EDEC 455 Creative Expression and Play in Early Childhood 1

Transcription

1 EDEC 455 Creative Expression and Play in Early Childhood 1 EDEC (3 credits) CREATIVE EXPRESSION AND PLAY IN EARLY CHILDHOOD Fall Semester 2009 Monday and Wednesday 8:30 9:45 am McKee 0253 Instructor: Kathy Hamblin Office: McKee 266 Phone [email protected] Office hours: Wednesday 10:00 12:00 or by appointment PREREQUISITE: 3.0 GPA, Permission of instructor COURSE DESCRIPTION Emphasizes the value of play and creative arts in ECE. Addresses the importance of high quality and meaningful play and creative arts experience across the early childhood curriculum. Applies the creative arts to enhance the development of basic skills. RELATIONSHIP OF THIS COURSE TO THE PROGRAM KNOWLEDGE BASE The faculty of Early Childhood Education believes: (extracted from the EDEC knowledge base statement submitted to NAEYC in September 2001) a. It is the nature of young children to actively pursue meaning in all of their encounters with their environment. b. Children actively seek to understand their world and are most successful in these attempts when their efforts are facilitated by informed, nurturing, enthusiastic adults who are responsible for their care and education. c. Knowledge of teaching young children is derived from our knowledge of children s growth and development. d. Various child development theories and program models provide direction in teaching, guiding, and interacting with young children. The course provides opportunities for the EC teacher candidates to obtain knowledge and skills to incorporate creative arts across the EC curriculum. The importance of exploration and the thinking process during creative arts experiences will be emphasized. This course will enable the EC candidates to facilitate young children s development and learning through active exploration. PROFESSIONAL STANDARDS MET NAEYC/NCATE 1.0 Promoting child development and learning. 1.1 Knowledge and understanding young children s characteristics and needs. 1.3 Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environment.

2 EDEC 455 Creative Expression and Play in Early Childhood Teaching and learning: Candidates integrate their understanding of and relationship approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. 4b Using developmentally effective approaches. 4b(h) Creating support for play. All early childhood professionals must demonstrate competence in using play as a foundation for young children s learning from infancy through the primary grades. Wellprepared candidates can create and support environments that enrich and extend children s play, knowing when to intervene with questions, suggestions, and challenges. Especially for children with disabilities and developmental delays, candidates explicitly model and facilitate appropriate play and support play experiences that reflect gender equity, respect for cultural diversity, and principles of nonviolence. Candidates demonstrate understanding of the values of play in itself, as a way for children to make sense of their experiences, and as a way to develop a wide range of skills. 4c Understand content knowledge in early education. The arts: Music, creative movement, dance, drama, and art. 4c(a) Interact musically with others 4c(b) Express and interpret understandings of their world through structured and informal musical play. 4c(c) Sing, play, and create music. 4c(d) Respond to expressive characteristics of music-rhythm, melody, form-through speaking, singing, moving, and play simple instruments. 4c(e) Use music to express emotions, conflicts, and needs. 4c(f) Move expressively to music of various tempos, meters, modes, genres, and cultures to express what they feel and hear. 4c(g) Understand and apply artistic media, techniques, and processes. 4c(h) Making connections between visual arts and other disciplines. 5.0 Becoming a professional. 5.3 Engaging in continuous, collaborative learning to inform practice. Colorado Licensure Standard 8.01(1) In planning for and implementing instructional delivery, the early childhood educator is able to incorporate: 8.01(1) (a) (v) taking timely advantage of the prior acquisition of information, abilities, and experience of the student, as related to readiness for learning, and the development of such core skills as language, reading, writing, math, science, and the arts. 8.01(1) (b) design and implement effective strategies for curriculum development, implementation, and instructional delivery, as related by not limited to: 8.01(1) (b) (i) literacy, and language, math, science, social studies, the arts, health and safety, physical education, and technology ability. 8.01(1)(b)(v) the processes of inquiry, modeling, multi-sensory instruction, adaptation, and addressing varied learning styles. 8.01(2)(d) create and maintain a classroom environment which: 8.01(2) (d) (i) encourages and reinforces learning, through its physical arrangement, accessibility, allocation of space, use of outdoor and natural settings, and which provides learning-enriched materials and equipment that encourage play, active exploration, and the acquisition of knowledge, skills, and abilities.

3 EDEC 455 Creative Expression and Play in Early Childhood (3) The early childhood educator adheres to high standards of professionalism, by remaining current in knowledge and practice, and by seeking out professional development which supports those standards. The early childhood educator is able to: 8.01(3)(b) actively seek out opportunities for professional development, including, but not limited to content-related coursework; seeking resources; and participating in relevant in-services and other experiences which can inform and improve practices, professional activities, such as curriculum reviews, visiting related programs, reviewing current professional literatures; and joining pertinent professional organizations. 8.01(4) The early childhood educator is knowledgeable about the assessment of student learning, and: 8.01(4)(a) is able to utilize multiple and varied, formal and informal means for assessment and identification of student learning needs in planning for appropriate cognitive, social, emotional, communicative, motor, adaptive, aesthetic, and other types of development. PBSCT Standards 6.6 Employ a wide range of teaching techniques to match the intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes. 6.7 Use specific knowledge of student medical conditions and medications and their possible effects on student learning and behavior. GOAL AND OBJECTIVES OF THE COURSE The goal of this course is to provide an overview of the role of play and creative arts in early childhood education. The early childhood candidates will learn to facilitate play and incorporate creative arts into early childhood curriculum. Upon completion of this course, the early childhood teacher candidates will be able to: demonstrate an understanding of the importance of play and creative arts. 4c summarize theories of play. 1.0, 1.3, 4.0, 4b (h) use play as a medium to facilitate development. 1.0, 1.3, 4.0, 4c, 4b (h), 8.01(2) (d), 8.01(2)(d)(i) articulate theories related to creative arts. 4.0 articulate principles of an art program for young children. 4.0, 4c articulate theories of musical development. 4.0 articulate elements of music. 4.0 create a music center in early childhood settings. 4c (a)(b)(c)(d)(e) create movement activities for young children. 4c(c), 4c (d), 4c(f) articulate the benefits of creative drama. 1.0, 1.1, 1.3, 4.0, 4b utilize creative drama to enhance development and learning. 4c (g), 4c(h) utilize music for classroom management. 4c(c) utilize art, music, movement, and drama as interpretation of knowledge. 1.0, 1.1, 1.3, 8.01(1)(a)(v), 8.01(b), 8.01(b)(i), 8.01(b)(v), 6.6 provide open-ended art, music, and movement activities for young children.1.0, 1.1, 1.3, 8.01(1)(a)(v), 8.01(b), 8.01(b)(i), 8.01(b)(v), 6.6 incorporate creative art, music, movement, drama, and play into Developmentally Appropriate Practice (DAP). 1.0, 1.1, 1.3, 8.01(1)(a)(v), 8.01(b), 8.01(b)(i), 8.01(b)(v), 6.6 document and assess creative expression and play. 1.0, 1.1, 1.3, 8.01(4), 8.01(4) (a), 6.7

4 EDEC 455 Creative Expression and Play in Early Childhood 4 CONTENT OF THE COURSE Theories of play Teacher s role in facilitating play Understanding children s play Benefits of play in the early childhood curriculum Play environment Art in early childhood curriculum Understanding children s art expressions Critical issues in teaching art in early childhood settings Art programs in early childhood education Movement and music in early childhood curriculum Music development across the early childhood years Body awareness in space and movement Creating a music center in early childhood settings Movement as an interpretation of knowledge Selecting teaching strategies Adaptations for inclusive and diverse settings Creative drama in early childhood curriculum Multi-sensory learning Stages of drama development Integrating drama into the subject area Adaptations for inclusive and diverse settings Planning, arranging, and managing the creative environment Materials and resources for creative expression and play Assessing creative expression and play REQUIRED TEXT Isenberg, J. P., & Jalongo, M. R. (2010). Creative Thinking and Arts-Based Learning. Upper Saddle River, NJ: Prentice Hall. COURSE REQUIREMENTS OVERVIEW (Specific requirements and evaluation rubric for each assignment will be distributed at least one week prior to the assignment due date.) 1. Attendance: It is expected that students will come to class prepared to discuss assigned readings and participate in relevant discussions and activities. Attendance will be recorded at each class meeting. There are no excused absences.

5 EDEC 455 Creative Expression and Play in Early Childhood 5 2. Chapter Discussion Questions and Final Exam Chapter Discussion Questions: Complete and submit one discussion question found at the end of each chapter. Due on the day that chapter is discussed. See rubric below. NAEYC/NCATE1.0, 1.1, 1.3, 4b (h) Colorado Licensure Standards: 8.01(1) (a) (v), 8.01(b), 8.01(b) (i), 8.01(b) (v), 8.01(4) (a), 6.6, 6.7 RUBRIC FOR EVALUAION OF CHAPTER DISCUSSION QUESTIONS 2 points 1 point Chapter understanding Response reflects accurate understanding of 2 or more chapter concepts. Response reflects some understanding of at least one chapter concept. Complete response Response includes details, at least one specific example; addresses each element of the question. Response includes details or example; addresses most elements of the question. 3. Evaluation of play areas/centers/interest centers (Due week 4) Evaluate the dramatic play area and the block area in a child care center classroom and identify the elements which facilitate child development and play. See rubric. Evaluate the materials available, space, traffic, teacher support (play scaffolding), and management of these areas. NAEYC/NCATE Standards: 1.0, 1.1, 1.3, 4b(h) Colorado Licensure Standards: 8.01(2)(d), 8.01(2)(d)(i) 4. Observation of play sessions with typical children and children with special needs (Due week 5) Arrange access to a group of young children (minimum of 2 children, ages 3-8). Observe them or interact with them during a playtime for at least 30 minutes. Record your OBJECTIVE observations of what you saw the children do and your INTERPRETATION of what you observed. Address the following elements in your interpretation: a. Qualities of play; learning that took place. b. Reference to theories of play as appropriate. c. Elements of cognitive, language, literacy, social/emotional, physical and/or creative development. d. Describe your role or the teacher s role: Observer, Collaborator, Planner, Responder, Model, Mediator, Safety Monitor. (Isbell p ) e. Adaptations or accommodations for children with special needs. NAEYC/NCATE: 1.0, 1.1, 1.3, 4.0, 4b,4b (h) Colorado Licensure Standards: 8.01(1), 8.01(1)(a)(v), 8.01(1)(b), 8.01(b)(i), 8.01(b)(v), 8.01(4), 8.01(4)(a) PBSCT Standards: 6.6, Teacher Interviews: Art Program (Due week 6) Visit three early childhood classrooms(preschool 1 st grade) and interview the three teachers to determine how many principles of a developmental art program are implemented. The interviews need to include the teacher s beliefs in using creative arts as an interpretation of knowledge. See rubric. NAEYC/NCATE: 4c, 5.0, 5.3 Colorado Licensure Standards: 8.01(3), 8.01(3)(b)

6 EDEC 455 Creative Expression and Play in Early Childhood 6 5. Music and movement activities for young children. See rubric (Due week 8) A. Develop a music and movement activity for young children. This includes choice of music, choice of movements, choice of musical instruments, and assessment of students learning. Select a piece of music to be used to signal and manage transitions. Select a piece of music for free movement to express emotions and an interpretation of knowledge. Complete a lesson plan form to address each component of your activity B. Implement and evaluate the planned activity with a group (2 or more) of young children NAEYC/NCATE: 1.0, 1.1, 1.3, 4.0, 4b, 4c, 4c(a)(b)(c)(d)(e)(f)(h) Colorado Licensure Standards: 8.01(1), 8.01(1)(a)(v), 8.01(1)(b), 8.01(b)(i), 8.01(b)(v) PBSCT: 6.6, Value of creative drama. See rubric (Due week 10) Observe creative drama and discover the value children receive from it. Arrange to observe a creative drama activity from beginning to end. Write down the setting, the number of children involved, the theme, the props, and the dialog while observing. After the observation, use the examples observed to reflect on the following value of creative drama for young children: a. Imaginative thinking b. Problem-solving and decision-making c. Language and listening skills NAEYC/NCATE: 1.0, 11, 1.3, 4.0, 4b, 4c(g) 7. Final Examination: Details to be announced. d. Perspective-taking ability e. Consistency of the episode COURSE GRADES will be determined based on the success in meeting the goals and objectives of this course as demonstrated through the series of course assignments. Assignment Points Points earned possible Attendance and active class participation (2 pts each for 15 weeks) 30 Chapter reflections (2 pts each for 10 chapters) 20 Evaluation of play areas/centers 10 Observation of play sessions 10 Teacher Interviews: Art program 10 Music and Movement activity plan 10 Music and Movement activity implementation and evaluation 10 Value of creative drama 10 Final exam - essay 10 Total 120 GRADE SCALE =A =B 84-95=C 72-83=D 71 and below=f Students with disabilities: Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner.

7 EDEC 455 Creative Expression and Play in Early Childhood 7 EDEC 455 Creative Expression and Play in Early Childhood Class Schedule/ Assignments and Due Dates Date Discussion Topics/Activities Chapter to read for the NEXT class day Week 1 Aug 24 Introduction to class, review syllabus and text; Ice breaker activity; Aug 26 NO Class Chapter 1 Understanding Children s Creative Thought and Expression Week 2 Aug 31 Sept 2 Week 3 Sept 7 Sept 9 Week 4 Sept 14 Sept 16 Week 5 Sept 21 Sept 23 Week 6 Sept 28 Sept 30 Week 7 Oct. 5 Oct 7 Week 8 Oct 12 Promoting creative thinking Teacher s roles in promoting creativity Meeting standards Chapter 1 Discussion Question due Theories of Play Play and child development Chapter 2 Discussion Question due NO CLASS Labor Day Understanding children s play Benefits of play Role of the teacher in facilitating play Fostering creative thought Play environment Chapter 3 Discussion Question due Conflicts and other critical issues related to creative expression Evaluation of play areas/ centers assignment due Art and development Understanding children s art expressions Art in the early childhood curriculum Observation of play session assignment due Chapter 4 Discussion Question due Art programs Teacher s role in art Art recipes and activities Music and movement and child development Body awareness in space and movement Teacher Interviews assignment due Chapter 5 Discussion Question due Music in early childhood education Selecting teaching strategies for music and movement Movement as an interpretation of knowledge Group time and music Music curriculum Music center in the classroom Chapter 2 Supporting Children s Play Games and Inventions Chapter 3 Fostering Creative Thought and Expression Chapter 4 Promoting Children s Arts Chapter 5 Engaging Children in Music, Movement and Dance Chapter 6 Inviting Children s Participation in the Dramatic Arts

8 EDEC 455 Creative Expression and Play in Early Childhood 8 Date Discussion Topics/Activities Chapter to read for the NEXT class day Oct 14 Child development and creative drama Music and Movement Assignment due Chapter 6 Discussion Question due Week 9 Oct 19 Creative dramatics activities Teacher s role in creative dramatics Oct 21 Creative dramatics in the curriculum Relating creative dramatics to standards Week 10 Oct 26 Integrating drama into the subject area Adaptations for inclusion and diverse settings Oct 28 Week 11 Nov 2 Nov 4 Week 12 Nov 9 Nov 11 Planning, arranging and managing the creative environment Value of Creative drama assignment due Chapter 7 Discussion Question due Outdoor environments and creativity Materials and resources for creative expression and play Chapter 8 Discussion Question due Developmentally Appropriate Practices Games Creativity and technology Assessing creative expression and play Chapter 9 Discussion Question due Assessment and standards Chapter 7 Designing Environments That Support Creativity and the Arts Chapter 8 Using Creative Materials and Resources Effectively Chapter 9 Assessing the Creative Processes and Products of Children Week 13 Nov 16 Nov 18 No class THANKSGIVING Break Chapter 10 Children s Creative Work in Diverse Families and Communities Week 14 Nov 23 Nov 25 Week 15 Nov 30 Dec 1 Finals week Dec 7-11 Families and communities roles in children s creative selfexpression Chapter 10 Discussion Question due Diversity, children with exceptionalities and creative expression English Language Learners Catch up unfinished business Final exam Presentations