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Department of Curriculum, Culture, and Educational Inquiry (CCEI)
Semester:
Instructor: Email:
Phone: Office:
Office hours: Class Time:
Class Location: COURSE NUMBER & TITLE:
EEC 4303 Creative Arts for Young Children
CATALOG DESCRIPTION:
This course will provide developmentally appropriate, inclusive and integrated creative arts curriculum activities for young children in the visual arts, dance/movement, music, and drama. Practical and hands-on learning will provide the context for a thematic approach, including community arts resources and multicultural perspectives. The arts for young children with special needs and English Language Learners will be addressed. (Field experience minimum requirement of 10 hours.) 3 semester hours.
ACADEMIC SERVICE-LEARNING STATEMENT:
This course is designated as an academic service-learning course. The assistance you provide to the agency/organization during your academic service-learning (AS-L) experience is a service to the community and will allow you to apply knowledge from the course to local, national, and/or global social issues. Throughout this course you will be participating in AS-L activities while demonstrating civic engagement at campus, local, national, and/or global community levels. You will also reflect on your AS-L experience and the impact on the community as well as your professional development.
Academic service-learning notation of hours will post to your transcript with submission of hours to your faculty instructor. An Academic Service-Learning Student Survey is required to be taken at the end of your AS-L project. Please visit the Weppner Center for LEAD & Service-Learning website, www.fau.edu/leadandserve, for the survey link and more information on ýs Academic Service-Learning program.
ASSUMPTION OF RISK STATEMENT FOR STUDENT
I understand that there are certain physical risks inherent in every form of service-learning. I understand the risks associated with this Academic Service-Learning assignment. I nonetheless agree to assume those risks so as to gain the benefits from participation in this valuable learning experience. I hereby release the State of Florida, the Board of Trustees, ý and its agents and employees from any and all liability associated with my participation in this assignment at ý.
REQUIRED TEXTS:
Isenberg, J., & Jalongo, M. (2014). (6th ed.) Creative thinking and arts-based learning. Upper Saddle River, NJ; Pearson.
RECOMMENDED BOOKS:
Bentley, D. (2013) Everyday artists: Inquiry and creativity in the early childhood classroom. New York: Teachers College Press.
McArdle, F. & Boldt, G. (eds) (2013) Young children, pedagogy and the arts: Ways of seeing. New York and London: Routledge/ Taylor and Francis.
Additional required readings and websites may be assigned.
AUDIO/VISUAL TECHNOLOGY:
Internet, Email, PowerPoint, Videos, You Tube, Movies, iPad and Apps
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES
National Association for the Education of Young Children (NAEYC)
State of Florida Prekindergarten/Primary Education (Age 3) Through Grade Three (3) Specialization Competencies (PK/P)
Florida Educator Accomplished Practices - Preprofessional = (EAP)
Educator Accomplished Practices for ý (EAP-ý)
ý College of Education Conceptual Framework (C-F)
Florida Sunshine State Standards, Curriculum Frameworks
Council for Exceptional Children, Division of Early Childhood (CEC/DEC)
COURSE OBJECTIVES:
Students will:
Identify the characteristics of creativity and their impact on childrens thinking, creative processes, and creative products. (CEC/DEC: 1,1, 1.2; EAP-ý: 4.2, 7.2; NAEYC: 1.1, 2.1)
Demonstrate knowledge of developmentally appropriate classroom activities in visual arts, music, dance/movement, and drama (CEC/DEC: 1.1, 2.1; EAP-ý: 7.1, 7.2, 8.1; NAEYC: 1.1, 2.1.2, 2.1.3; PK/P: 4.4, 4.7, 6.1, 6.3, 6.4, 6.6, 6.7, 6.10, 6.11, 6.12, 6.13, 6.14, 6.18, 6.19, 6.20)
Demonstrate effective implementation and assessment of creative arts activities in emergent, thematic, and other curricular approaches (CEC/DEC: 2.1, 4.1; EAP-ý: 1.2, 7.2, 8.1, 8.2, 9.2, 10.2; NAEYC: 1.1, 2.1.2, 2.1.3, 4.1.1; PK/P 4.5, 4.6, 6.2, 6.5)
Demonstrate knowledge of the value of, and options for, creative arts events in schools and communities (CEC/DEC: 1.1, 1.4, 5.6; EAP-ý: 8.1, 8.2, 11.1; NAEYC: 1.1, 1.3, 2.1.2, 2.1.3, 3.1, 5.6; PK/P 4.12)
Demonstrate the ability to create and implement effective curriculum adaptations in inclusive and multicultural settings (CEC/DEC; 2.1, 3.1, 5.6; EAP-ý: 5.1, 5.2, 6.1, 7.1, 10.2; NAEYC: 1.3.1, 1.3.2, 2.1.4)
Demonstrate skill in identifying and including community resources in childrens art-based curriculum. CEC/DEC: 5.6; EAP-ý: 11.1; NAEYC: 5.5, 5.7)
Demonstrate the ability to present, critique, and revise thematic arts lessons with professional colleagues. (CEC/DEC: 5.7, 5.9; EAP-ý: 1.1, 2.2, 3.1, 3.2, 4.2, 8.1, 11.1; NAEYC 4.1, 5.6)
COURSE OUTLINE:
Week (s)Topic(s)Readings/Assignments1Introduction self portraits
Review assignments
Childrens Creative Thought and Expression:
a framework for understanding
Stages of the creative process
Symbolic Representation in the Arts2The Creative Process and Possibilities
Supporting Childrens Play, Games, & Inventions
Arts Integration in Curriculum: integrated curriculum and
Brain development through the arts (neuroscience)
Creativity Paper dueIsenberg & Jalongo Ch 1,2 and and page 82
(see websites)3Working with clay
Developmental stages for the Visual Arts
Instructional Strategies and Integrated Arts Experiences
Drawing, Painting, Sculpture, Collage
Multi-media; National Art Education AssociationIsenberg & Jalongo Ch. 3
NAEA Website 4Adapting Activities in inclusive and multicultural settings
Arts artifacts from around the world
Identity development and the arts: local and global
Second language learners and
children with special needs: the arts as a languageIsenberg & Jalongo Ch. 8
5Engagement & Learning:
Children in Music, Movement, and Dance
Singing with young children
Children and Music: Voice, Harmony, Rhythm, Pitch,
Patterns, Flow, Tempo
Creating Musical Instruments and an Orchestra
Multicultural dimensions of music
Community Resources Assignment dueIsenberg & Jalongo Ch 4
Websites:
National Dance Association:
National Assoc. for Music
Education6Childrens Dance and Movement
Ballet, Tap, Modern Dance, Jazz Dance, Yoga,
Folk Dances, Improvisation; Performing Arts
Movement and Young Children:
Motor Coordination and Body Awareness
Utilizing Outdoor Space and EquipmentContinue Ch 4, and
Readings to be assigned7Childrens Participation in the Dramatic Arts
Story drama and play, puppets, props
Becoming an active and appreciative audience
Drama and Literature; Poetry with childrenIsenberg & Jalongo Ch. 58Planning the Classroom Environment
Creating an art space for children
Using materials and resources effectively - recycling
Developmentally appropriate considerations
Scrounging and collecting materialsIsenberg & Jalongo Ch.9,10
9The arts and social justice making the world a better
place through the arts; childrens artistic expression
The teachers role in promoting creativity
Theme-based Lesson Plans Assignment dueIsenberg & Jalongo Ch. 610Art Museum Visit
View the exhibit and permanent collection
Creating an interactive museum in a preschool
Museum artifacts and childrens learning about the world
11Intergenerational Arts: theory and practice, including multicultural family influences; activities for including
families
Reggio Emilia and childrens artistic processes12Environmental Education and the Arts
Nature and the arts; extending sustainability and
environmental awareness; messiness and the arts
Assessing Creative Processes and Products of Children
Assessment challenges & standards
Identification of Talent and Giftedness
Documentation as assessment
Isenberg and Jalongo Ch 713Art Around the World
Therapeutic use of the arts
Creative art events in schools
Artists in residence
Case Study of a Child Through the Arts due
14
15
Workshop on theater with children:
Using theater arts to enhance childrens communication
and self-expression
Role plays, costumes and masks: techniques for children
at different developmental levels
Puppet- making workshop: using puppets with children
with special needs and children who are ELLs
Movie making with young children: empowerment and creativity with media
COURSE REQUIREMENTS:
The instructor will distribute detailed descriptions of the assignments in class.
There will be no re-do assignments. All written assignments must be in correct English, including accurate grammar, clarity of expression, and spelling. All work must be original and done by the student.
Creativity Paper
Students will write a paper a) defining creativity in their own words and b) describing specific instances where creativity has been a part of their professional and personal lives. Cultural and international perspectives should be included. The minimum length is 3 pages.
(10%)
Due date:
Theme-based Lesson Plans
Students will select one of the following themes: communities, natural environments, family history, fashion past and present, arts and culture, inventions, or the world of the future.
(Note: students may use a theme or project currently being developed in their own emergent curriculum classroom. Please talk with the instructor about this and obtain approval.) All work must be original. The selected theme will guide the lesson plans, demonstrating an integrated approach.
This assignment has two components:
Written lesson plans
Students will write two theme-based lesson plans for each of the following arts areas:
visual art, 2) music, 3) movement/dance, and 4) drama. A total of eight lesson plans must be submitted. All lesson plans must include curriculum adaptations for specified children with special needs and English language learners. (The instructor will provide the lesson plan format).
(20%)
Art lessons with children
Students will implement and critique three of the above eight lessons (visual art,
music, movement/dance, drama). For each lesson done with children, students will
write a description of the experience, and a critique of what worked, what did not
work, and suggestions for improvement.
(20%)
Due date for both components:
3. Case Study of a Child through the Arts
Students will select a child, ages two eight, who is particularly interesting and whose
parents agree to have him/ her participate in this case study. It would be beneficial to work with
a child from a different cultural background from your own. Students may not use their own
children or relatives for this case study. The student will work with the student over a period
of time, to include the following arts activities created by and with the child:
a) 2 dimensional visual art drawing or painting
b) 3 dimensional art sculpture or mobile
c) singing (music)
d) using musical instruments, and/ or making them
e) dance and movement
f) poetry and/ or storytelling
g) theater (play) and performance arts
h) photography
i) videos or other arts based technology
A more detailed description of this case study will be distributed by the professor. However,
the student will analyze the childs levels of creativity in the different art forms. Then the student
will additionally include:
a) the influence of the childs cultural background
b) the influence of the artistic/ creative gifts of friends and family and the childs
home environment
c) the unique gifts and talents of this child, and what he/ she believes about life and
about him/ herself, based on what was expressed through the arts activities
d) recommendations to promote and develop the childs gifts, talents, and future creative
expression
e) what you learned about yourself by completing this case study
(35%)
Due date:
Community Resources
Part 1: Students will write a list of community arts resources for children, in the community where they live or where they teach, or in the wider community of South Florida. This should include the name, location, and a description of at least 5 community resources. (five pages minimum) Note: Do not include any community arts resources that we visit as part of this class.
Also, remember to write the description in your own words and do not cut and paste from the websites or promotional materials.
Part 2: Students will actually visit a community art resource for children (i.e. childrens museum, childrens theater, resource depot, etc.). Students will write a response paper including a) a description of the activities and arts-related value for children, and b) possible ways the resource could be part of an arts integrated early childhood curriculum. (two pages minimum)
This two part written assignment should be a total minimum of seven pages. It is preferred that students visit the community resource with a child, but this is not required. If a student visits with a child, the childs response should be included in the written piece on the community art resource. (15%)
Due date:
Extra Credit Assignments
Extra credit assignments may be submitted throughout the semester and will definitely impact on the students final grade. There are two ways to earn extra credit:
Attend an arts event (i.e. a dance, musical, or theatrical production, or art museum or gallery exhibit) and write a reflection paper including a) what art elements you learned about and were inspired by, and b) how you would use and incorporate what you learned and experienced in your classroom with the children. Make sure not to simply recap what you saw and experienced. The reflection paper should be a minimum of three pages.
Read the book, Young children pedagogy and the arts: Ways of seeing, and write a response paper including a) what specifically you learned from the book, mentioning chapters and topics and b) how you would use this new information in the classroom with young children. Your response paper should not just recap the content of the book chapters, but should include your critical thinking about the ideas. The response paper should be a minimum of three pages. (Other books may be considered but require the instructors approval.)
FIELD EXPERIENCE: Minimum of 10 clock hours in a classroom
Teaching Methodology Includes:
lecture audio-visuals
class discussion group presentations
computer software evaluations hands on art experiences
individual presentations field based community experiences
movies
Assessment Procedures Include:
written assignments, presentations in class
rubrics are generally used for grading each assignment
Critical Reflection:
Written reflection on how the field experience links to (1) course objectives, (2) the impact to the community, and (3) the impact on personal and professional development.
GRADING:
Creativity Paper 10 points
Theme-based Lesson Plans 40 points
Case Study of a Child through the Arts 35 points
Community Resources 15 points
TOTAL: 100 points
Extra Credit assignment will impact your grade in a positive way
ATTENDANCE POLICY:
A regular attendance policy is expected. In addition, this policy includes active participation in class discussions and activities as well as professional conduct in class. Students must inform the professor in advance of any anticipated excused absences. Excused absences will be accepted for medical reasons, prior professional commitment, and observance of religious holidays. For each missed class, students must submit a written summary of the readings and class content. Absences will definitely impact on a students grade, at the discretion of the instructor.
ACADEMIC INTEGRITY
Students at ý are expected to maintain the highest ethical standards. Dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. The ý HYPERLINK "http://www.fau.edu/ctl/4.001_Code_of_Academic_Integrity.pdf" Code of Academic Integrityprohibits dishonesty and requires a faculty member, student, or staff member to notify an instructor when there is reason to believe dishonesty has occurred in a course/program requirement. The instructor must pursue any reasonable allegation, taking action where appropriate. Examples of academic dishonesty include, but are not limited to, the following:
(A) Cheating i. The unauthorized use of notes, books, electronic devices, or other study aids while taking an examination or working on an assignment. ii. Providing unauthorized assistance to or receiving assistance from another student during an examination or while working on an assignment. iii. Having someone take an exam or complete an assignment in ones place. iv. Securing an exam, receiving an unauthorized copy of an exam, or sharing a copy of an exam.
(B) Plagiarism i. The presentation of words or ideas from any other source or another person as ones own without proper quotation and citation. ii.Putting someone elses ideas or facts into your own words (paraphrasing) without proper citation. iii. Turning in someone elses work as ones own, including the buying and selling of term papers or assignments.
(C) Other Forms of Dishonesty i.Falsifying or inventing information, data, or citations. ii. Failing to comply with examination regulations or failing to obey the instructions of an examination proctor. iii. Submitting the same paper or assignment, or part thereof, in more than one class without the written consent of both instructors. iv. Any other form of academic cheating, plagiarism, or dishonesty.
Read the full Regulation 4.001 Code of Academic Integrity here: HYPERLINK "http://www.fau.edu/ctl/4.001_Code_of_Academic_Integrity.pdf" http://www.fau.edu/ctl/4.001_Code_of_Academic_Integrity.pdf.
Additional notes:
Be especially careful about cutting and pasting text from websites. Plagiarism is a serious offence and will have consequences for the student. You must use quotation marks for the text and cite the source, and you should be sparing in your use of online quotes. There are severe academic penalties for plagiarism, and it is your obligation to remain honest in your use of others writing.
Students may not submit a paper or assignment, or part thereof, in more than one class without the written consent of both instructors. Do not submit an assignment written for another class without this written permission.
STUDENTS WITH DISABILITIES
In compliance with the Americans with Disabilities Act Amendments Act (ADAAA), students who require reasonable accommodations due to a disability to properly execute coursework must register with the Student Accessibility Services (SAS) - in Boca Raton SU 133 (561-297-3880); in Davie, LA 131 (954-236-1222); or in Jupiter, SR 111F (561-799-8585) - and follow all SAS procedures.
Students who have registered with the SAS will be able to have modified and adapted assignments when the instructor is notified of the disability from SAS. Without official SAS notification, the student will not receive adapted assignments.
BIBLIOGRAPHY:
Althouse, R., Johnson, M.H., & Mitchell, S.T. (2003). The colors of learning: Integrating the visual arts into the early childhood curriculum. New York, NY: Teachers College Press.
Bleiker, C.A. (1999). The development of self through art: A case study for early art education. Art Education, 52(3), 48-52.
Chalufour, I., & Worth, K. (2004). Building structures with young children. St Paul, MN: Redleaf Press.
Dixon, G.T., & Chalmers, F.G. (1990). The expressive arts in education. Childhood Education, 67(1), 12-17.
Editors of Teaching Young Children (2015). Expressing creativity in preschool. Washington, D.C.: NAEYC.
Edwards, L. (2006). The creative arts: A process approach for teachers and children. Upper Saddle River, NJ; Pearson.
Edwards, L.C., Bayless, K. M., & Ramsey, M.E. (2009). Music and movement: A way of life for the young child. Upper Saddle River, NJ: Pearson Education.
Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex Publishing Corporation.
Epstein, A. S., & Trimis, E. (2002). Supporting young artists: The development of the visual arts in young children. Ypsilanti, MI: High/Scope Press.
Fox, J., & Diffily, D. (2000). Integrating the arts: Building young childrens knowledge, skills, and confidence. Dimensions of Early Education, 29(1), 3-10.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
Goldberg, M.R., & Phillips, A. (1992). Arts as education. Cambridge, MA: Harvard Educational Review.
Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning in multicultural and multilingual settings. Boston, MA: Pearson Education, Inc.
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Kohl, M. & Potter (1998) Global art: Activities, projects and inventions from around the world. Maryland: Gryphon House.
Koster, J.B. (2009). Growing artists: Teaching the arts to young children. Clifton Park, NY: Thomson Delmar Learning.
Lazzari, M. & Schlesinger, D. (2015) Exploring art: A global, thematic approach. Boston, Mass.: Cengage Learning.
Libby, W.M.L. (2002). Enriching the curriculum with art experiences. Albany, NY: Delmar Thomson Learning Inc.
Morris, J. (2002). The imagination station: A drama education program for preschool teachers. Youth Theatre Journal, 16, 38-47.
Pelo, Ann (2007). The language of art: Inquiry-based studio practices in early childhood settings. St. Paul, MN: Redleaf Press.
Schirrmacher, R. (2008). Art and creative development for young children. Albany, NY: Delmar.
Thompson, S. C. (2005). Children as illustrators: Making meaning through art and language. Washington, DC: National Association for the Education of Young Children.
Torrance, E. (1995). Creativity in the classroom. Washington, DC: National Education Association.
Wachowiak, F., & Clements, R.D. (2006). Emphasis Art: A qualitative art program for elementary and middle schools. Boston, MA: Pearson Education..0000000000000000000000000000000000000000000000000000and middle schools.dren. riculum. ies and arts-based projects and themes., Inc.
Wright, S. (2003). The arts, young children ,and learning. Boston, MA: Pearson Education Inc.
Wurm, J.P. (2005). Working in the Reggio way: A beginners guide for American teachers. St Paul, MN: Redleaf Press.
Journals:
Child Development Child Study Journal
Childhood Education Children Today
Early Childhood Education Journal Early Childhood Research Quarterly
ERIC/EECE Newsletter Exceptional Child
ESOL Journal TESOL Journal
NABE News (National Association for Bilingual Education)
Scholastic Early Childhood Today Young Children
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