MSU-Billings

College of Education

EDUCATIONAL THEORY AND PRACTICE

Spring 2006

 

EDCI 553 Instructional Strategies in Movement,

the Performing and Visual Arts

 

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 12:30-1:30                      MW 9:30 – 12:30

M 2:00-3:00 p.m.                               T and R 1:00-2:30                  …and by appointment

T & R 8:00-10:30 a.m.                       …and by appointment…     

(and by appointment)

REQUIRED TEXT:   Cornett, C. (2003). Creating Meaning Through Literature and the Arts. Upper Saddle River, NJ: Merrill Prentice Hall.

 

OPTIONAL TEXTS:

 

Anderson, W. & Lawrence, J. (2004, 6th ed.). Integrating Music into the Elementary Classroom.  Belmont, CA:  Wadsworth Publishing.

 

Hume, H. D., (2000). A Survival Kit for the Elementary/Middle School Art Teacher. West Nyack, NY: Prentice Hall.

 

Hume, H. D. (1998). The Art Teacher’s Book of Lists. Paramus, NJ: Prentice Hall.

 

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.

 

COURSE CONTENT GOALS

“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, February 28, 2005)

 

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.

 

MASTER’S Initial CONCEPTUAL Framework

Professional and Pedagogical Development

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.

Framework Area #1: Human Development and Learning

 

 

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”).

 

ASSIGNMENTS

 

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  ART SELF-EVALUATION SP 06.doc

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)

                                    Technology Assignment due March 23rd

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)

17.      (20 pts.)  Special Cultural Event – Attend one music, drama OR visual art event of your choice during the semester. Fill out the provided Special Cultural Event Form and discuss event in the appropriate music/drama/art class.

 

GRADING                   A          450 – 500 pts.            90-100%

                                    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

COURSE OUTLINE

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)

 

23-C    Chapter 5, pages 174-198 & review previous HOs and read new provided HOs

 

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) http://www.stmoroky.com/reviews/gallery/pictures/hartmann.htm

 

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)

            OPI Website

 

20-C    Art Teaching to Peers (1 lesson) – Read new provided HOs

 

25-S    Chapter 14, pages 404-413 (Barfield will collect Arts Resource Units and keep in Art room)

 

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 11:50

                        Students will present Arts Resource Units to each other and share Cultural Event experience

 

 

ALL COURSEWORK WORK MUST BE HANDED IN BY APRIL 27TH TO RECEIVE CREDIT!

 

Updated 4/25/06