State System of Higher Education
KUTZTOWN UNIVERSITY OF PENNSYLVANIA
Kutztown, Pennsylvania
Department:
Course Title:
Course Prefix and Number:
Approved:
Art Education and Crafts
The Arts and PreK-4 Education
ARU/MUU 236
September 26, 2008
I. COURSE DESCRIPTION:
This course provides Pre-K through Gr4 Teacher Candidates with concepts and skills central
to the visual and performing arts (Visual Art, Music, Theater, and Dance). Candidate will
learn how to construct developmentally appropriate learning experiences in the arts for PreK
through 4 students and how to integrate these experiences with other subjects. (4 c. h., 3 s.
h.). No Pre-requisite.
II. COURSE RATIONALE:
The Pennsylvania Department of Education (PDE) states that students holding a PreK – 4G
Education certificate must be able to deliver a program in Arts Education (Visual Art, Music,
Theater, and Dance) to their students. This course applies an integrated arts approach to
achieve this goal. This approach will provide students with knowledge and skills that will
help them to successfully integrate the arts into a general education classroom. PDE
recognizes Standards developed by the Consortium of National Arts Education Associations
(CNAEA) as guidelines for Teacher Candidate outcomes. This course provides learning
outcomes that are in compliance with these standards that, in turn, contribute to the ability of
the PreK through 4G certification program to be in compliance with PDE standards. Class
time will be spent equally on studio instruction and lecture / demonstration (2 hrs each per
week). (4 c. h., 3 s. h.) (3.33 L.H.E)
III. COURSE OBJECTIVES:
A. Teacher candidates will be able to:
Course Objectives/ Student Learning Outcomes
Prioritize, explain, interpret, critique, and apply CNAEA and
PDE standards.
Create, explain and critique learning experiences that make
connections between the Arts and other ways of knowing.
Create and critique instruction in relation to PDE and CNAEA
standards, theories about arts education, and personal
histories.
PDE
SPA
INTASC
ISTE
Create and critique curricula in relation to PDE, CNAEA
standards, theories about arts education, and personal
histories.
Create art forms guided by PDE, CNAEA standards and
theories about the arts.
Explain and demonstrate a respect for the role craft, design,
practice, criticality, ideation, expression, and cultural play in
the production of different art forms.
Explain and demonstrate a respect for the role craft, design,
practice, criticality, ideation, expression, and cultural play in
the production of verbal, oral, and kinesthetic responses to the
arts
Explain and demonstrate the relative value multiple art forms
play in the production of specific art objects and
performances, and culture in general
IV. COURSE CONTENT OUTLINE:
A. Introduction and Overview of the Arts as Forms of Inquiry and Expression
1. Rationale and importance of the arts
a. Historical context and current status
b. Philosophy of integrated arts
c. Significant contribution to learning and development
2. The Arts in the Schools
a. Models and approaches to arts integration
b. Goals and outcomes: possibilities and potential
B. Introduction and Overview of the Arts as Forms of Inquiry and Expression
1. The Arts as Forms of Inquiry
a. Grounded in questions, with different modes of investigation
b. As modes of investigation, the arts employ different vocabularies
c. As modes of investigation, the arts explore ideas .
d. Arts investigation involves processes such as critical thinking and problem
solving.
e. Investigation takes place in and reflects individual, social, cultural and historical
contexts
f. Arts investigation functions in a variety of roles within a range of individual,
social, cultural and historical contexts.
2. The Arts as Forms of Expression
a. In communicating ideas, the arts employ different vocabularies
b. In communicating ideas, the arts employ symbols
c. In communicating ideas, the arts employ metaphor
d. Communication takes place in and reflects individual, social, cultural and
historical contexts
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e. Arts communication functions in a variety of roles within cultural and historical
contexts
f. Communication is complete when art expression is interpreted
g. To interpret, perceivers use knowledge of vocabularies, symbols, the use of
metaphor, and individual, social and cultural contexts.
C. Introduction and Overview of individual art forms (Dance, Music, Theater, and Visual
Arts) as unique fields of inquiry and expression.
1. Unique characteristics of each form of inquiry and expression
a. Dance: Movement, Choreography, Healthy Living,
b. Music: Singing, Instruments, Melodies, Composing & Arranging, Musical
Notation
c. Theater: Scripting, Improvisation, Acting, Stage Design, Dramatizations,
Directing,
2. Visual Art: Media, Materials, Techniques, Design, Craft, Structure,
3. Unique vocabularies, symbols, and metaphors of each art form.
4. Individual, social, cultural and historical contexts of each art form.
5. Cultural roles of each art form.
6. Interpretations and interpretive strategies related to each art form.
D. Integration of the Arts and the PreK through 4 Curriculum
1. Foundations for substantive integration
a. The elementary curriculum represents different modes of investigation and
expression of ideas
b. Investigation and expression within the disciplines, including the arts, is
dependent upon developmental characteristics and needs of the child
i. artistic development
ii. learning styles
iii. special needs
c. Each subject area, including the arts, employs vocabularies and symbol systems
for investigation and expression
d. Linkages between the arts and other subject areas can best be addressed through
discipline-specific knowledge and skills in concert with developmental
characteristics and needs of the child
2. Forms for substantive integration
a. Integration vs. “Infused” and “Interdisciplinary” approaches
b. Thematic Integration
i. each discipline addresses the theme from its unique perspective
ii. characteristics of substantive thematic integration
iii. examples of substantive thematic integration
c. The role of standards in substantive arts integration
d. The role of and forms for assessment in substantive arts integration
3. The Arts as related to other disciplines, including: Language Arts, Social Studies,
Mathematics, the Sciences, and other art forms, and to non-academic forms of human
expression. .
a. Developmentally appropriate understanding of other forms of inquiry.
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b. Characteristics of substantive ways to integrate the Arts with other fields of
inquiry.
c. Examples of substantive approaches to Integration
V. ASSESSMENT
Candidates in this class will be assessed on a subset of the following: Arts Projects, Arts
Performances, Presentations, Journals, Tests, Quizzes, Observations, Reports, Papers,
VI. INSTRUCTIONAL RESOURCES:
A. Books
Armstrong, Thomas. (2000). Multiple Intelligences in the Classroom, (2nd ed.).
Alexandria, VA: Association of Supervision and Curriculum Development.
Barrett, Terry. (1997). Talking About Student Art: Art Education in Practice Series.
Worcester, MA: Davis Publications.
Beattie, Donna K. (1997). Assessment in Art Education: Art Education in Practice
Series. Worcester, MA: Davis Publications.
Blecher, Sharon & Kathy Jaffee. (1998). Weaving in the Arts, Widening the Learning
Circle. Portsmouth, NH: Heinemann.
Booth, David and Masayuki Hachiya. (2004). The Arts Go to School: Classroom Based
Activities That Focus on Music, Painting, Drama, Movement, Media, and More.
Pembroke Publishers.
Brewer, Chris B. (2008). Soundtracks for Learning: Using Music in the Classroom.
Bellingham, WA: Lifesounds Educational Services.
Cornett, Claudia E. (2006). Creating Meaning Through Literature and the Arts. 3rd Ed.
Upper Saddle River, NJ: Prentice Hall.
Creative Educational Systems. (1991). Playmaking: An Intergration of the Arts in
Education. Riverside, CA: Dovehaven Press.
Fraser, Diane L. (1991). Playdancing: Discovering and Developing Creativity in Young
Children. Pennington, NJ: Princeton Book Company.
Gaudelius, Yvonne & Peg Speirs, (Eds.). (2002). Contemporary Issues in Art Education.
Upper Saddle River, NJ: Prentice Hall.
Gilbert, A. G. (1992). Creative Dance for All Ages: A conceptual approach. Reston,
VA: AAHPERD, Publications.
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Green, Gilbert, A. (2002). Teaching the Three R's: Through Movement Experiences.
National Dance Education Organization.
Jensen, Eric. (2001). Arts With the Brain in Mind. Alexandria, VA: Association for
Supervison and Curriculum Development.
Jensen, Eric. (2005). Top Tunes for Teaching. Thousand Oaks, CA: Corwin Press.
Lewin, Larry & Betty Jean Shoemaker. (1998) Great Performances: Creating
Classroom-Based Assessment Tasks. Alexandria, VA: Association for
Supervision and Curriculum Development.
Katz, L.G. (1998) ‘What can we learn from Reggio Emilia?' in C. Edwards, L. Gandini
and G. Forman, (eds). The Hundred Languages of Children, 2nd ed. Greenwich,
CT: Ablex Publishing Corporation, pp. 27-45.
Kelner, L. B. (1993). The Creative Classroom: A guide for using creative drama in the
classroom, PreK-6. Portsmith, NH: Heinemann Publishing.
Lowenfeld, V. & L. Brittain. (1987). Creative and Mental Growth. Prentice Hall.
Mantione, Roberta, D. & Sabine Smead. (2003). Weaving Through Works: Using the
Arts to Teach Reading Comprehension Strategies. Newark, DE: International
Reading Association.
Marks-Tarlow, Terry. (1996). Creativity Inside Out: Learning Through Multiple
Intelligences. Menlo Park, CA: Addison-Wesley.
Minton, Sandra Cerny. (1997). Choreography: A Basic Approach Using Improvisation,
2nd ed. Champaign, IL: Human Kinetics.
Pennsylvania Department of Education. (2003, January). Pennsylvania Academic
Standards for the Arts and Humanities. Washington, DC: Government Office.
Prince, Eileen. (2002). Art Matters. Chicago, IL: Zephyr Press.
Rabkin, Nick and Robin Redmond. (2004). Putting the Arts in the Picture: Reframing
Education in the 21st Century. Chicago, IL: Center for Arts Policy at Columbia
College.
Stewart, Marilyn G. (1997). Thinking through Aesthetics: Art Education in Practice
Series. Worcester, MA: Davis Publications.
Stewart, M., E. Katter, C. Topal, L. Chapman, & N. Walkup. (2008). Explorations in
Art. (Grades K-4). Worchester, MA: Davis Publications.
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Stinson, Sue. (1988). Dance for Young Children: Finding the Magic in Movement.
Reston, VA: The American Alliance for Health, Physical Education, Recreation,
and Dance.
B. Videos:
Annenberg Media. (2003). The Arts in Every Classroom: A workshop for elementary
school teachers. Disks 1-4. Burlington, VT: Annenberg Media.
Wachowiak, F & Clements, R. (2005). Emphasis Art: A qualitative art program for
elementary and middle schools, (8th Ed.). New York, NY: Addison Wesley
Longman.
Walker, Pam P. (1993). Bring in the Arts: Lessons in Dramatics, Art, and Story Writing
for Elementary and Middle School Classrooms. Portsmouth, NH: Heinmann.
Walsh, D. J. (1993). Art as Socially Constructed Narrative: Implications for Early
Childhood Education. Arts Education Policy Review, 94(6), 18-23.
Wiggins, Grant and Jay McTighe. (1998). Understanding by Design. Alexandria, VA:
Association for Supervison and Curriculum Development.
Wurm, J. (2005). Working in the Reggio Way: A Beginner's Guide for American
teachers. Redleaf Press.
C. Journals:
Bresler, L., & H. Gardner. (1995). The Subservient, Co-Equal, Affective, and Social
Integration Styles and Their Implications for the Arts: The Integration of the Arts
into the Curriculum: Part 1, The United States. Arts Education Policy Review,
96(5), 31-37.
Eisner, Elliot W. (Fall 2002). What can Education Learn from the Arts about the
Practice of Education? Journal of Curriculum and Supervision, 18 (1), 4-16.
Goldberg, Merryl & Ann Phillips, (Eds.). (1992). Arts as Education. Cambridge, MA:
Harvard Education Review.
Kader, Themina. (Sept. 2003). Connecting Artifacts with Making Art: Material Culture
Studies and Art Education. Art Education, 56 (5), 19-23.
Kerlavage, M.S. (1995) ‘A bunch of naked ladies and a tiger: children's responses to
adult works of art’. in C.M. Thompson, (ed.). The Visual Arts and Early
Childhood (Report No. SO025112). Reston, VA: National Art Education
Association.
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Kindler, A.M. (1995). Significance of adult input in early childhood artistic
development. in C.M. Thompson, (ed.). The Visual Arts and Early Childhood.
Reston, VA: National Art Education Association.
Kindler, A.M. (1996). Myths, habits, research, and policy: the four pillars of early
childhood art education. Arts Education Policy Review, 97(4): 24-30.
Nation Building: One Child at a Time Early Childhood Music Education in South
Africa. Arts Education Policy Review, v109 n2 p33-42.
Olson, Janet L. (July 2003). Children at the Center of Art Education. Art Education, 56
(4), 33-42.
Peter, Melanie. (2007). Drama, Narrative and Early Childhood. British Journal of
Special Education, March 2003, Volume 30 Issue 1, p21-27.
Spodek, B. (1993). Selecting Activities in the Arts for Early Childhood Education. Arts
Education Policy Review, 94(6), 11-17.
Stinson, S. W. (1993). Introduction to the Symposium on Arts Education in Early
Childhood. Arts Education Policy Review, 94(6), 9-10.
Thompson, C. and S. Bales. (1991). 'Michael doesn't like my dinosaurs’: conversations
in a preschool art class. Studies in Art Education, 33(1): 43-55.
Wright, S.K. (1994). Assessment in the arts: is it appropriate in the early childhood
years? Studies in Art Education, 36(1): 28-43.
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