Class Schedule

Class Pages and Resources

Syllabus

Course Description Arts integration in the K-16 language arts classroom. Music, Dance/movement, Theatre Arts, Visual Arts, Media Arts, and the Language Art will be presented. Foci will include: semiotic transmediation, art as experience, the psychology of art and arts-related research, and others. Purpose The purpose of this pan-disciplinary course is to investigate literacy activities fostered by integrating fine arts skills into the curriculum. All the arts have a place in the classroom. Music, Drama, Visual Arts, Dance, and Media Arts all contribute to learning. Research shows that there are benefits in perceived self-efficacy, collaboration, and creativity and problem-solving from using the arts to engage children. The study of semiotic transmediation, constructionism and the re-presentation of information in alternate sign systems, the psychology of art, art as experience, arts-based research are all basic to this course. This course is intended for Masters and Doctoral students in who are interested in broad applications of art-related methodologies for teaching and learning.ic, visual arts, theatre, and media, will present as guest experts programs of arts integration in their field. Instructor policies Attendance is required, as is punctuality. Standard University guidelines for student/instructor deportment will apply. Course Objectives This course will include experiences with teachers and experts in various arts disciplines who will discuss and demonstrate the integration of fine arts and literacy activities. The class will investigate theoretical bases for these arts-based approaches to learning. A variety of integrative methods will be demonstrated. Students will use these skills to prepare language arts lessons which integrate the arts. Students will present these lessons activities for review and criticism. Students will examine and evaluate available integrative curriculum materials and software for possible use in the classroom. Students will review current research in the use of the arts in the language arts classroom.. Prerequisite courses (none) Course Assignments and Requirements Students will be required to read, discuss and reflect on the articles and chapters assigned, and to participate in the guest presentations. Students will maintain contact with the course listserv as a means of discussing course progress and reflecting on student learning. Students will prepare demonstrations of integrative techniques in an arts discipline which promote literacy. Students will prepare a paper based on collected research in the field of arts-in-education. Students will examine and evaluate available integrative arts-related computer software and other curriculum materials. Students taking LRC 564 will be required to submit a proposal for research in the field of arts integration techniques or related area.     Evaluation and Projects - LRC 564 Participation (20) Communication (20) Demonstrations/ Presentations (20) Final Paper (20) Research Proposal (20) =100) Methods of evaluation Students will establish learning goals at the beginning of the semester through negotiation and will be assessed against those goals at the end of the semester. Small group collaborative presentations in an arts discipline at mid-term will be evaluated for clarity, relevance, creativity and integration. Reflections will be reviewed and discussed with individuals. Sharing of related research in class and general class participation will be a part of the grade. The final presentations of an arts integrated project will also be graded against the theory and practice covered in class.

Required Texts: Goldberg, Merryl (2005). INTEGRATING THE ARTS: An Approach To Teaching And Learning In Multicultural And Multilingual Settings . (3nd Edition) NYC:Prentice Hall/Pearson Ed. Bresler, Liora (2003) THE ARTS IN CHILDREN'S LIVES: Context, Culture & Curriculum. Boston:Kluwer. Jackson, Phillip (1998) JOHN DEWEY AND THE LESSONS OF ART. New Haven, CT : Yale University Press. Additional Readings on E-Reserves: Leland, C. & Harste, J. (1994). Multiple ways of Knowing: Curriculum in a new key. Language Arts, 71 (5) pp. 337-345. Hamblen, K. (1993). Theories and Research that Support Art Instruction for Instrumental Outcomes. Theory into Practice, 32(4), pp. 191-198. Eisner, E. (2002) The Arts and the Creation of Mind. New Haven CT: Yale University Press. pp. 70-91. Greene, M. (2001) Variations on a Blue Guitar.New York: Teaches College Press. pp. 1-43. Boesch, E.E. (1997) The Sound of the Violin. In Michael Cole, Yroi Engstrom & Olga Vasquez (Eds.) Mind, Culture & Activity. Cambridge, UK Cambridge University Press. Fowler, C (1996) Strong Arts, Strong Schools. New York: Oxford University Press. pp.86-91. Eisner, E. (2002) The Arts and the Creation of Mind. New Haven CT: Yale University Press. pp. 70-91. Vygotsky, L.S. (1971) The Psychology of Art. Cambridge, MA: MIT Press. pp. 3-6 and 199-261. Vygotsky, L.S. (1990) Imagination and Creativity in Childhood. Soviet Psychology 29 (1). pp. 85-96. Related Texts Bumgarner, C.M. (1994) Artists in the Classrooms: Impact and consequences of the NEA Artists Residency Program on K-12 arts education. Arts Education Policy Review. 95(3)14-29. Dewey, J. (1934) Art as Experience. Perigree: NY (1983 edition). Eisner, E. (1994) Cognition and Curriculum Reconsidered. Teachers College Press: NY. Gardner, H. (1991) The Unschooled Mind. Basic Books. Gardner, H. (1980) Artful Scribbles. Basic Books. Langer, Susan, (1942) Philosophy in a New Key Harvard University Press. Miller, B. (1993) The Arts and the Basis of Education. University Press of America: Landham, MD Moody, W.J. (1990) Artistic Intelligences: Implications for Education Teachers College Press, NY Wolf, D.P. & Pistone, N (1991) Taking Full Measure: Rethinking assessment through the arts. College Entrance Examination Board, NY.