EN-351 Performing Arts for the Elementary Classroom

GENERAL INFORMATION:

Course title : EN 351 Performing Arts for the Elementary Classroom

Campus : National, Chuuk, Kosrae, Yap

Initiator : Pearl Habuchmai Olter-Pelep

& Resida Keller

Date: 04/20/18

Course description:

This course provides the student a working knowledge of the fundamentals of performing arts in an elementary-age classroom. The course focuses on strategies for integrating music, dance, visual arts, and drama in lessons. The student presents at least two of these lessons to peers. Student professionalism is measured.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture	3	X	16	=	48	=	3
Laboratory		X		=		=
Lecture/Lab		X		=		=
Workshop		X		=		=
		Total Semester Credits					3

PURPOSE OF COURSE:

[X ] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES: None

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES

[X]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[X]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[ ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[X]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[ ]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Demonstrate the ability to teach all subjects for one semester in an elementary classroom

either independently (internship) or under the supervision of a master teacher (student

teaching) as measured by the following Interstate Teacher Assessment and Support

Consortium (InTASC) standards (paraphrased):

a. Teach and create learning experiences that make the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches meaningful for students;

b. Provide learning opportunities that support children’s intellectual, social, and personal

development;

c. Demonstrate understanding of how students differ in their approaches to learning and

create instructional opportunities that are adapted to diverse learners;

d. Use a variety of instructional strategies to encourage students’ development of critical

thinking, problem solving, and performance skills;

e. Use group motivation to create a learning environment that encourages positive social

interaction, active engagement in learning, and self-motivation;

f. Use knowledge of effective verbal, nonverbal, and media communication techniques to

foster active inquiry, collaboration, and supportive interaction in the classroom;

g. Plan instruction based upon knowledge of subject matter, students, the community, and

curriculum goals;

h. Use formal and informal assessment strategies to evaluate and ensure the continuous

intellectual, social and physical development of the learner;

i. Reflect and continually evaluate the effects of his/her choices and actions on others

(students, parents, and other professionals in the learning community) and seek out

opportunities to grow professionally;

j. Foster relationships with school colleagues, parents, and agencies in the larger community

to support students’ learning and well-being;

2. Design, deliver, and assess instruction in support of students with special needs in the

elementary classroom In accordance with the requirements of the Individualized Educational

Program (IEP) process, and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Utilize strategies and activities that incorporate visual arts and their applications in the classroom.

2. Integrate performance arts such as dance within the teaching of core subject areas in the curriculum at the elementary level.

3. Demonstrate appropriate strategies using relevant music and songs in lesson activities.

4. Develop and demonstrate lesson activities that use appropriate drama forms to convey concepts/skills taught at the elementary level.

5. Apply the concepts of art, music, dance and drama in a play production.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): Student will be able to:

CSLO (General) 1: Utilize strategies and activities that incorporate visual arts and their applications in the classroom.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Develop a lesson activity that uses the elements of color to enhance the teaching of specific core subjects.

1.2 Develop a lesson activity that incorporates the forming, and identifying of shapes found in artwork and in the environment to teach specific concepts within a variety of core subjects.

1.3 Compare and contrast the differences between organic and geometric shapes.

1.4 Develop a lesson activity that incorporates the use of figures and the constructing of figures out of different shapes.

2,7

2,3,5

1,2

1.1 Student develops lesson activity that uses drawing and elements of color to enhance the teaching of a variety of subject matter. A scoring rubric will be used to assess the integration of color and its elements in this lesson activity.

1.2 Student develops a lesson activity that uses pictures/art with shapes in teaching specific concepts or subjects. A scoring rubric will be used to assess how well art and shapes are incorporated into this lesson activity.

1.3 Student develops a lesson activity that includes differentiation of organic and geometric shapes. This lesson activity will be assessed by a scoring rubric.

1.4 Student develops a lesson activity that uses figures and shapes to illustrate concepts taught. A scoring rubric will assess this lesson activity.

CSLO (General) 2: Integrate performance arts such as dance within the teaching of core subject areas in the curriculum at the elementary level.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Identify and differentiate between different dance styles (including culturally relevant dances) and movements and their implications to teaching.

2.2 Utilize in lesson activities a wide variety of dance styles and dance techniques appropriate for young children when teaching different subjects.

3,5,7

1,2

2.1 Student performs dance styles and movements within specific core subject lessons. Performance will be assessed using a checklist.

2.2 Student uses a lesson activity that integrates dance performances and movements to teach a specific concept or process. Lesson activity will be assessed with a rubric.

CSLO (General) 3: Demonstrate appropriate strategies using relevant music and songs in lesson activities.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 Incorporate into lessons a wide variety of songs and singing games appropriate for young children when teaching different subjects.

3.2 Identify elements of songs such as repeated rhythmic patterns, pitch, harmony, melody, etc.

that are common to songs and utilize these elements in teaching a variety of lessons.

3.3 Analyze the sounds and music appropriate for inclusion into a lesson activity.

1,3,5,7

1,2,3,5

1, 2

3.1 Student performs songs and singing games within specific core subject lessons at the elementary level. Performance will be assessed using a checklist.

3.2 Student develops a lesson activity that integrates nursery rhymes and songs with specific elements such as rhythmic patterns to teach a specific concept or process. Lesson activity will be assessed with a rubric.

3.3 Student identifies and analyzes music choices for lessons. This will be assessed with a checklist; Lesson activities using sound and music will be assessed with a scoring rubric.

CSLO (General) 4: Develop a drama production that utilizes art, music and dance to convey concepts and skills that are taught in an elementary school setting.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Identify and utilize the three different Children’s Theater techniques in the writing of lesson activities.

4.2 Utilize the element of plot in script writing including elements such as plot, climax and anti-climax.

4.3 Integrate characterization and dialogue into a drama production that teaches specific concepts or subject matter.

4.4 Analyze the sounds and music appropriate for a story or play.

4.5 Integrate visual design, props and in a drama production.

4.6 Develop a play production that teaches specific concepts or subject matter.

1,2,3,5

1,3,5,

1,2,3,5,7

1,2,3,5,

1,2,3,5,7

*1,2,3,5,7

1,2,3

4.1 Student develops a lesson activity that uses at least one of the Children’s theater techniques. This lesson will be assessed with a scoring rubric.

4.2 Student writes a script about specific concepts/subject matter that utilizes all the elements of drama; script will be assessed with a scoring rubric and checklist.

4.3 Student develops a drama production that incorporates different characterizations of character and utilizes dialogue to teach concepts/subject matter.

Integration of characters and dialogue will be assessed with a rubric.

4.4 Student writes an analysis of music recommendations and appropriate sounds to be used in a drama production. The written analysis will be assessed with a rubric.

4.5 Student creates props and visual displays or art that will be used in the drama production. These will be assessed with a scoring rubric.

4.6 Students create a play production that teaches specific concepts or subject matter. The production and performance of the play along with student’s professionalism will be assessed using a rubric.

5) COURSE CONTENT:

1. Develop lesson activities that use visual arts such as line, shape, form, texture, value, and color.

2. Develop lesson activities that will involve the use of appropriate songs or music.

3. Develop lesson activities on dance and movement that involves body movement, space, time, energy, and form.

4. Develop a drama- script, acting, design, and convention.

5. Apply the concept of art, music, dance and drama in a play production.

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[X] Audio visual [X] Demonstrations

[X] Other (Production of a play)

7) REQUIRED TEXT(S) AND COURSE MATERIALS: None

8) REFERENCE MATERIALS:

There are many books and reference materials available in the library and online that apply to this course. We will utilize a variety of resources and materials for the lessons and production.

9) INSTRUCTIONAL COSTS:

None

10) EVALUATION: Summative evaluation of the student’s drama production with a scoring rubric will be done at the end of the semester. Student must get a C or better. Student professionalism will also be measured using a performance rubric throughout the semester.

11) CREDIT BY EXAMINATION:

None

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EN-351 Performing Arts for the Elementary Classroom