COLLEGE OF SAINT MARY

Education 372 – Integrating Fine Arts Instruction into the Classroom

Spring 2008    Time: TR 9:30 – 10:45 p.m.      Rm: WAB 256      Credits:  3

DESCRIPTION OF COURSE:

            Designed to provide prospective teachers with practical implementation of integrating fine arts:  arts, music, drama and dance (visual and performing arts) into the classroom curriculum.  Basic concepts and instructional techniques of each area will be examined with an emphasis of infusion into the academic curriculum.

STUDENT OUTCOMES:

Upon completion of written and oral assignments, projects and exams, the students will:

            *discuss the components of quality arts education (discussion, tests).

            *develop an understanding of the role of the classroom teacher in arts instruction

              (discussion, lesson plans, teacher interview, teachings).

            *identify and define basic elements of visual arts (tests, discussion, lesson plans).

            *identify and define basic elements of music (tests, discussion, lesson plans).

            *identify and define basic elements of performing arts including dance &

 drama (tests, discussion, lesson plans).

            *develop lesson plans and units that integrate arts with academic curricular areas

              (lesson plans, unit, creative component, article reviews, teachings).

            *identify basic components of aesthetic appreciation of visual and performing arts

              (tests, local arts event).

            *become familiar with the range of school-sponsored and community-sponsored

              arts activities (local arts event, art education program).

            *demonstrate collaboration skills in the development of a group project which

              models the integration of fine arts into an academic unit (creative component).

*be able to describe and plan using appropriate content standards.

*be able to describe safe instructional practices and safety standards established

  for artistic work.

*follow safe instructional practices and safety standards during class activities and

  assignments.

(Course content in Integrating Fine Arts Instruction into the Classroom NE Dept. of Education Guidelines for 006.17 Elementary Education 006.17D1b. and 006.17D2g. and INTASC Standards One: Subject Matter, Two: Student Learning, Three: Diverse Learners, Four: Instructional Strategies, Five: Learning Environment, Six:  Communication, Seven: Planning Instruction and Eight: Assessment).

INSTRUCTIONAL PROCEDURES AND METHODS OF PRESENTATION:

1.                  Readings:  Required Text:

Cornett, C. (2007).  Creating Meaning Through Literature and the Arts: Early Literacy (3rd Ed.).  Merrill/Prentice Hall Publishing.

Resource Binder:

Students are expected to read and/or download relevant fine arts standards and position statements (See Education Department Web Site: Standards Link for Fine Arts). These standards will be used in Lesson Plan assignments.  Students must also read and/or download content area standards (ex. Reading/Language Arts; Science; Math, etc.).  These content standards will be used in developing Content Standards in Lesson Plan assignments.

Articles distributed or assigned in class must be placed in a 3-ring Resource Binder.  Content standards may also be placed in the binder.  The Resource Binder will be submitted for review at the end of the semester.

Additional readings will be made available in class or placed on Reserve in the CSM Library.

2.                  Written Assignments:

A.     Journal Article Reviews:  The student must complete four (4) article reviews.

The articles must focus on the integration of fine arts with academic subjects.

Topic should be approved by the instructor.  Each review must include:  (1) brief summary of the article; (2) an evaluative critique of the article and (3) an evaluative critique of the type of integration activities suggested.

B.     Lesson Plans:  Four (4) lesson plans, one each for Art, Music, Drama and

Dance, that are designed for use with elementary-aged children. Each plan must demonstrate how the arts can be integrated with academic content goals in language arts, math, natural or social sciences.  (Suggested formats will be shared in class.)    (These Integrated Lesson Plans MUST be included in your Education Portfolio).

C.     Visitation Papers:  The student will prepare a 1-2 page typewritten paper

discussing her reactions to special speakers or field trips.

D.     Integrated Unit:  The student will prepare a topical unit that integrates fine art and academic content areas.  (Specific format and requirements will be shared in class.)

E.      Teacher Interview:  The student will interview one teacher about his or her use of fine arts instruction in the regular classroom setting.  A standard set of interview questions will be examined and refined in class.

F.      Internet Search:  Teams of students will conduct a search about integrating fine arts into classroom instruction.  A listing or printout of at least five resources, articles or programs should be submitted.  Students will complete evaluations of the quality and usefulness of each site.  Evaluation forms will be provided in class.  (See Cornett, Appendix C.).

3.                  Project Assignments:

A.     Art Education Programs:  The student must arrange to visit either a school-based or community-sponsored arts education program for a minimum of 2 hours.  Possible ideas include:  Performing Arts Academy at the Rose; Joslyn Arts Museum; OHA Cultural Arts Program; Symphony Educational Activities; Artist-in-Residence Programs; School Arts Programs.

Choice of program must be pre-approved by the instructor.

B.     Local Arts Events:  The student must attend one local arts event and complete an analysis of the event including (1) description of event; (2) personal reaction; (3) possible uses of event with students.  Ideas include:  Art Gallery (other than CSM);  Jazz on the Green (Joslyn);  Symphony or Opera Productions; Dance Productions (Ballet Omaha; UNO Company); Community Plays or Musicals, etc.

Creative Component:  This assignment will be considered the Final Exam of this course.  Students will work in pairs or teams that are assigned and/or approved by the instructor.  The students must develop and present a plan for teaching specific concepts or skills which culminates in an original work (like that expected of elementary-aged students) which includes either art, music, dance or drama or some combination.  (Creative Component Plan/Pictures MUST be included in your Education Portfolio).

Examples:  A team studies a specific piece of literature, develops a script, scenery and costumes and presents a brief excerpt of the play.

A team studies geometry and architecture and puts together a videotape that presents examples of varying architectural styles in downtown Omaha.

A team studies a specific culture including its celebrations and presents a brief program of songs and dances from that culture.

4.                  Teachings:  Students will be required to teach one lesson in class that integrates arts education and academic content areas.  Lesson plans from 2B. or 2D. may be used for this activity.  Each student will teach a small group of peers in class.  The student will write a brief evaluation and the peer group will provide feedback.

5.         Tests:  Two (2) tests will be given during the semester.  Make-up examinations can only be scheduled through the instructor and will be approved ONLY when prior notice is given for an excused absence.

6.                  Class lecture, discussions and demonstrations.

7.                  Fields trips/Guest Speakers.

8.                  Videotapes or other media as appropriate.

EVALUATION PROCEDURES AND GRADING:

1.         Participation in class discussions and projects.               10 percent

            As expected, attendance is an important part of

            participation.  It will also be essential that reading

            assignments be completed in order to fully

            understand class lectures and discussions.

            Absences and punctuality will be considered in

            assessing acquisition of knowledge, skills and values.

2.         Written Assignments:                                                                45 percent

                        Lesson Plans                10 percent

                        Visitation Papers             5 percent

                        Article Reviews            10 percent

                        Integrated Unit  10 percent

                        Teacher Interview           5 percent

                        Internet Search               5 percent

3.         Project Assignments:                                                                 25 percent

                        Creative Component     15 percent

                        Arts Education    5 percent

                        Local Arts Event             5 percent

4.         Teachings                                                                                   5 percent

5.         Tests                                                                                        15 percent

                                                                                                _________________

                                                                                                            100 percent

Grading:           A = 93 – 100

                                                            B = 84 -   92

                                                            C = 70 -   83

                                                            D = 60 -   69

                                                            F = below 60

Other Considerations:

            Classroom Behavior

            Please arrive on time and practice courteous behavior in the classroom.  Please do not engage in conversations while someone else is talking or otherwise disrupt class lecture, discussions or activities.  Cell phone ringers should be turned off to avoid disruptions and verbal or text communications should not occur during class. 

Students should come to class ready to be actively engaged in learning.  This includes bringing textbooks, assigned articles, writing materials, notebooks or PowerPoint presentation printouts (if available for the course).  Class assignments MUST be submitted on the due date indicated on the course syllabus.  Late assignments WILL NOT be graded.  Exceptions to this policy will be rare and will be handled on an individual basis.

Courtesy, good time management and collaborative skills are important to success in the work world and should be practiced in the classroom as well.  You will be expected to participate in small group activities and be an active team member when working with other students in class.

            Oral and Written Competencies:

            Professionals must be able to express themselves adequately in oral and written form.  All written work will be evaluated for quality of content and appropriate syntactical structures.  Written work that shows evidence of limitations in these areas will be returned for editing and resubmission.  Oral expression will also be evaluated and addressed within individual conferences.

            Academic Honesty:

            Plagiarism, defined as the use of another’s words and ideas as one’s own, does not benefit students.  It creates dependencies that are non-productive.  References must be cited and quotation marks used in direct quotes.  Crediting authors with ideas in paraphrasing and rearranging is effective writing.  Academic dishonesty includes cheating on exams or quizzes, representing someone else’s work as your own work or working jointly on a project that is expected to represent only one student’s original and individual work.   Evidence of plagiarism or academic dishonesty in all institutions carries serious consequences, such as loss of grade and standing.  These are serious offenses and will not be tolerated. 

            Academic Assistance:

            In addition to teacher-student conferences and feedback, academic assistance is available within the Achievement Center.  Students should become acquainted with these services and seek assistance in areas that would be beneficial for them.

If you have a certifiable learning or physical disability and require special accommodations please call the Achievement Center at 399-2366.  Considerable lead time is required for some accommodations so it is important the request is received in the Achievement Center ADA office as early in the semester as possible.  Please Note: YOUR REQUEST WILL BE HANDLED CONFIDENTIALLY.

Declaration of Open Discourse

In the spirit of intellectual inquiry, College of Saint Mary is committed to the exchange of diverse ideas and viewpoints.   In this environment, honest discourse is valued; demeaning remarks are not tolerated.  Each member of the campus community is encouraged to:

·        Recognize the basis of her or his own assumptions and perspectives,

·        Acknowledge the assumptions and perspectives of others,

·        Promote understanding and respectful dissent.

TENTATIVE COURSE SCHEDULE

DATE                                                 TOPIC                                    ASSIGNMENTS

*These articles will either be distributed in class or available on Reserve in the Library.

NOTE:  Items required for Education Portfolio submission MUST be uploaded to the student’s Portfolio by the scheduled Final Exam time.  Deductions in courses assignments will be made for items missing from the portfolio.

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