INSTRUCTOR:

	Sheila Apisa
sapisa@chaminade.edu or swapisa@msn.com 
Cell:  392-3035
Home: 626-4578
		
OFFICE HOURS: 
	By appointment		
TIME and LOCATION:		On-line		

COURSE:

	
ED 450      
Music, Art, & Movement for Teachers
AUP    On-line		
CATALOG DESCRIPTION:  

	The goal of this course is to assist students in gaining an understanding of the principals and concepts related to artistic, musical and movement education for elementary school teachers.  This course will focus on strategies to integrate art, music and movement in the teaching of pedagogy and content.		
PROGRAM OUTCOME:

	Instruction will focus on processes involved in integrating art, music and creative movement with content instruction.  Strategies based on current theories of best practice will be discussed and “modeled” to promote skills in teaching art, music and movement in the elementary classroom.
		
STUDENT LEARNING OUTCOMES:

	By the end of this course students will be able to:
1. Demonstrate basic artistic skills through studio art experiences in various media and techniques. (HTSB Standards 3-7)
2. Develop lesson plans to demonstrate basic music and movement skills through individual and group performances. (HTSB Standards 5,6,7)
3. Discuss the importance of providing an academic equilibrium for children by providing exposure to the arts. (HTSB Standards 1-8)
		
TEXT:  	EMPHASIS ART,    8th Edition, Wachowiak, F & Clements, R.D. (2006) Pearson Education, Inc.
RHYTHMS OF LEARNING, Brewer, C. & Campbell, D.G. (1991) Zephyr Press
		
ACADEMIC REQUIREMENTS:	This course is organized into 10 sessions.  Participants should plan to spend 	approximately 4 hours per week online (or more, as skills, Internet and time permit) exploring and examining Internet sites and related materials, reflecting on classmates assignments, and completing online assignments.  In addition, participants should plan to spend additional time offline, reading the course text, researching the project, and reflecting about the course concepts. 
		
Assingnments:    

        	You are expected not only to complete each assignment, but also to reflect on the posts of your fellow classmates, actively engaging in discussion and debate about the topics that we will be covering.
You will be creating lesson plans for each of the Fine Arts standards (Visual Arts and Music) by grade level (K – 5) and one Physical education lesson plan for each grade level (K – 5).   This will be a total of eighteen (18) lesson plans.

Lesson plans will be posted so that all students could if they choose have copies thereby having an excellent resource for the future.

Format for the lesson plans is at the end of this syllabus and MUST be used.  Rubrics must be attached for at least three of each of the three sets of lesson plans. (9 rubrics total).

One Visual Arts Lesson Plan must be done by you and you must attach four pictures of you doing the assignment in the different stages of completion.  You must be in each of the pictures.

Remember if you wait until the last weeks of class you will be very busy trying to get your lesson plans finished on time.  I would suggest that you start fairly quickly so that you have time to do a good job.  As you can see they are the major part of your page and should reflect your opinion of what you read that another student has written.  Please don’t just say “nice job “or “I really liked what you said” without some more in-depth comments.

Discussion questions are to be answered and posted by Wednesday mid-night Hawaii time.
Weekly reflections (3) are to be posted by Saturday mid-night Hawaii Time.	
		
Turning In Assignments:	Please submit each of the weekly assignments through the Week #__ discussion section.  This is how I will grade your assignments.  If it is not in the correct week #, I will not be able to grade it and give you credit for the assignment.  Please attach your assignments or responses in this section.  Attached assignments here will be opened and graded. 
Instructions for maneuvering around in WEBCT can be found in the WEBCT help section, the WEBCT online tutorial, or through Jon Nakasone for technical difficulties.  It is my expectation that you are already familiar with using WEBCT or that you have taken the online help BEFORE the beginning of class.  Please let me know if you are having difficulties.  
For your major assignments, you will send it via WEBCT email as an attachment to me by the assigned due date.  I will grade it and email you back a private response with your grade.  If you do not receive a grade from me after the appointed time of when grades are given back, please contact me to verify that I have indeed received your materials.
You will be expected to reflect on other students assignments (at least 3) weekly to receive the points assigned.  This reflection is a chance to view others work and ask questions as needed.    3 pts weekly   30 pts. for total
		
Grading Scale		A	250 to 225 
		B	224 to 200
                        C	199 to 175

	5 pts. for each discussion question       40 pts.
	3 pts. for each  weekly                          30 pts.
          10 pts. for each lesson plan                   180 pts.
		
UNIVERSITY POLICIES:

MY LATE POLICY:
	Plagiarism - “Plagiarism is the offering of work of another as one's own. Plagiarism is a serious offense and may include, but is not limited to, the following:
1. Complete or partial copying directly from a published or unpublished source without proper acknowledgment to the author. Minor changes in wording or syntax are not sufficient to avoid charges of plagiarism. Proper acknowledgment of the source of a text is always mandatory.
2. Paraphrasing the work of another without proper author acknowledgment.
3. Submitting as one's own original work (however freely given or purchased) the original exam, research paper, manuscript, report, computer file, or other assignment that has been prepared by another individual.
In the cases of alleged academic dishonesty (such as plagiarism, cheating, 

Incomplete - An incomplete (I) may be given to a student who did not complete a portion of the work or final examination due to circumstances beyond the student's control. The incomplete contract must be signed by the student and the instructor. The work must be completed in 90 days or the incomplete will revert to the grade that the student would have earned. This grade and the date the work is due will be specified on the incomplete contract.

Please refer to your Student Handbook, General Catalog, and the Education Division Policy Manual for other important institutional and academic policies including more detail information regarding Plagiarism, Classroom department, Freedom of Expression, Add/Drop, Disabilities, and others.

Late work is generally not accepted.  If your weekly assignments must be late, please email me via WEBCT email privately regarding your need to be late.  Valid reasons might include serious illness or emergency.  For major projects, you must contact me PRIOR to the due date to make the necessary arrangements for the lateness of the project or it will be recorded as a zero.  IF there is no emergency and your lateness is due to a busy schedule or 	computer issues, one letter grade will be deducted for each week it is late for up to two weeks only.  Special circumstances must be discussed with me prior 	to the due date.

Download Standards Fine Arts and Physical Education for reference
Download General Learner Outcomes for reference
							  
No.	Date	Reading Topics 	Meeting and Objectives	Assignments 	
1	10/13	Introduction to Art 
Teachers and Teaching

	Introduction to the course. Focus on drawing. Students will learn effective strategies for engaging students, incorporating cooperative learning into art instruction. 
	Read Chapter #1 – 5 in Emphasis Art
Discussion Question	
	
2	10/20	Integrating Art into the Classroom  
	Students will understand how to create a child – centered classroom incorporating positive strategies for critique.
	Read Chapter #6 – 13
Discussion Question		
3	10/27	Creating and Art Curriculum	Students will learn how to develop an art curriculum for appropriate grade levels	Read Chapter #14 – 19
Discussion Question  
	
4	11/3	Teaching Art Production	Students will learn techniques to produce different art projects.	Read Chapter #23 – 32
Discussion Question   	
5	11/10	Patterns of Listening
Creative Teaching: Phase Forward Education
	Students will understand how to integrate song, chants, and creative movements to support content instruction.	Read Chapter #1 & #2 in Rhythms of Learning
Discussion Questions   
	
6	11/17	Observing Inner Rhythms
Rhythms of Discovery	Students will understand the importance of integrating music, rhythm and rhyme to support content
	Read Chapter #3 & #4	
Discussion Questions   	
7	11/24	Emotional I.Q.
Orchestrating Lifelong Learning	students will understand the importance of integrating the arts to support lifelong learning.
	Read Chapter #5 & #6
Discussion Questions   	
8	12/1	Orchestrating Intelligence	Students will understand the importance of integrating the music, rhythm and rhyme to support content instruction. 	Read Chapter #7
Discussion Question	 Music Lesson Plans Due
10 pts. each	 60 pts. total
	
9	12/8		Students will understand the importance of physical education to support content
	Physical Education Lesson Plans Due  
10 pts. each	60 pts. total				
10	12/15	. 	Through in class activities, students will understand the importance of integrating the arts to support content instruction.
	Visual Art Lesson Plans Due
Remember to add 4 pictures
10 pts. each	60 pts. total										
Note:  This schedule is tentative and is subject to change.  

Lesson Plan format to be used.

Name: ___________________________________________  Subject: _____________________

Grade level: __________________________  	Time needed for lesson: _____________

Objectives [Standard] (Be specific.):

Content to be covered [Benchmark] (Be specific.):

	General Learner Outcome to be addressed (GLO)

Materials and equipment needed (Indicate sources):

Activities and procedures (Include time allocations):
Introductory activities:

Developmental activities:

Concluding activities:

Alternative activities—Methods of differentiation 

Method of evaluation [attach rubric if used]:

Reflection [How you believe this lesson will go since you have not taught it yet]:

Rubric for lesson plans

	Points breakdown        	0-3 pts 		4-7 pts			8-10 pts

Lesson Plan	Unacceptable	Acceptable	Target	
Objective HCPSIII	No standards cited or met	One or two standards cited and met but not all	All standards cited were fully met	
Benchmark	No Benchmark cited or met	One or two Benchmarks cited and met	Three or more Benchmarks cited and met
	
GLO’s	No GLO’s cited or met	One or two GLO’s cited and met	Three or more GLO’s cited and met	
Materials	No materials or equipment listed	Some materials or equipment listed	All materials and equipment needed listed	
Activities
	Activities include no breakdown of procedures
	Activities include one or two breakdown of procedures
	Activities include all phases of the breakdown of procedures
	
Alternative activities	No alternative activities given	Only one alternative activity given	Two or more alternative activities given 	
Evaluation	Plans have no evaluation built in and does not reflect the objective	Majority of plans have evaluation built in	All plans have evaluation built in and reflect the objective	
Reflection	Reflection has no depth or serious critique of teaching	Reflection has depth and serious critique of teaching	********