New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning / Undergraduate Childhood Program
Integrating the Arts in Childhood Education
Fall 201l 7:10 – 8:50 pm
MPAIA-UE.1055.1.001. Waverly Bldg. Room 569
Lottie Porch - leporch@aol.com cell - 201-519-1786
MPAIA-UE.1055.1.002.
Silver Bldg. Room 507
Lauren Jost - Lauren.e.jost@gmail.com - cell (917)-873-2549
Overview of Courses in the Undergraduate Childhood Program
Your journey to becoming an elementary teacher intensifies in your Junior and Senior year.
The methods courses you are now taking in your Childhood/Childhood Special Education
Program are all connected. The coursework and assignments are designed to help you
deepen your thinking about: yourself in your evolving role as a teacher; the students you will
teach; and, the content to be taught to them. As you learn the pedagogy of teaching, you will
engage in a variety of assignments and class activities. You will do individual as well as
small group work and show evidence of mastery of that work through such measures as
writing reflection papers, conducting case or child studies, participating in class discussions
and presentations, posting Blackboard responses, developing lesson plans, adapting and
designing curricula, taking final exams and/or creating brochures that explain concepts you
have learned. Instructors make every effort to coordinate the assignments and their due dates.
As States continue to debate the best way to prepare and assess teachers and accountability in
education continues to be a national discussion, faculty in the Undergraduate Childhood
Program are committed to preparing you to not only to meet State teacher competencies but,
to excel beyond them. Your junior and senior years are designed to prepare you to
competently meet the challenges that you will face as a teacher thereby enabling you to
surpass the standards by which you will be measured.
In the junior year, a theme across your courses is the role of assessment in teaching and
learning. In each of your fall courses – Math, Literacy, Integrated Arts in Childhood, Special
Education and Integrated Seminar – you will explore that theme from varied perspectives. In
the senior year, themes across your courses are (a) an ongoing process of reflection on
personal philosophy and commitment to equitable education as well as (b) the integration
and adaptability of the content taught in the elementary school to meet the needs of diverse
learners. In each of your fall courses – Integrating Seminar, Special Education, Integrated
Curricula in Social Studies, Multicultural Education & Curriculum Design – you will explore
those themes from varied perspectives.
An experience that bridges your Junior and Senior Year is the ongoing development of your
professional teaching portfolio. By integrating educational theory and classroom practice,
your coursework will enable you to develop critical skills and understandings necessary to
becoming a teacher. Your actual work in the field as student teachers serves as a rich source
of valuable information upon which you can draw to make sense and meaning of the courses
you are taking.
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Purpose / Description of the Course
Students will explore their imagination and learn arts integration skills and technique that
promote cooperative learning and competency in a variety of subjects. Students will understand
how to utilize and integrate drama, dance, and visual arts into the classroom curriculum and
build on various classroom content area skills for the general education population as well as
students with special needs.
Goals/Expectations
After completing this course, students will understand the goals, strategies and skills
utilized in arts integration for childhood education. A willingness to observe, listen, and
grow is important to the success of this class. Students are expected to support each other
and show respect and kindness to other class mates. All written work should be
completed on time and typed, doubled-spaced, size 12 Times New Roman font.
Class participation is essential to the success of this class. Being absent from class will
effect your class participation grade. Please wear comfortable clothing you may be moving
around.
Grades will be determined by attendance and punctuality, class participation and quality of
assignments and projects.
Course Assignments
Arts Organization Research Due October 5
Students will be given a list of Arts organizations and will research one organization in detail
and present back to the class. Every class member will have about 2 minutes to share their
research. We will give you an outline.
Play Review Due October 12
In place of a midterm assignment students are required to see a production for young audiences
and write a two page review. (Choose a performance that you might consider taking your own
class to see.) All selected productions must be cleared by with the instructor in advance, and a
playbill/program from the production must be stapled to the review.
Please choose from either one of the performances that come out of the Program in Educational
Theatre or from the many performances for children and families that New York City has to
offer.
Listings: Time Out New York, Time Out Kids, www.playbill.com, NY Times, NYU Department of
Music & Performing Arts – Fall 2010-11 Theatre season
Two Page (Minimum) Review Format
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Begin with a brief overview that gives details about, set, costumes, writing, acting, and
directing. Include your thoughts about the play’s possible impact on children.
Next, explain your thoughts about how to integrate that performance into your classroom
curriculum. This should include information about the show’s theme or message, the
children’s reaction, the target audience/or age group, specific things in the show that
would peak student interest.
End with an explanation of your opinion of the performance – discuss both likes and
dislikes. Include specifics about how the experience might be used to teach a subject
area.
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Lesson Plans Due upon presentation -November 9, 16, or 30 as assigned
The final exam will be a completely developed lesson plan that uses arts integration to teach a
non-arts subject. While the lesson plan format may vary, we will provide you with a guided
outline on how to write your lesson plan. Students will then be asked to present one of the
activities within the lesson plan and discuss the lesson with the class. The lesson plans will be
collected and graded based on clear written explanation of subject matter and creative use of
drama. Students should post their lesson plans on black board so that at the end of the semester
each student will have a wide variety of lesson plans. Kindly make your lesson plan posting
available on the day you present.
Grading Policy
Based on the work done each week in class there may be times when students are asked to do
work at home to prepare for the following class or complete an activity. This will be part of
student’s class participation grade.
Class Participation/weekly assignments 30%
Attendance 20%
Midterm Review 25%
Final Lesson Plan 25%
Attendance Policy
Attendance is mandatory.
Statement for Student with Special Needs
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard
of Hearing should register with the Moses Center for Students with Disabilities at 212 998-4980,
240 Greene Street, www.nyu.edu/csd.
Weekly Sessions
Session 1, 9/7
Introduction Workshop and Syllabus Review
Resources Distributed
Create your mandala
Journal Activities and Application
Assignment – Read Handout – Running Heads, Integrating Arts (Due: 9/14)
Session 2, 9/14 (Combined Class Location TBA)
Presentation - Introduction Drama Strategies and Games
Discussion - Drama literacy, Article Review
Journal Activities and Application
Assignment- bring in a picture with the defining moment of your life, Read Maxine
Greene Handout (Due: 9/21)
Session 3, 9/21 – Combined Class Location TBA
Lottie Porch’s Workshop – Storytelling and Drama Strategies
Journal Activities and Application
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Session 4, 9/28 (Combined Class Location TBA)
Present defining moment tableaux
Puppetry and Literacy
Journal Activities and Application
Assignment - Arts Organization Research and bring in your favorite children’s book.
(Due: 10/5)
Session 5, 10/5
Present Arts Organization Research - 1/2 class
Share children’s books in a read aloud and create tableaux and physical theatre (1/2 class)
Journal Activities and Application
Assignment – Play Review (Due: 10/19)
Session 6, 10/12
Present Arts Organization Research - 1/2 class
Play Review Due - Theatre for Young Audiences
Turn in Play Review - Theatre for Young Audiences
Share children’s books in a read aloud and create tableaux and physical theatre (1/2 class)
Journal Activities and Application
Session 7, 10/19 – Combined Class - Location TBA
Dance and Music
Journal Activities and Application
Assignment: Read Dorothy Heathcote (Process Drama) Handout (Due: 10/26)
Session 8, 10/26 Combined Class – Location TBA
Introduction to Process Drama/Teaching in Role
Discussion on Lesson Planning
Journal Activities and Application
Assignment : Read Augusto Boal (Theatre of the Oppressed) Handout (Due: 11/2)
Session 9, 11/2 – Combined class – Location TBA
Lauren Jost’s Workshop - Theatre of the Oppressed
Journal Activities and Application
Sessions 10 and 11---11/9 & 11/16
Lesson Plan Presentations
11/24
No Class – Thanksgiving Holiday
Sessions 12, 12/1
Lesson Plan Presentations
Session 14, 12/8
Combined Class – Location TBA
Lesson Sharing from each section
Mandala Reflections, Evaluations
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