(EDI 632) Teaching Creative and Performing Arts (GTC)
Syllabus of Record
Catalog Description: Explores theories of creativity and their application in the classroom.
It provides students with an opportunity to learn more about developing the creative
potential of their students within all disciplines and across all levels of education. Three
credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teachers: Interstate New Teacher Assessment and
Support Consortium (INTASC); Council for the Social Foundations of Education (CSFE)
Course Standards and Assessments:
INTASC Standard #4: The teacher understands and uses a variety of instructional
strategies to encourage students” development of critical thinking, problem solving, and
performance skills.
KNOWLEDGE:
4.K.1 The teacher understands the cognitive processes associated with various kinds
of learning (e.g. critical and creative thinking, problem structuring and problem
solving, invention, memorization and recall) and how these processes can be
stimulated.
4.K.3 The teacher knows how to enhance learning through the use of a wide variety
of materials as well as human and technological resources (e.g. computers, audiovisual technologies, videotapes and discs, local experts, primary documents and
artifacts, texts, reference books, literature, and other print resources).
PERFORMANCES:
4.P.1 The teacher carefully evaluates how to achieve learning goals, choosing
alternative teaching strategies and materials to achieve different instructional
purposes and to meet student needs (e.g. developmental stages, prior knowledge,
learning styles, and interests).
4. P.@. The teacher uses multiple teaching and learning strategies to engage
students in active learning opportunities that promote the development of critical
thinking, problem solving, and performance capabilities and that help students
assume responsibility for identifying and using learning resources.
4.P.4 The teacher varies his or her role in the instructional process (e.g. instructor,
facilitator, coach, audience) in relation to the content and purposes of instruction and the
needs of students.
Common Course Assessment: Arts Integrated Brain Compatible Lesson Plan
Major Topics:
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Lesson Design
Unit Design
Brain-based Learning
Learning Styles
Multiple Intelligences
Thinking Skills
Cooperative Learning
Differentiation
Assessment
Course Knowledge Base:
Armstrong, T. (2004). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Dunn, R., & Dunn, K. (1999). Teaching elementary students through their individual
learning
Styles: Practical approaches for grades K-6. Boston, MA: Pearson.
Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning in
multicultural
and multilingual settings. Boston, MA: Pearson.
Loomans, D., & Kolberg, K. (2003). The laughing classroom: Everyone’s guide to teaching
with humor and play. Canada: Kramer.
McCaslin, N. (2006). Creative drama in the classroom and beyond. New York: Pearson.
Tomlinson, C., & McTighe, J. (2006). Integrating differentiated instruction + understanding
by design. Alexandria, VA: ASCD.