Competence |
|
1.1
Individual Development |
a.
Demonstrate an advanced understanding of
developmental theories as they relate to professional practice. |
a. Interpret
and apply knowledge of development as it relates to the professional
practice. |
a. Synthesize concepts about human
development to provide opportunities that support all students’ intellectual,
personal, and social development. |
|
1.2 Learning |
a. Demonstrate an advanced understanding of
various theories of human learning as they relate to professional practice. |
a. Apply theories of learning
when planning educational practice. b. Apply various instructional strategies to
meet diversity among students when planning educational practice. (lesson plan) c. Apply theories of motivation and behavior
when planning educational practice. |
a. Provide opportunities that support all
students’ intellectual, personal, and social development. b. Create instructional opportunities
adapted to students’ differences in learning. a.
Create a learning environment that
encourages positive social interaction and active engagement in learning and
self-motivation. |
|
|
b. Critically compare theories of human
development and learning. |
d. Evaluate the interpretation
and application of knowledge of human development and learning as they relate
to professional practice. |
b.
Critically evaluate theories of human
development and learning as they inform best professional practice. |
Framework Area #2: Social
Responsibility
|
|
Level I:
Emerging Competence |
Level II:
Developing Competence |
Level
III: Basic Competence |
|
2.1 Ethics
and Moral Development |
a. Understand the development of ethics
and morality at the level of the individual. b. Understand the ethical, cultural, and
societal issues related to technology. |
a. Apply considerations of ethics and
moral development as they relate to professional studies. b. Practice responsible use of technology.
|
a. Incorporate ethics and moral principles
in educational practice. b. Incorporate ethical and responsible use
of technology into educational practice. |
|
2.2 Diversity |
a. Demonstrate an advanced understanding of
the ways in which diversity among individuals influences professional
practice. |
a. Interpret and apply
appropriate strategies when working with individuals with diverse needs. |
a. Formulate strategies to assist
individuals with diverse needs in professional practice. a.
Engage in leadership roles to build
awareness of diversity. |
|
2.3
Historical, Philosophical,
Legal, Social, and Political Foundations |
a. Understand the historical,
philosophical, legal, social, and political concepts that form the foundation
of educational policies and practices. |
a. Analyze the historical, philosophical,
legal, social, and political concepts that form the foundation of educational
policies and practices. |
a. Incorporate the historical,
philosophical, legal, social, and political concepts that form the foundation
of educational policies and practices. |
|
2.4 Social Consciousness and Service |
a. Understand the relevance of engagement
in professional and community service. a.
Become aware of professional and
community service opportunities in professional area of practice. |
a. Participate in professional
organizations or community service. |
a.
Foster student participation
in the community. |
Framework Area #3: Content and
Pedagogy
|
|
Level I:
Emerging Competence |
Level II:
Developing Competence |
Level
III: Basic Competence |
|
3.1 Discipline Content |
a. Understand the
structure of content area disciplines and key concepts. b. Understand
the content area tools of inquiry. c. Understand
how disciplinary content can be modified for teaching. |
a.
Gain a repertoire of disciplinary
knowledge that supports conceptual understandings. (music skills assessment) b. Demonstrate an ability to investigate
areas of inquiry within a discipline. c. Select
and organize into lesson/unit formats appropriate content for P-12 students. (lesson plans, microteaching lesson or Arts Unit) |
a.
Develop a process for keeping current in content knowledge. b.
Develop a process for keeping current in unique areas of inquiry. c.
Analyze and adapt appropriate content knowledge. |
|
3.2 Instructional Practices (Pedagogy) |
a. Understand pedagogical research
regarding “best practices” in teaching and learning. b. Understand a range of pedagogical
strategies. c. Understand the impact of classroom
grouping choices. d.
Understand the use of computer technologies for personal learning. |
a.
Recognize “best practices” during classroom observations. b. Plan and create activities, lessons, and
units that integrate a range of pedagogical strategies. (lesson plans, microteaching lesson or Arts Unit) c. Develop classroom learning experiences
that utilize a variety of student grouping arrangements. d. Organize and develop
activities and lessons in which computer technologies are integrated to
enhance student learning. (Arts Unit) |
a. Employ “best practices” while engaged in
professional practice. b. Analyze learning situations and adapt
pedagogical strategies in professional practice. c. Use appropriate grouping strategies in
professional practice. d. Implement teaching and learning activities
in which computer technologies are used to enhance learning. |
|
3.3
Curriculum Planning and Implementation |
a. Understand a range of curriculum
theories. |
a. Develop lesson and unit plans that reflect
a range of curriculum theories. (Arts Unit) |
a. Analyze the classroom setting and
lessons and adapt for effectiveness in professional practice. |
|
3.4
Assessment |
a. Understand that a variety of assessment
strategies can be adapted to meet needs of learners and curriculum models. b. Understand how technological tools can
assist in assessing student learning. |
a. Develop formal and informal assessment
strategies that reflect student learning and the planned curriculum model. (Arts Unit) b. Develop technology-based assessment
strategies. |
a. Analyze and adapt a variety of
assessment processes in professional practice. b. Apply technology to facilitate a variety
of evaluation and assessment strategies. |
Framework Area #4: Professionalism
|
|
Level I:
Emerging Competence |
Level II:
Developing Competence |
Level
III: Basic Competence |
|
4.1 Collegiality |
a. Develop collaborative learning
relationships with other candidates. (Arts Unit) b. Understand how one’s actions affect
others. a.
Understand that technology can be used to
collaborate and interact with other candidates |
a. Understand
the process of collaboration with professionals, students, and parents. a.
Use computer technologies to collaborate
with other candidates and professionals |
a. Practice strategies for collaboration
and professional relationship building. a.
Apply collaborative technologies in order to
nurture student learning |
|
4.2 Self-Reflection |
a. Understand the importance of
self-reflection for personal and professional development. |
a. Reflect on professional and personal
practice. (Microteaching self-reflection) |
a. Adjust personal and professional
practice based on self-reflection. |
|
4.3 Professional Development |
a. Display an interest in and commitment to
their education. |
a. Understand the need and methods for
engaging in ongoing professional development. b. Become involved in professional
activities outside the unit. |
a. Demonstrate commitment to lifelong
learning. b. Seek out opportunities for professional
growth. |
|
4.4 Dispositions |
a.
Understand the importance of the dispositions of a professional. |
a. Demonstrate the dispositions of a professional
in academic activities with other candidates and professionals. |
a.
Demonstrate the dispositions of a professional in practice. |
Framework Area #5: Research and Professional Inquiry
|
|
Level I:
Emerging Competence |
Level II:
Developing Competence |
Level
III: Basic competence |
|
5.1 Research and Evaluation |
a.
Understand research and the role
it plays in the decision-making of professionals. |
a.
Interpret and analyze research in the specialty area and know how this relates
to theory and best practice of professionals. |
a.
Develop research that effectively
provides solutions to contemporary issues in the professional setting. |
|
5.2
Critical Inquiry |
a.
Understand the characteristics of
variables and be able to articulate their relationships to each other. |
a.
Evaluate contemporary theory and
practice in the specialty area with recommendations for future study and
applications. |
a.
Construct expert explanations for professional
issues as a result of critically examining disparate fields. |
|
5.3 Data
Collection and Analysis |
a.
Understand quantitative and
qualitative data collection and analysis. |
a.
Critically examine data collection
methods and analysis procedures in the specialty area. |
a.
Formulate and implement data
collection and analysis in order to evaluate professional practice. |
COURSE POLICIES:
Accommodations: Please contact any of us to discuss any
special needs and to agree upon necessary accommodations. These include cultural considerations that
need to be addressed.
Deadlines: The
instructors recognize that students have other responsibilities, and therefore,
minor and major assignments (excluding quizzes, tests, scheduled teaching
dates and a few other designated assignments) may be turned in late under the
following conditions: Late work is given the deserved grade. However, it is
recorded as such and considered when figuring the final course grade. The final
course grade is lowered one full grade if three (3) or more
minor or major assignments are late (“A” to “B” and “C” to “D,” etc.).
Revisited Assignments: Revised/revisited papers and other work will lose 5 points
and must be turned in one week after they are returned to the student.
In addition, late work goes to the
bottom/end of the grading pile awaiting assessment accumulated for all classes.
Students are responsible for making these personal decisions on late
assignments.
E-mail to instructors: Due to the large amount of incoming spam on our
computers, all email correspondence should include the class and section, your
last name, and the subject in the SUBJECT area of the email message (ex:
SUBJECT: “EDCI 553-01 Smith Tech. #1”).
1. (60 pts.) In- (& out-of-) class
related art studio, art history/heritage, art criticism & aesthetic
activities
2. (20
pts) In-class review of art CD-ROM (form provided) & present art CD-ROM
to peers
3. (20
pts) One-page visual art Instructional Plan for peer teaching
4. (20
pts) Self-evaluation Form (provided) related to peer teaching of art lesson
5. (50
pts) One visual art Lesson Plan with drama or music link (connected to #3
&# 4 above)
6. (40 pts.) Design 2 lesson plans (20
pts. each) incorporating drama into the content area of your choice(due
Feb.7 or 9)
7. (10 pts) Evaluate a dramatic presentation using the
criteria provided. (due April 27)
8. (50 pts) Lead
the class Feb. 7 or 9 in a Drama
activity.
9. (70
pts.) Class attendance and
participation in class discussions (7 pts. per day- pts. will be deducted for
being tardy or leaving class early)
10. (30 pts.) Microteaching Lesson-Teach a short music lesson to the class (20 min.), submit lesson plan the day of the lesson (with enough copies for one for each class member), record lesson and write a self-reflection. Microteaching lesson self-reflections are due one week after the lesson was presented or late points will apply. Post your lesson plan on the Class Share Folder – Microteaching Lessons. Your graded rubrics will be returned after your submit your self-reflection and post your lesson on the SSF. (II: 3.1c, II: 3.3a, II: 3.4a; II: 4.2a)
Microteaching Lesson (Lesson Plan Format; Teaching Models: Traditional, Multiple Intelligences, Learning Cycle, The Five E’s , Conceptual Change)
11. (20
pts.) Class assignments which can include
rhythmic dictation, melodic dictation, and chapter questions are required and
can be requested to hand in at any
class --- keep these current
12. (10
pts.) Anticipatory Set Bluebooks (0-2
pts. per entry) – questions will be on material from the chapter we are
studying that day…you may use your notes, but not the text.
13. (20
pts.) Music Skills Assessment (II: 3.1a)
14. (10
pts. total)
Technology Component- Email professor with attached file. Post
Extra Credit in Student Share Folder (II:
3.2d)
15. (10 pts.)
Portfolio
Assignment – Choose one of your tangible assignments that will fulfill one
of your conceptual framework categories, fill out a Portfolio form and submit
both.
Portfolio
Assignment due April 27th
16. (40 pts.) Arts Resource Unit – Working individually,
compile and organize a unit including a minimum of four lessons integrating
arts into the content area(s) of your choice. More particulars forthcoming.
(II: 3.1c, II: 3.2b, II: 3.2d; II: 3.3a, II: 3.4a; I: 4.1a; II: 4.4b)
B
400 – 449 pts. 80-89%
C 350 – 399 pts. 70-79%
D 300 – 449 pts. 60-69%
F
below 300 pts. below 60%
INSTRUCTIONS FOR GETTING INTO THE CLASS SHARE FOLDER
Meeting
rooms: J(udy)
– COE 301 S(ue) – Cisel 012 C(onnie)
– COE 304
Jan 19 –
J- Introduction to EDCI 553
24 – J-Chapter 1
26 – J,C, S Chapter 2 - all 3
professors
31-
J- Ch.7 and drama activities
Feb 2
– J -Ch.8 and drama activities
7- J- Group 1
leads drama activity with class
activities
9- J-Group 2 leads class with drama activities
14
–S Pretest, Introduction
16-C Chapter 5, pages 152-173 and Handouts (HOs)
21-S
Chapter 11, pages 332-336 (Melody, Rhythm)
28-S
Chapter 11 cont., pages
337-346 (Texture, Timbre, Dynamics, Form)
Mar 2-C Review above and read new provided HOs – Art Lesson Plan due
14-S
Chapter 11,
pages 346-352 (Singing-Rayna grade 2)
16-S
Chapter
11, pages 352-365 (Classroom Instruments)
21-C Chapter 6, pages 199-224 and HOs
23-S Chapter 11, pages 366-373 (Classroom Instruments-Nate grade 1)
Technology Assignment Due
28-S
Chapter 12, pages 374-380 (Listening-Robin
grade 8)
30-C 1-page Art
Instructional Plan (final copy) due - Review Chapter 6,
review previous HOs
& read new provided HOs
Apr 4-S
Chapter
12, pages 381-388 (Movement-Amber grade K)
6-C Art Teaching
to Peers (2 lessons) -Review Chapter 6, review previous HOs
& read new provided HOs
11-C Art Teaching to
Peers (2 lessons) -Review Chapter 6, review previous HOs
& read new provided HOs
18-S Multicultural/Special Needs-African Drums (Multicultural-Tiffany grade 7)
20-C Art Teaching to
Peers (1 lesson) – Read new provided HOs
25-S
Chapter 14,
pages 404-413
27-C Self-evaluation
Form from art peer teaching due – Discuss Special Cultural Event
in ART (if selected visual art to
attend) - Read new provided HOs
May 4-A
MEET AT THE
YELLOWSTONE ART MUSEUM ! Chapter
13, pages 389-403 Final Day
Wrap-up from 10:00 to
ALL COURSEWORK WORK MUST BE HANDED IN BY APRIL 27TH TO RECEIVE CREDIT!