CURRICULUM DEVELOPMENT AND ASSESSMENT IN THE ARTS AR 5700

CURRICULUM DEVELOPMENT AND ASSESSMENT IN THE ARTS AR 5700 SYLLABUS Bill Haust, Ed.D. Plymouth State University Plymouth, New Hampshire Office: 309 Draper & Maynard Office phone and voice mail: 603-535-2649 Fax: 603-535-2938 Email: bhaust@plymouth.edu COURSE DESCRIPTION Curriculum Development and Assessment in the Arts is a course in curriculum design, implementation and assessment for curriculum developers, supervisors, educators and students in the arts and education. For the context of the course, we will expand the definition of the arts to include the disciplines of visual art, music, theater and dance as both integrative and independent disciplines. The relationship of the arts to traditional academic disciplines will be important to consider. The course is designed to provide basic information on arts curricula and assessment models as well as current information, publications, standards and materials for the arts in education. The course will provide a general foundation in arts curriculum so that one may adapt this information to specific school and district within a range of available resources. As a component of the core of courses for a masters degree (MED and MAT) at PSU, this course provides a basic introduction to the goals, history, content, theory, practice of the arts in public education and is designed to guide each participant to acquire an understanding of curriculum through the development of balanced, discipline-based models for curriculum and assessment for the arts as both an independent discipline and an integrated component of a child s education. The changing role of the arts in education demands that the curriculum developer confront a number of significant problems including the nature of content, the needs of the learner, the outcomes of learning, control of the curriculum as well as the status of the arts within the overall school curriculum. By addressing current issues and problems within the context off historical antecedents, the art educator and curriculum developer can achieve the goals of both progressive education with its emphasis on the learner and discipline-based education with its emphasis on art content. Finally, with the integration of curriculum with assessment, the arts educator will achieve the universal goal of the centrality of the arts and artistry in the education of children. COURSE REQUIREMENTS We will use the lecture-discussion format for this course, with small group and independent work as appropriate. Your contribution to class discussion will be valuable. The course will use Moodle, available at myplymouth. In order for the course to be related to topics and concerns of professional interest, please consider the following points throughout your readings: Your personal philosophy of education Your personal and professional areas of influence Your professional and educational goals The nature of artistic content The outcomes of learning Control of the curriculum Status of the arts within the overall school curriculum Course requirements will include: The development of a curriculum and assessment model Curriculum map or web Several short papers Peer teaching and field-testing of an assessment model Readings PowerPoint presentation of the curriculum model Final written assessment

TEXTS AE 5700 Syllabus page 2 National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts, The Consortium of National Arts Education Associations, MENC, 1994. Creating Integrated Curriculum, by Susan M. Drake, Corwin Press, 1998. Assessing Expressive Learning, by Dorn, Madeja, Sabol and Sabol, Taylor & Francis, 2003. New Hampshire Curriculum Frameworks for the Arts, available for download at http://www.ed.state.nh.us/education/doe/organization/curriculum/arts/k-12 COURSE OBJECTIVES 1. Develop an understanding of the discipline of curriculum studies as a universal topic and as a leading force in the reform of arts education practices on national, state and local levels. 2. Gain an understanding of the current trends, issues and influences in curriculum development and assessment in the arts. 3. Gain an understanding of the historical evolution of the arts as integral components of a child s general education during the 19th and 20th centuries. 4. Be introduced to the current best practices in arts education curriculum development, curriculum mapping and authentic assessment for both student achievement and program effectiveness. 5. Gain a practical understanding of the curriculum development process through the development of curriculum and assessment models for the participant s direct area of influence. 6. Address the topics of testing and accountability in the arts through the development of criterionreferenced assessment models. 7. Survey examples of commercially available arts curricula and texts. 8. Research and review available sources for funding of curriculum projects and programs. 9. Review and analyze curriculum content in the arts and demonstrate associated educational methodologies such as instructional unit and lesson planning. scope and sequence of content, and assessment of student learning. 10. Develop a sensitivity and awareness of the multicultural content of the arts, both contemporary and historical, and demonstrate the ability to integrate a multicultural philosophy throughout the curriculum. ASSESSMENT Final grade will be based on the following criteria: Mastery of course objectives Quality of assigned work Commitment and interest Creativity and originality of ideas Class participation Final presentation Midterm and final assessments Attendance

AE 5700 Syllabus page 3 PSU POLICY ON 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 which come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the following 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. See PSU Academic Catalog pages 44-46 for additional details and the complete policy. POLICY FOR STUDENTS WITH DISABILITIES 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 immediately contact the PASS Office in Lamson Library (535-2270) 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 Accommodation for this course from the PASS Office, please provide the instructor with that information privately so that you and the instructor can review those accommodations. ATTENDANCE POLICY As with any creative or intellectual pursuit, growth and improvement will be more readily seen in consistent and sustained effort. Class time is essential as the discussion and lecture can't be "madeup". Because the class has only ten meetings, your attendance is required. Should you need to miss class,, however, please make arrangements with the instructor whenever possible

COURSE SCHEDULE AE 5700 Syllabus page 4 Monday, July 18 Introductions and overview of the course Defining curriculum Current issues and trends in arts education Educational reform Curriculum hierarchy American Recovery and Reinvestment Act of 2009 Goals 2000 and No Child Left Behind Integrated and interdisciplinary curriculum National Standards for Arts Education: Intro and pages 1-10 NH Curriculum Frameworks for the Arts: Intro Creating Integrated Curriculum: Chapter 1 Identify one problem you have encountered in education and/or the arts that you would hope to solve sometime in the future. The situation you describe may have reduced your effectiveness as a teacher, an artist or a student. To answer this question, clearly identify the problem and explain how and why this is a significant issue for you. If the problem is related to your current career, explain how. If it s related to a former position, explain. If the problem is related to questions that arose during a course in which you were a student, also explain. Put your ideas in writing for the first class, a page or two should be adequate. Tuesday, July 19 National standards State curriculum frameworks Needs analysis Overview of the curriculum development process Defining a curriculum project Writing curriculum goals NH Curriculum Frameworks for the Arts: Intro National Standards for Arts Education: Pages. 11-19, 131-133 Creating Integrated Curriculum: Chapter 2 Consider the topics of arts and education, teaching and learning, children and families and brainstorm 25 statements starting with the phrase I believe 10 quotes related to the issues identified above. Curriculum topic with a brief (one paragraph) course description Wednesday, July 20 NH Minimum Standards for School Approval Arts content: What should we teach and why? Scope and sequence Curriculum mapping and webbing Schedules: Blocks, periods, modified, etc. National Standards for Arts Education: Pages. 21-72 Creating Integrated Curriculum: Chapter 3 Think Inside the Clock

Mixed Block and Traditional Schedules AE 5700 Syllabus page 5 First draft of a statement of personal philosophy with supportive quotes. Curriculum Goals Thursday, July 21 Meet at Lamson Library room 031 Demonstration of ERIC, Kraus and other research methods Review and critique of curriculum materials PSU Grant Center Creating Integrated Curriculum: Chapters 4, 5 NH Curriculum Frameworks for the Arts: Read all relevant sections National Standards for Arts Education: Pages. 85-127 Curriculum overview outlining the content of your curriculum model Curriculum web Review of a published curriculum from the Lamson K-12 Curriculum Collection Proposal for class or course schedule Friday, July 22 Funding curriculum development Introduction to grant writing Progress report of curriculum projects Midterm assessment Creating Integrated Curriculum: Skim Chapters 6, 7 US Dept of Education s American Recovery and Reinvestment Act programs Race to the Top and Investing in Innovation (Weblink) NH Dept of Education Arts Education Services (Weblink) NH State Arts Council arts in Education Program Services (Weblink) Annotated bibliography of 12-15 sources from library and curriculum collection Monday, July 25 Arts assessment, an overview Assessment vocabulary Relationship of assessment to curriculum Arts assessment methods Authentic assessment and testing/grading National Standards for Arts Education: Page. 15 Assessing Expressive Learning: Chapter 1 Creating Integrated Curriculum: Chapter 6 and 7 ERIC: 12 sources related to curriculum topic Kraus: 6 sample curriculum models Websites: 6 websites related to curriculum topic

AE 5700 Syllabus page 6 Tuesday, July 26 NAEP/Arts: The National Assessment of Education Progress in the Arts, 1997 and 2008. Developing an assessment model Writing rubrics, questionnaires, surveys, etc Assessing Expressive Learning: Chapter 2 NAEP Arts Report (Weblink) Assessment plan for your curriculum model with introductory statement (first draft) and description of minimum of three assessment methods. Wednesday, July 27 Program assessment Teacher assessment Curriculum implementation Portfolio assessment Assessing Expressive Learning: Chapter 5 Portfolio Assessment in Art and Education Rubric Student self-assessment questionnaire Thursday, July 28 Experiential studio day Field testing the curriculum/assessment models Studio Thinking for Young Minds Portfolio assessment plan including portfolio contents and rubric Lesson plan with an assessment for a 15 minute hands-on art activity to be presented to the class. Friday. July 29 Final assessment Presentation of final projects (draft form) in the form of a Powerpoint presentation with a minimum of 12 slides and a one-page handout none Submit Powerpoint Presentation by email Presentation handout Final project must be submitted no later than Monday August 8 by 4:00 pm

AE 5700 Syllabus page 7 C.H.E.C.K.: The Plymouth State University Conceptual Framework for Teacher Education Foundations of Art Education, required for students majoring in art education, endorses the Plymouth State University conceptual framework for teacher education: C.H.E.C.K. The experiences required for this course are Collaborative and Holistic and are based on Experience, Commitment and Knowledge of the disciplines of the Visual Arts. In accordance with our accrediting agencies, PSC has adopted a conceptual framework, a shared set of beliefs and attitudes which serve as the foundation for teacher education programs. This framework identifies the concepts which we value for future teachers which are translated into coursework, field experiences and academic policy. Throughout the course, you will have the opportunity to: Collaborate: Developing partnerships is essential to the teaching/ learning process. Integrated teaching and learning will be explored. Develop a Holistic perspective: The needs of the whole child are addressed, both as an individual learner and as a member of a learning community. Gain Experience: Since learning is contextual, students will understand the connections between subjects, events and life. Develop a sense of professional Commitment: The teaching/ learning process plays a role in the formation of personal and social values. Develop and share Knowledge: Mastery of the subject matter, related processes, and assessment methods is an essential goal of teaching/learning. New Hampshire Certification Standards addressed through AE 5700: ED 610 standards: A, B1, B2, C, D, E, F, G1, G2, G3, G4, H, K1, K2, K3, K4. ED 612 standards: A1a, A1b, A1d, A4, A5, A6, B2a, B2b, B2c, B2d, B3a, B3b, C1, C2, C3, D1, D2, E1, E2, E3, E4, E5, E6, F1, F1c, F1e.

BIBLIOGRAPHY AE 5700 Syllabus page 8 Boston, Bruce O. Connections: The Arts and the High School Curriculum. New York: CEEB and The Getty Center for Education in the Arts, 1996. Boyer, Edward L. High School: A Report on Secondary Education in America. New York: Harper and Row, 1983. Burz, Helen and Kit Marshall. Performance-Based Curriculum for Music and the Visual Arts, Thousand Oaks, CA: Corwin Press, 1999. Chapman, Laura. Instant Art: Instant Culture: The Unspoken Policy for America s Schools. New York: Teacher s College Press, 1978. Drake, Susan M. Creating Integrated Curriculum. Thousand Oaks, CA: Corwin Press, 1998. Efland, Arthur. A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts. New York: Teacher s College Press, 1990. Eisner, Elliot. Cognition and Curriculum. New York: Longman, 1982. Eisner, Elliot. The Educational Imagination: On the Design and Evaluation of School Programs. New York: Macmillan, 1985. Gardner, Howard. The Arts and Human Development. Los Angeles: The Getty Center, 1973. Gardner, Howard. The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books, 1991. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1993. Goodlad, John. A Place Called School: Prospects for the Future. New York: McGraw-Hill, 1985. Hardiman, George and Theodore Zernich, eds. Foundations for Curriculum Development and Evaluation in Art Education. Champaign, IL: Stipes, 1981. Lowenfeld, Victor. Creative and Mental Growth. New York: Macmillan, 1947. Michael, John. Visual Arts Resource Handbook. Millwood, NY: Kraus Publications, 1993. National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform. Washington, DC: US Government Printing Office, 1983. National Endowment for the Arts. Towards Civilization: A Report on Arts Education. Washington, DC: US Government Printing Office, 1988. Consortium of National Arts Education Associations. National Standards for Arts Education: What Every Young American Should Know and Be Able to Do in the Arts. Reston, VA: MENC, 1994. Smith, Nancy. Art and Experience. New York: Teacher s College Press, 1983. Smith, Ralph. Excellence in Arts Education: Ideas and Initiatives. Reston, VA: National Art Education Association, 1987. Stewart, Marilyn and Sydney Walker. Rethinking Curriculum in Art. Worcester, MA: Davis. 2005. Tyler, Ralph. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 1949.