Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course
participants of the requirements and learning outcomes. It contains identified essential
components to meet indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. in combination
to be not less than 15 contact hours per credit hour.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of
practices, strategies, and information.
Course Overview
Date Submitted: 12/19/2014
Course title: Integrating the Arts into Your Classroom
Instructor: Steve Schwaegler, Davenport Community School District
Address: 1606 Brady Street, Davenport, IA 52803
Phone Number: 563-336-3820
Email Address: schwaeglers@davenportschools.org
Dates and Location
Dates
Times (please allow time for
breaks/meals: 1 hour for lunch; 2 – 15
minute breaks are standard)
15 hours of seat time per credit
Feb. 21
Feb. 23
March 26
April 9
April 23
April 30
7-10 p.m.
4-7 p.m.
4-7 p.m.
4-7 p.m.
4-7 p.m.
4-7 p.m.
All assignments due by: May 7, 2015
Dates grades will be posted: May 14, 2015
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Other (mentoring/coaching
time, online work, etc.)
Mississippi Bend Area Education Agency
Course Syllabus
Location of course:
Address:
TBA, Quad City Arts (see schedule in additional notes)
1715 2nd Ave
Rock Island, IL 61201
Credit and Format Information
Number of Credits:
1
Type of credit requested
2
3
Graduate (Drake)
Both
Type of Drake Graduate Credit:
Licensure Renewal
EDEX (Drake Education Extension)
EDMA (application toward a Drake grad degree; see
Head of Professional Development for additional syllabus
requirements)
Audit
Yes
No
CEUs available from AEA
Yes: no. of Hours: 18
No
If offering a course for CEU (not for teacher relicensure) will the participant need
to complete the work required for relicensure credit to receive CEUs:
Yes, must complete all assignments
No, no assignments necessary
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
Yes
Yes
No
No
Type of professional development proposed (check those that apply):
Course open to ALL
Instructor Reimbursement by (check one):
no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
Minimum class size
Course Type
Content
K-12 classroom teachers, support personnel, administrators, art
specialists
arts and basic education (language, social studies, science)
3
Maximum class size 30
Pedagogy
Category
Arts
Course materials needed
None or provided by the instructor at no cost to participants
$50 registration fee payable to Quad Cities at end of the course.
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Mississippi Bend Area Education Agency
Course Syllabus
Course Outline
Published Course Description for website:
“Integrating the Arts into Your Classroom” offers teachers:
 valuable instruction on how to use literary arts, music and drama to teach daily
curriculum
 teaching strategies for actively involving students in classroom arts activities
 easy-to-follow activities that teachers can use in the classroom (no
prerequisites!)
 exciting sessions with internationally renowned Visiting Artists and opportunities
to hear live performances.
 a variety of ways to earn graduate or professional development credit, and have
fun while doing it!
Specific topics to be covered in individual workshops include using jazz music,
storytelling, language arts, drama and other art forms and how it can relate to other
subjects.
Quad City Arts is committed to offering professional development for teachers through our arts-ineducation programming. Led by professional educators, these interactive sessions feature
presenters from the John F. Kennedy Center for the Performing Arts, nationally-renowned
performing artists from the Visiting Artist Series and local educators with years of arts education
experience.
Describe the best practices to support the course goals/outcomes described in the next
section:
In spring 2004, the National School Boards Association and Americans for the Arts
convened to discuss opportunities for collaboration in a nationwide campaign to increase
the presence and quality of arts education in American public schools. The arts serve as
a critical component to a complete education and are proven to increase student
academic achievement. Young people who consistently participate in comprehensive,
sequential, and rigorous arts programs are:





4 times more likely to be recognized for academic achievement
3 times more likely to be elected to class office within their schools
4 times more likely to participate in a math and science fair
3 times more likely to win an award for school attendance
4 times more likely to win an award for writing an essay or poem*
* Living the Arts through Language + Learning: A Report on Community-based Youth
Organizations, Shirley Brice Heath, Stanford University and Carnegie Foundation for the
Advancement of Teaching, Americans for the Arts Monograph, November 1998.
Teacher impact statement: This course will provide teachers with a variety of means in
which they may teach their students non-arts curriculum through the arts, as well as
simple ways in which to integrate the arts into their classrooms.
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Mississippi Bend Area Education Agency
Course Syllabus
Student impact statement: K-12 students who may not be receptive to traditional
teaching methods often take new interest in a subject when approached through the
arts. Teachers taking this course may offer their students a fresh perspective on a
variety of subjects, and may arouse interest in the arts in students who previously have
had little experience.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of
the school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported
by the school community. (Shared Vision)
2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
4: An educational leader promotes the success of all students by collaborating with families
and community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of
the community and responding to, and influencing the larger political, social, economic, legal and
cultural context. (Societal Context)
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other
cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and
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Mississippi Bend Area Education Agency
Course Syllabus
thoughts in curriculum and assignments, such as knowledge of different world views and cultural
perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples?
4) Does your course promote/utilize resources that portray the various dimensions of a culturally
diverse population? 5) Does this course include strategies to form partnerships with families,
particularly with those who are culturally diverse?
Gender-fair Issues 1) Does this course include discussion about ensuring both male and
female learners are successful in the classroom (e.g. math and science classes)? 2) Does this
course promote/utilize resources that portray both sexes in active and passive activities? 3) Does
this course promote/utilize resources that portray both sexes in “nontraditional” ways as role
models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as
they relate to school or community climate and/or student achievement?
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty?
3) Does this course include discussion or analysis about disaggregating data based on socioeconomic status? 4) Does this course promote/utilize resources that may interest students from
low socio-economic backgrounds who may struggle academically? 5) Does this course include
learning about instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural
issues impacting student learning? 3) Does this course promote cross cultural communication
and involvement with ELL parents/family? 4) Does this course address legal/academic
responsibilities of school districts with educating ELL students?
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse
groups?
Please provide a description of the issues checked above.
Course Goals, Outcomes and Evaluation
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
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Mississippi Bend Area Education Agency
Course Syllabus
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill, and tie
directly to the Iowa Core Components that were checked above.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
 The goal of courses offered for relicensure and/or graduate credit is that the outcomes are a
way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s)
1. Participants will learn ways to use
literary arts, music and drama to teach
daily curriculum.
Outcome(s)
a) One lesson plan created by each
participant will demonstrate their
understanding of teaching using literary arts,
music and drama in their daily curriculum.
2. Participants will learn teaching
strategies for actively involving students in
classroom arts activities.
a) One lesson plan created by each
participant will demonstrate their application
of teaching techniques and art activities for
engaging students in their daily curriculum.
3. Participants will learn easy-to-follow
activities that they can use in their own
classrooms.
a) One lesson plan created by each
participant will demonstrate step by step art
activities that can be employed in their daily
curriculum.
b) One lesson plan to include use of
technology to enhance student learning,
creativity and success.
4. Participants will learn ways to bring out
students’ creativity in the classroom and
have the chance to share ideas with
fellow educators and build on ideas they
may already use in their classrooms.
a) Six journal entries will allow a participant
to reflect on the future application of
teaching techniques and art activities for
engaging students in their daily curriculum.
b) Participation in class discussion &
activities will allow teachers to share their
reflections and build on the input of others.
Participants will evaluate each session on
workshop content and how they might use
the concepts.
c) One single page essay describing
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Mississippi Bend Area Education Agency
Course Syllabus
implementation of a concept in a curricular
area of the participant’s choice, and a
reflection on the expectation of student
response of implementation.
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 10%
Demonstration: 40%
Practice: Collaboration (coaching, feedback, reflection): 50%
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Mississippi Bend Area Education Agency
Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
Exemplary Demonstrates good
(enter each criteria in the boxes
understanding and skill
below and assign a point value)
Accomplished
Demonstrates satisfactory
understanding and skill
Points: 7-6
Developing
Demonstrates some
understanding and skill
Points: 5-3
Points: 10-8
Goal 1 Outcomes:
One lesson plan created
by each participant will
demonstrate their
understanding of teaching
using literary arts, music
and drama in their daily
curriculum.
Goal 2 Outcomes:
One lesson plan created
by each participant will
demonstrate their
application of teaching
techniques and art
activities for engaging
students in their daily
curriculum.
Goal 3 Outcomes:
One lesson plan
created by each
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Beginning
Demonstrates little or no
understanding or skill
Points: 2
or fewer
Three art forms (literary,
music, and drama) are
included in the lesson
plan.
Two of three art forms
(literary, music, and
drama) are included in the
lesson plan.
One of three art forms
(literary, music, and
drama) are included in the
lesson plan.
Little or no evidence of art
forms (literary, music, and
drama) are included in the
lesson plan.
At least three teaching
techniques and art
activities for engaging
students in their daily
curriculum are included in
the lesson plan.
At least two teaching
techniques and art
activities for engaging
students in their daily
curriculum are included in
the lesson plan.
At least one teaching
technique and art activity
for engaging students in
their daily curriculum are
included in the lesson
plan.
Little or no evidence of
teaching techniques and
art activities for engaging
students in their daily
curriculum are included in
the lesson plan.
Teaching techniques and
Teaching techniques and
Teaching techniques and
Little or no evidence of
Mississippi Bend Area Education Agency
Course Syllabus
participant will
demonstrate step by
step art activities that
can be employed in
their daily curriculum.
Lesson plan to include
use of technology to
enhance student
learning, creativity and
success.
Goal 4 Outcomes:
Six journal entries will
allow a participant to
reflect on the future
application of teaching
techniques and art
activities for engaging
students in their daily
curriculum.
Participation in class
discussion & activities
will allow teachers to
share their reflections
and build on the input
of others. Participants
will evaluate each
session on workshop
content and how they
might use the
concepts. One single
page essay describing
implementation of a
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art activities are broken
down into at least four
detailed steps and
includes technology as a
component in at least
three of the techniques.
art activities are broken
down into at least three
detailed steps and
includes technology as a
component in at least two
of the techniques.
art activities are broken
down into at least two
detailed steps and
includes technology as a
component in at least one
of the techniques.
teaching techniques and
art activities broken down
into detailed steps and
includes technology in at
least one of the
techniques.
Six complete journal
entries (one for each
session). Active
participation in class
discussion as well as six
complete workshop
evaluations. One
exemplary essay
describing student
response of
implementation.
Six complete journal
entries (one for each
session). Sporadic
participation in class
discussion as well as five
complete workshop
evaluations. One essay
describing student
response of
implementation.
Six complete journal
entries (one for each
session). Minimal
participation in class
discussion as well as four
complete workshop
evaluations. One essay
describing student
response of
implementation.
Six complete journal
entries (one for each
session). No participation
in class discussion as well
as three complete
workshop evaluations.
One essay describing
student response of
implementation.
Mississippi Bend Area Education Agency
Course Syllabus
concept in a curricular
area of the participant’s
choice, and a reflection
on the expectation of
student response of
implementation.
A = 40 to 32
B = 31 to 21
C = 20 to 10
F = 9 or fewer points
Evaluation/Grading Guide
4-Exemplary 3-Accomplished 2-Developing 1-Beginning
A: 40-32 points
B: 31-21 points
C: 20-10 points
F: 9 or fewer points
One Lesson Plan will be required, demonstrating the participant’s understanding and application of material and strategies learned in
class. The goal is that the lesson plan be useful, and teachers can actually use the lesson in their classroom.
 Instructional goals and objectives clearly state integration of arts in the curricular area to promote student learning.
 Instructional strategies, learning outcomes are based on a combination of practical experiences, theory, research and best
practice.
 Instructional strategies, learning outcomes encourage students’ creativity.
 Use of technology enhances student learning, creativity and success.
 Lesson plans clearly provide learning activities that demonstrate application of arts learning activities and concepts learned in
the workshops.
 Lesson plans address at least one of each drama, music, and literary arts application in teacher presentation and/or student
learning activities.
 Assessment(s) reflect the instructional goals and objectives.
Journal
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Mississippi Bend Area Education Agency
Course Syllabus
 A minimum of six entries (one per workshop) are required.
 Each entry includes
1. participant’s impressions of the workshop
2. at least two ideas on how participant might apply the concepts learned in his/her own classroom
Essay (one page)
 Essay contains
1. description of concept
2. description of implementation of concept in curricular area
3. reflection on expectation of student response of implementation
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Mississippi Bend Area Education Agency
Course Syllabus
Outline of Course Content:
Sat., February 21, 2015, 7-10 p.m.:
Quad City Arts’ Visiting Artist Maggie Brown, jazz singer & storyteller
Location: Redeemer Lutheran Church, Bettendorf, IA
First, come for the concert by Maggie Brown, capping off two weeks’ worth of educational
outreach performances through Quad City Arts’ award-winning Visiting Artist Series. Then, stay
afterward for a discussion with Maggie regarding her approach to education and how she has
developed her acclaimed arts-in-education program.
Howard Reich, the Chicago Tribune jazz critic, wrote about Maggie Brown's LEGACY show in
2012: "Tracing the history of African-American creativity, the performance piece examines the
roots of Black musical culture and its greatest flowerings. From African chant, to early ragtime,
from classic jazz to modern blues, LEGACY represents Brown's view of the noblest innovations in
American music. Part concert, part monologue, part lecture, LEGACY has taken Brown to concert
stages around the country, and perhaps more important, to schools across the city."
Mon., February 23, 2015, 4-7 p.m.:
Getting Started with Drama Education: The Basics
Karen Erickson, professional actor, author & educator, and JF Kennedy Center/Partners in
Education national presenter
This workshop accompanies Karen’s book by the same title, which provides an interactive system
created for 1st-8th grade teachers who are new to drama. Includes: Lesson plans, stories,
teaching and classroom management strategies, integration ideas, and much more. The book is
intended to grow with the teacher's knowledge and skills. There is space for notes and the threering notebook design makes it easy to add and delete materials. Copies of the book will be
available for purchase at the workshop. Karen L. Erickson has worked in and around Chicago as
a professional teacher, playwright, director, and actress. As the Executive Director of Creative
Directions, Karen is a master teaching artist working with schools in arts assessment, curriculum
development, drama/theater education, integration, long range and partnership planning.
Recently, she completed a term as president of the Illinois Alliance for Arts Education and
currently serves as Chair of the National Governing Board of the Kennedy Center Alliance for Arts
Education Network.
In addition to writing over 15 plays for youth and adults and teaching in the graduate program at
Columbia College, Karen maintains her professional teaching license and regularly works in
classrooms with students of all ages and abilities. Karen travels extensively providing professional
development programs for teachers locally, nationally, and internationally.
Karen Erickson’s workshops are developed in association with The John F. Kennedy Center for
the Performing Arts and are partially underwritten by the U.S. Department of Education, the
National Committee for the Performing Arts, The Kennedy Center Corporate Fund, and the Bank
of America Charitable Foundation.
Thurs., March 26, 2015, 4-7 p.m.
Brian “Fox” Ellis, Fox Tales International, Illinois Arts Council ArtsTour and Arts-inEducation roster artist
Mississippi River Stories: The Great Father of Waters as a Unifying Theme
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Mississippi Bend Area Education Agency
Course Syllabus
Blending science, math, history and literacy this workshop will present a number of fun lesson
plans that are both tied to the river and the core standards. From the First Americans to the
French Explorers, from Mark Twain to Roald Tweet, we will travel the river as a time machine.
Integrating real inquiry with the latest emphasis on STEAM, (Science, Technology,
Engineering, Art and Math), participants will be immersed in a creative exploration of the river’s
ecology and history through great literature. Join storyteller, historian, and riverlorian Brian “Fox”
Ellis in what promises to be an inspiring evening of stories, songs, and truly useful lesson plans
geared towards 3rd through 12th grade classrooms.
Fox believes that within each of us is a story to tell. One of his goals is to awaken the tale teller in
all of us. He is a keynote speaker and master teacher who provides workshops for students,
teachers, parents, clergy and naturalists.
Thurs., April 9, 2015, 4-7 p.m.
Quad City Arts’ Visiting Artists Nnenna Freelon, jazz vocalist
Six-time GRAMMY® Award-nominee Nnenna Freelon has earned a well-deserved reputation as a
compelling and captivating live performer. Nnenna is currently in residence at The Venetian Las
Vegas (September 18-October 29) starring in “Georgia on My Mind: Celebrating the Music of Ray
Charles” with the most awarded a capella group, Take 6, and with Las Vegas’ own Clint Holmes.
Nnenna is no stranger to the music of the master singer –; she toured with Ray Charles, as she
did with many of the greatest jazz artists including Ellis Marsalis, Al Jarreau, George Benson, and
many others.
Recently, Nnenna triumphed in two other productions -- composer Laura Karpman’s undertaking
of Langston Hughes’ “Ask Your Mama” at The Apollo Theater and The Hollywood Bowl with opera
superstar Jessye Norman and the indie phenom band The Roots, and in SRO shows at the
Tanglewood Jazz Festival with the Duke Ellington inspired “Dreaming The Duke” with classical
star Harolyn Blackwell and pop-jazz-crossover pianist Mike Garson.
Rock Music: Teaching About Geology through Music
Developed at the Kennedy Center this integrated arts workshop teaches geology through music.
Students are invited to look at the geologic science facts of the rock cycle from a different
perspective. Students will learn to think in imaginative ways as they learn about how our earth
was formed and the dynamic rock cycle No prior musical knowledge or skill is necessary. (Also
available as a cross curriculum professional development workshop for teachers)
Thursday, April 23, 2015, 4-7 p.m.
“Living Pictures: A Theatrical Technique for Learning Across the Curriculum”
Facilitator-led video workshop produced by the JF Kennedy Center/Partners in Education
program
This workshop explores a theatrical technique that at its most basic level simply requires
participants to freeze their bodies to capture a moment in time. Known as tableau, the technique
provides a creative, controlled, low risk experience with drama that helps students apply and
expand their knowledge and understanding across the curriculum. Learn ways to build students'
focus and concentration, required by this work, and examine elements of successful tableaus
through activities based on history, literature, and art. The technique is also appropriate for use as
a tool to assess students' knowledge and comprehension. Join professional actor and arts
educator Sean Layne as he guides participants on screen through various uses and adaptations
of this technique for successful classroom use.
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Course Syllabus
This video workshop was developed in association with The John F. Kennedy Center for the
Performing Arts and are partially underwritten by the U.S. Department of Education, the National
Committee for the Performing Arts, The Kennedy Center Corporate Fund, and the Bank of
America Charitable Foundation.
Thursday, April 30, 2015, 4-7 p.m.
Words Alive!, facilitator-led video workshop produced by the JF Kennedy Center/Partners in
Education program. This Kennedy Center-produced video workshop (created by John C. Carr,
professor emeritus, Univ. of Maryland) focuses on building vocabulary & encouraging student
writing through hands-on activities, as well as stimulating student learning & social skills.
Participants will receive a workbook and will be led through related activities by a facilitator.
This video workshop was developed in association with The John F. Kennedy Center for the
Performing Arts and are partially underwritten by the U.S. Department of Education, the National
Committee for the Performing Arts, The Kennedy Center Corporate Fund, and the Bank of
America Charitable Foundation.
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