THE EXPRESSIVE ARTS IN EARLY CHILDHOOD
MONDAY 4:30-7:00 PM Room W704
Prof. John Toth, Ph.D. / jtoth@hunter.cuny.edu / tel. 212 772-4685
Office Hours: W1109 Monday 4:00 - 4:30, 7:00 – 7:30 (other times by appointment)
OVERVIEW:
Through
the courseÕs modeling of Aesthetic Education the teacher candidate will come
to understand how the experiential study of the visual arts will enhance
cognitive, perceptual, expressive and imaginative abilities. Through the
hands-on-study of works of arts the teacher candidate will identify and
articulate multi-sensory modes of learning to organizational principles,
materials and techniques used to create works of art. The teacher candidate will bring
her/his knowledge and experience of diversity, child development and basic
principles of early childhood curriculum to utilize the arts throughout the
elementary curriculum. The teacher candidate will understand how to
collaborate with students, parents, community and school administrators in
ongoing planning and advocacy for the arts within elementary school
curricula. The teacher candidate
will also gain skills and understanding of technologies for the classroom:
blackboard, digital photography, desk top publishing, web research and power
point presentation. Please look for more thorough instructions for homework
and assignments in COURSE DOCUMENTS on the Hunter College Black Board for
this course.
hyperlinks < click on the blue text to open each lesson plan, articles and on-line arts data
PRIME COMMUNICATION
Literacy & the Arts: theory / practice
ASSIGNED TODAY: READ: Elliot W. Eisner
< click to open file
Sept 15
TONES, TINTS & SHADES. Introduce differences between skill and creativity.
Supplies - paint, brushes, w/c paper
Sept 22
PRIME COMMUNICATION
Gesture communicates meaning and expression in the Arts.
ASSIGNED TODAY:
READ: Maxine
Greene 1
< click to open file
Supplies - pencil, paper
Oct 6
ART / HISTORY COMMENTARIES
Make art that considers personal, social, cultural differences using symbols to communicate.
RESAERCH: CULTURAL IDENTITY < click to open file
Supplies - pencil, paint, w/c paper, markers, brushes
(Tues)
CHANGE OVER TIME. Understand transformation as a process of change over time.
Pattern Block Program
Supplies - pencil, paint, w/c paper, markers, brushes
Oct 20
SPATIAL ORDER.
How does geometry become aesthetic?
Supplies - pencil, paper ruler, compass
MAPPING THE UNIVERSE
considers multiple ways of organizing spatial relationships.
COMPLETE your mandala art.
Supplies - pencil, paint, w/c paper, brushes, compass.
Creative planning meets art and literacy standards. Use the museum as a cultural resource.
READ: Maxine Greene 2CREATE your own lesson plan
Supplies - pencil, paper
The museum as a window on the world: The teacher as curator uses art museums as a creative resource.
Supplies - pencil, paper
Self Portrait. Use artworks, literature, archives and personal history as a source for thinking about cultural identity.
REHERSE puppets, props, set design, music and staging.
Supplies - stick, string, pencil, paper photos, culture objects, puppet supplies
Present performances with props, sets, music, lighting, etc.
Supplies - props, sets, puppets, strings, sound
Consider an image that communicates something about the contents of a portfolio.
FINISH Picture Books
SIGN-UP for Portfolio presentations.
Supplies - pictures, art supplies, paint, paper, ribbon, fasteners,
FINISH portfolio
POST all BB entries.
Supplies - large plastic bag for your portfolio.
ALL late work due.
Portfolio Slide Show 1
- Active in Class Discussions, includes #10C -----------3.0
- Group collaboration, lesson # 6C, #11C, 12 ------------ 3.0
- BB Participation Board. Respond to 3 activities -------3.0
- Attendance, coming to every class on time. ------------ ?
(1 excused absence= no penalty, 2. absences= -2.0, 3 absences= -10.0)
COMMENTS ON ARTICLES / POST on the Discussion Board------------------------------- 9.0
- 1 - Elliot W. Eisner. Misunderstood Role of Arts ------ 3.0 pct
- 2 - Maxine Greene, Defining AE or Wonders of Dif.--- 3.0
- 3 - Anna M. Kindler or Cynthia Colbert -------------------- 3.0
Art Projects ----------------------------------------------------------------------------------------------------- 57.0
- Value Painting #2C ----------------------------------------------2.5 pct
- Dream Collage, #2 H ------------------------------------------ 2.5
- Body Language, # 3C------------------------------------------ 2.0
- Symbol Language #4C --------------------------------------- 5.0
- Pattern Blocks, # 5H ------------------------------------------ 2.5
- Transformation #5C, ------------------------------------------- 5.0
- Concrete Poem #9H -------------------------------------------- 5.0
- Mandala #5C ------------------------------------------------------- 5.0
- The Work of Art #7C (sketches) --------------------------- 2.0
- Picture Book #9H ----------------------------------------------- 7.5
- Portfolio Cover #10H ----------------------------------------- 3.0
- Puppet Show, (#10H, #10HC and #11C) ---------------15.0
(3.0 pts, Culture Shapes, 5.0 pts puppet design and 5.0 pts Puppet performance.)
FINAL LESSON PLAN (paper / html) ------------------------------------------------------------------10.0
FINAL PORTFOLIO PROJECT ------------------------------------------------------------------------ 15.0
Portfolio Presentation ----------------------------------------------------- 5.0 pct
Conceptual Design: Organizing artworks, concepts and ideas
Visualization Skills: Portfolio, visual theme, use of materials, -- 5.0
--------------------------------------------------------------Total percentage------------------------------- 100.0
Check rubrics for information on how grades are determined ON-LINE in COURSE INFORMATION.
All work submitted after the due date is subject to a 10 percent reduction in the grade
conceptual framework
HUNTER COLLEGE Mission Statement
Hunter College is committed to excellence and access in education. The goal of a Hunter College Education is to encourage the fullest possible intellectual and personal growth in each student. While preparation for specific careers is an important objective of many programs, the fundamental aim of the college experience as a whole is to develop a studentÕs rational, critical and creative powers. It also includes a broadening and deepening of outlook, an awareness of oneÕs own and other cultures, as well as of the enduring questions and answers concerning being, purpose and value that confront humanity.
SCHOOL OF EDUCATION MISSION STATEMENT
The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable and highly effective teachers, administrators and counselors. Our commitment is to educating these candidates Ñ future professionals who will make a significant impact on the academic achievement, as well as the intellectual, social and emotional development of their students.
VISION STATEMENT
We envision a School of Education in which candidates are immersed in research-based, clinically grounded, culturally competent and technology-rich programs. We are focused on enabling these candidates to achieve substantive learning gains for the students and schools they will serve.
GOAL
Our goal is to prepare candidates who will demonstrate, through their professional commitments and practices, those multiple competencies that promote effective learning.
EVIDENCE BASED PRACTICES
The School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students.
INTEGRATED CLINICAL EXPERIENCES
The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.
EDUCATING A DIVERSE STUDENT POPULATION
The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support.
USING TECHNOLOGY TO ENHANCE LEARNING
The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidatesÕ technology competencies are a critical component of preparing them for tomorrowÕs schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication
ACADEMIC HONESTY
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgement of the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the ideas, terms statements, or knowledge of others if the source is clearly and specifically acknowledged. Students who consult such critical material and wish to include some of the insights, terms or statements encountered must provide full citations in an appropriate form.
ACCESS AND ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
We recommend that all HC students with disabilities explore the support services and register with the OFFICE FOR ACCESS and ACCOMMODATIONS. HC students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational access and accommodations. For information and assistance, contact the OFFICE FOR ACCESS and ACCOMMODATIONS in Room E1124 or call (212 772-4857 or TTY (212) 650-3230.
EXPECTATIONS FOR WRITTEN PROFICIENCY
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://rwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in honing their writing skills. In both cases stop by room 1000West for information and dates of workshops.