Master of Education in Integrated Arts Core Course Syllabus

Transcription

1 Master of Education in Integrated Arts Core Course Syllabus IN5970 Integrating the Arts Instructor Trish Lindberg Office Location Rounds 030 Office and/online Availability: Office hours scheduled by appointment/online availability daily Office Phone: Cell: PSU (preferred) Term and Year: Summer 2013 Course Delivery: Friday, July 26 from 9AM-9PM, Saturday, July 27 from9am to 9PM, Sunday, July 28 from 9AM to 3PM, Catalog Description The goal of this practicum-based course is to introduce the student to the value and practical application of integrating the arts into the curriculum. In addition to classroom demonstrations and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, creative writing, art and movement, and applied through practicum experience working with children. Course Overview This course will provide students with the opportunity to explore the power of the arts. Through readings, discussion, application and discovery, participants will learn many new strategies and techniques of arts integration that will enliven their classrooms and engage their students. M.ED INTEGRATED ARTS OVERALL PROGRAM OUTCOMES 1. Advocate in oral, visual, kinesthetic and written form the value of the arts in education and society. (Learning Goal: 1) 2. Demonstrate a variety of arts-based skills and techniques. (Learning Goal: 2) 3. Demonstrate a sensitivity and awareness of the multicultural content of the arts, both contemporary and historical. (Learning Goal: 4) 4. Demonstrate the ability to create, assess and implement an integrated arts lesson, unit or project that maps to the Common Core Standards. (Learning Goal: 5) 5. Ability to collaborate with others to enhance community and create successful integrated arts lessons, presentations and projects. (Learning Goal: 3) 6. Demonstrate ability to research and apply information on the arts. (Learning Goal: 1) ESSENTIAL QUESTIONS FOR THE COURSE IN5970 INTEGRATING THE ARTS: 1. What is the value of integrating the arts into classroom curriculum? 2. What are some different techniques and skills teachers need to develop in order to successfully integrate the arts? 1

2 3. How do teachers create meaningful integrated arts experiences for children? LEARNING GOALS FOR THE COURSE IN5970 INTEGRATING THE ARTS: 1. Students will be able to articulate the value of arts education to children, fellow teachers, administration, and community members. (Program Outcome: 1) 2. Students will be able to demonstrate a variety of new arts-based skills and techniques to use in arts integration in the classroom. (Program Outcome: 2) 3. Students will be able to create an engaging multicultural presentation on the arts. (Program Outcome: 3) 4. Students will be able to develop a quality integrated arts lesson. (Program Outcome: 4) 5. Students will be able to demonstrate classroom community and engagement through the arts. (Program Outcome: 5) TEXTBOOKS Cornett, C. (2010). Creating meaning through literature and the arts, 4th edition. Upper Saddle River, NJ: Pearson Education, Inc. ISBN-13: Goldberg, M. (2011). Arts integration: Teaching subject matter through the arts in multicultural settings, 4 th edition. Boston, MA: Addison Wesley Longman. ISBN-13: MENC. (1994). National standards for arts education. Reston,VA. New Hampshire Department of Education. (2001). K-12 curriculum frameworks for the arts. Concord, NH. (Available from the NHDOE website) Assignment, Alignment and Assessment Tools Assignment Assignment #1: Artifacts Transformation Project Hallmarks, Learning Goals, Program Outcomes Hallmarks: Reflection and Innovation, Scholarship and Application Learning Goals #2,3 Program Outcome #2 Assessment Tool Rubric #1 (see under Assessment Rubrics attached) Assignment #2: Research and Role Play Project Hallmarks: Leadership and Advocacy, Scholarship and Application and Reflection and Innovation Learning Goals #1,2 Rubric #2 (see under Assessment Rubrics attached) 2

3 Program Outcomes #1,2,5,6 Assignment #3: Arts Presentation Assignment #4: Integrated Arts Lesson And Reflection Hallmarks: Leadership and Advocacy, Reflection and Innovation, Scholarship and Application, Professionalism and Service, Global Awareness and Social Responsibility Learning Goals #2,4 Program Outcomes #1,2,3 Hallmarks: Reflection and Innovation, Scholarship and Application, Professionalism and Service Learning Goals #2,5 Program Outcomes #2,4,5,6 Rubric #3(see under Assessment Rubrics attached) Rubric #4 (see under Assessment Rubrics attached) Content of Course Which Addresses Technological Standards/Competence Students will be encouraged to use imagination, creativity and innovation in the fulfillment of their assignments. Application of a wide variety of programs and technological skills in the fulfillment of coursework will only enhance the creative tools available for future innovation. Each course assignment has the potential of using technology in some way. Students are encouraged to operate in discovery mode and to develop a wide variety of technological competencies throughout the course. Evaluation Plan/Grading Scale Final grades will be based on the following criteria: 1. Class participation, attitude, attendance 2. Completion of all assignments with a concern for quality and content Artifacts Transformation Project 20% Role Play and Research on Arts Education 20% Arts Presentation 20% Integrated Arts Lesson and Reflection 20% Attendance, Participation and Engagement in class 20% 3

4 Attendance and participation in class are asked of all students in this interactive learning model. Every effort will be made by the instructor to create a comfortable environment where imagination, creativity and innovation can flourish. Students are asked to enter in to the experience with an open mind, a tolerance for ambiguity and a sense of adventure. Throughout the course, students will be expected to exhibit: An open mind and a sense of play A willingness to explore the unknown A team approach An ability to see a project through to completion A non-judgmental attitude and a creative spirit I believe in the importance of classroom community. Every member of the class is an essential part of the success of this experience. Invest yourself, trust and take risks. Incompletes: An instructor may decide to enter a grade of incomplete (IC) on a student s record if unusual circumstances prevent completion of the course on time, and a minimal portion of the total class work needs to be completed. The course must be completed by the date specified by the instructor which cannot exceed one year beyond the original term of course completion. If the course is not completed by this date, the grade specified by the instructor will be recorded. If no grade is specified, a default grade of F will be recorded. The instructor is responsible for documenting and notifying the student of the work to be completed and the deadline. A student may not graduate with an incomplete on his or her transcript. Course Calendar/Agenda COURSE MEETING #1 FRI Morning Course Introduction, Artifacts Transformation Project LUNCH COURSE MEETING #2 FRI Afternoon Integrated Arts Workshop DINNER FRI Evening Studio and Arts Reflection COURSE MEETING #3 SAT Morning Role Play and Research Project LUNCH COURSE MEETING #4 SAT Afternoon Integrated Arts Workshop DINNER SAT Evening Studio: Arts Presentations 4

5 COURSE MEETING #5 SUN Morning Arts Presentations Review of Integrated Arts Lesson and Reflection LUNCH COURSE MEETING #6 SUN PM Integrated Arts Workshop Closure Discussion and Reflection Description of Assignments Assignment #1: Artifacts Transformation Project (Learning Goals: #2, 3 Program Outcome: #2) Due: Friday AM Candidates will bring in one item from home that represents something from their past, one that represents something from their present and one that represents something that they dream for in their future. After adding additional items that they will create from a variety of art materials in the classroom, students will devise a means to introduce themselves to their classmates. More details for this will be explained in class. Candidates need to bring their three items with them. The rest of the project will be completed in class. Projects will be set up around the classroom and shared with peers and the instructor in order to begin the process of creating classroom community. Assignment #2: Role Play and Research Project (Learning Goals: #1,2 Program Outcomes:#1,2,5,6) Due: Saturday AM Candidates will create a role from a photograph of a non-famous person found outside of class. A fictional biography of this person should be created and clothing and/or props found to represent this person. In addition, candidates will research arts and education using the Lamson Library, the internet, and their texts. Please look for the most current research and information available. The premise of the role-play is that a town is debating whether or not to cut its arts programs in their next year s budget. You will play a member of the town attending a school board meeting to decide the fate of the arts. Candidates will be divided into two groups (pro and con) and need to come prepared to defend the value of arts in education through role-play. In addition to preparing their role, students are required to show their research by preparing notes for themselves for the debate (3-5 pages) that have been copied for the class and instructor (Bring 10 copies with you on Friday). Even those preparing to debate against the arts should research materials for the arts so they know the material that they will be debating. Following the debate, everyone s notes will be shared with the rest of the class. Please be sure to bring enough copies for all class members. Assignment #3: Arts Presentation (Learning Goal: #4 Program Outcomes: #1,2,3) Due: Saturday PM/Sunday AM 5

6 Candidates are expected to make a 15-minute presentation demonstrating a sensitivity and awareness of the multicultural content of the arts. Choose a topic with relevancy to your classroom or current work or interests. Structure the presentation to include the following: practical and theoretical considerations, demonstration, hand-outs for classmates and instructor if appropriate, references for additional reading and study, as well as your own conclusions as to why the topic has value today. It is extremely important that this project is engaging for other class members and represents careful preparation. Use whatever means you feel would best bring your presentation to life including technology, visual art, music, dance and theatre. Please bring all copies of handouts for class members with you to class as well as all materials needed if you are demonstrating or including a hands-on piece. If you plan to do a power point, please rehearse with the equipment prior to presenting so all will go smoothly. The class presentation is meant as a time where each class member can contribute to the knowledge of the whole. Feel free to contact the instructor at plindber@plymouth.edu if you have any questions and/or concerns. Assignment #4: Integrated Arts Lesson and Reflection (Learning Goals: #2,5 Program Outcomes: #2,4,6) Due: 3 Weeks electronic copy to: plindber@plymouth.edu The integrated arts lesson should be based on your current grade level and curriculum and/or future desired grade level or programmatic needs and mapped to the Common Core Standards in order to be of practical use. The lesson should integrate a minimum of two art forms into curriculum and should include all references, handouts, power points, and/or other supporting materials. The purpose of this assignment is to give you the opportunity to create something that will be immediately available to you in your current or future position. The lesson format may vary according to district but will be discussed in more detail during class time. Individual meetings will be held as needed with each student to insure understanding and to discuss appropriate topics and arts integration techniques to support the lesson. Of primary importance is that the lesson be a useful exercise to help you grow in your understanding of arts integration. *If you already have extensive experience with arts integration, please see the instructor for an alternate assignment. Following the creating of the integrated arts lesson, candidates will also write a two-page reflection on their process in creating the lesson. How was their process different when considering the arts in lesson planning? How will the art forms integrated into the lesson enhance engagement? What was the most valuable thing you learned about the arts, the creative process and teaching through this assignment? This two-page reflection should be included with the integrated arts lesson when it is ed to the instructor. Assessment Rubrics Rubrics for assignments attached to the end of the syllabus or in separate file online. Conceptual Framework COLLEGE OF GRADUATE STUDIES PROGRAM HALLMARKS 6

7 Leadership and Advocacy: This course will enhance leadership skills by creating an awareness of the power of imagination, creativity and innovation to effect change in education, non-profit organizations and businesses. Participants will become greater advocates for the power of possibility in the work place. Reflection and Innovation: This course will give participants an opportunity to reflect on their own creative process and how they can enhance their ability to use the power of possibility to effect change and innovation in all they encounter in their daily lives. Scholarship and Application: This course will ask participants to read, study, discuss and apply the concepts taught, enabling them to see a direct impact from their learning. Professionalism and Service: This course will challenge participants to redefine and explore the nature of professionalism and service to become more inclusive, tolerant and innovative teachers, administrators, workers and business leaders. Global Awareness and Social Responsibility: This course will give participants a greater sense of the implications of the power of possibility to effect change globally and at home through opening the doors to new ideas and innovative thinking. University Policies and Procedures ADA Policy: Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you should contact the PASS office in Lamson library ( ) to determine whether you are eligible for such accommodations. Academic accommodations will only be considered for students who have registered with the PASS Office. If you have a Letter of Academic Accommodation for this course from the PASS office, please provide the instructor with that information privately so that adaptations can be made to meet your needs. Course materials online comply with the Web-based Intranet and Internet Information and Applications Standards in accordance with ADA Section 508. Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast doubt upon the seriousness with which students accept the responsibility of acquiring an education. Members of the academic community are expected to report all instances of those violations of academic integrity that come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity to the fullest extent. Students are urged to consider that it is the toleration of violations of academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate Catalog for more information and the entire policy. 7

8 Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally provocative. As you review the syllabus, or at any time during the course, please let your instructor know if you anticipate, or are having, a problem with any assignment or classroom activity. We can then discuss how this assignment or activity is necessary for meeting course competencies and whether an alternative assignment or activity can be considered. We can also discuss campus resources that you may find helpful in dealing with your concerns. Plymouth State University Curtailed Operations Information: Plymouth State University normally remains open through inclement weather. Because most students live within minutes of the campus, every effort is made to avoid an official closing. There may be times, however, when an emergency or extreme weather conditions necessitate a general closing of the University. Please sign up for PSU Alert Emergency Text Messaging at: plymouth.edu/alerts Following are the PSU curtailed operations and/or class cancellation notification procedures: In the event of severe weather or an emergency, the University Administration will do all it can to decide on and post notifications of class/event cancellations and/or facility closures by 6:00 a.m. for classes running during the day. For canceling evening classes, the decision is usually made and communicated no later than 3:00 p.m. Every effort will be made to make the decision as early as possible. If you are wondering, call the storm line ( ) or check the PSU website. Use your own judgment about travel during inclement weather; the best choice is the one that keeps you safe. Notify your instructor(s) if you have to miss a class. Lamson Library and Learning Commons Access to the IT Help Desk is available at Log in to myplymouth to access all of the Lamson Library and Learning Common resources and services. The Wrting Center and the PASS office are located in the lower level of Lamson; the Help Desk in on the Main Floor. 8

9 9