Integrated Arts & Movement in Elementary School
EDE 4223
Fall 2011/Thursdays 5:00-7:50
University of Central Florida
School for Teaching, Learning, and Leadership
Instructor: Shloe Kerness
Email: skerness@mail.ucf.edu
Work Phone: 407/399/9125
Office Hours: By Appointment
Class Wiki Page: http://integratethearts.wikispaces.com/
Course Description
The major purpose of this course is to provide the student with knowledge, skills, and the disposition to
integrate arts into the education of elementary school children in ways that will enrich and enliven the
educational experience for all.
It is understood that most students enrolled in this course may possess a very basic level of previous
knowledge and experience in the arts and/or movement. The course is designed with this fact in mind. The
arts and movement program areas will endeavor to serve the changing needs of the Elementary
Education teacher preparation program at UCF by fulfilling the mandated objectives in excellence. It is
hoped that our future elementary teachers will infuse the arts into their everyday classroom to facilitate
meaningful, diverse and creative methods of learning and communication.
Catalog Description
This course provides the prospective teacher with knowledge, skills, and the disposition to integrate arts
into the education of elementary school children.
Course Objectives
Key:
ESOL – English to Speakers of Other Languages
FEAP – Florida Educator Accomplished Practices
PEC – Professional Educator Competencies
FSAC – Florida Subject Area Competencies
(EE = Elementary K-6) (M = Music)
Students will
 Develop personal performance and non-performance arts knowledge, skills, and teaching
dispositions.
(FEAP/PEC # 8) (FSAC: EE # 2.5; FSAC: EE # 27.4; 28.1; 29.1; 29.2)
 Develop, teach and evaluate lessons that promote arts and movement growth and dispositions
while enhancing overall classroom management and differentiated instruction in a multicultural
environment. Lessons will focus on the integration of arts with the total elementary curriculum.
(FEAP/PEC #1, 3, 7, 9, 10) (FSAC: EE # 27.1; 27.2; 27.3; 28.2; 28.3; 28.4; 29.3; 29.4; 30.1; 30.2;
31.1; 35.1) (ESOL # 4, 6, 15)
 Analyze exemplary approaches to curriculum integration in the United States.
(FEAP/PEC # 3, #11) (ESOL # 4, 6, 15)
Required Text
Integrating the Arts Across the Elementary School Curriculum (What's New in Education) [Paperback]
Phyllis Gelineau (Author)
ISBN-10: 1111301263
Course Requirements & Evaluations
Attendance:
Attendance is important to stay on top of class materials and complete group projects. Students
are expected to come to class, be on time, and stay until the end. Attendance will be used for
the purpose of explaining poor performance should the need arise and will be factored into the
participation/professionalism grade. The instructor reserves the right to lower overall course
grade if there are excessive unexcused absences, tardies or early departures. The following
attributes are considered:
 -Student preparedness for reading response questions/ class discussion/ group work.
 -Punctuality and staying through the end of class/ attendance.
 -Texting/using laptop for other purposes/ talking on cell phone.
Professionalism:
Students are expected to exhibit a level of professionalism outlined in the Florida Educator
Accomplished Practices. http://www.fldoe.org/profdev/FEAPSRevisions/. Professionalism is
considered in the final participation/professionalism grade. The following attributes are
considered:
-Work morale and motivation.
-Interest and desire to do well.
-Positive attitude.
-Appropriate treatment of relationships with colleagues.
1. Art/Music/Dance/Drama Observation (10 points)
Each student is required to conduct a formal observation at an elementary school of choice (K5). Students who are not interning are responsible for applying to the school district as a
volunteer and must be cleared prior to their visit. Students are reminded to plan ahead. You
may observe an art, music, drama, or movement lesson conducted by a certified teacher. I
suggest that you go with your internship class to specials one day during internship. After the
observation, the student will write a summary and reaction paper using the
Art/Music/Dance/Drama Observation and rubric for this assignment.
2. Personal Art Experience: Attend & Reflection on 2 Different Genres of Arts
Performance/Events (10 points)
Each student is required to attend 2 different genres of art events or performances. (Concert,
play, art show, art festival, cultural event, dance performance created by a professional artist i.e.
not a children’s play) Plan ahead and have fun! Write a brief description and reflection of the
event (no more than 1 page). Attach proof of attendance to your reflection (ticket and/or
pictures).
3. “In House” Lesson Plans (10 points each for total of 40 points)
Each student will create four lesson plans demonstrating the ability to successfully integrate
visual art, music, and movement into the social studies, science, math and language arts content
areas. The professor will hand out required lesson plan template in class. The student is
responsible for writing and presenting these lessons in class.
1. Social Studies Integrated Arts Lesson: Completed individually following
course lesson plan template. You will create and write a complete lesson. This lesson
will be presented to the class in a 20 minute time period in a small group format. You
are responsible for bringing supplies needed for your small group.
2. Math Integrated Arts Lesson: Completed individually following course lesson
plan template. This lesson must include a Math Game. During the presentation time,
students will be placed in small groups. Bring enough supplies so each member of your
small group will be able to create the math game. Each class member will leave with
several math games for future use.
3. Science Integrated Arts Lesson: Completed with a partner following course
lesson plan template. This lesson will be taught by the team and presented in a whole
group format. You will condense the complete written lesson into a mini-lesson format
of 10-15 minutes depending on the size of the class.
4. Language Arts Integrated Lesson: Completed individually following course
lesson template. The lesson must utilize technology with the students. Details for this
lesson will be handed out in class.
4. Applied Lesson Evaluation and Reflection Project (10 points)
The student will teach an integrated arts lesson during the Internship I experience. The lesson
can be one that was written for the class presentations but it may be a different lesson.
The project will consist of the following sections:
1. Write an integrated art lesson plan following the course lesson plan template.
2. Reflection on the Applied Integrated Arts Lesson: (2-3 pages)
 First, set the context by including the information about the school,
teacher, student body make up (genders, academic classifications,
ethnicity). Describe why and how you chose this lesson to teach, what
shaped your planning and teaching experience.
 Second, be a reflective practitioner: What went well? What surprised
you? What did not go well? What would you change if you teach the
lesson again? Did the children meet the lesson objectives? How do you
know?
 Third, self-evaluate your teaching skills. What strategies did you utilize
to be effective in both the academic arena and the classroom
management arena? Think about your professional development.
What areas do you need to gather more information to be more
effective? What areas do you need more classroom experience to be
effective?
 Last, what is your impression of the school’s (and the teacher’s)
philosophy and dedication to the integration of the arts into the
curriculum as discussed in class? Did you find resistance, excitement,
indifference? Hypothesize on possible explanations.
3. One or two student samples of work or pictures of students at work to share with the
class. Students must follow school and district guidelines to protect the anonymity of
any student work or when taking pictures in the classroom setting.
5. LiveText Key Assignment: “Continuous Improvement” (10 points)
The Livetext portfolio is a graduation requirement. Students must successfully complete this
assignment and upload it to their Livetext portfolio to earn a passing grade in the course.
Choice A: Attend an art, music, drama, or movement workshop/professional development
seminar and learn a technique you can use in the classroom. In an essay, students who choose
this option will explain what they did; provide two clear examples of how this experience could
be implemented into the classroom; explain why this experience is beneficial to students; and
include support from the assigned reading material (APA format). Proof of attendance is also
required. (See LiveText Rubric at end of syllabus)
Choice B: Research and create a list and summary of 10 community arts resources. All art forms
must be included (visual art, music, drama, and dance). “Community” is defined as close
enough for a field trip with your students or close enough for the resource to visit a school
within your county. These resources should offer arts education outreach programs for
elementary school students and their teachers and/or be people or groups that are willing to
come to your school at no cost to work with your class as volunteers. Each summary should be
detailed enough that I gain a clear understanding of what each resource is and has to offer with
contact information, pricing, schedules, etc. If the resource has a webpage, please include that
information as well. Students who choose this option are also required to write a 1-2 page
paper summarizing how a community arts-based program could be used effectively in the
classroom curriculum to benefit student learning opportunities. Also, explain how professional
development related to arts integration enhances professional growth and student learning in
general. (See LiveText Rubric at end of syllabus)
6. Final Exam (20 points)
Exam cover assigned readings (required texts as well as additional assigned readings) and will
ask you to reflect on your learning over the semester. The format will be essay questions.
7. “Homework” Assignments (10 points each for a total of 100 points)
Throughout the semester, short assignments will be given to insure students are engaging with
the required reading materials. These assignments will help to focus and extend student
comprehension about the course content. A rubric for these assignments will be discussed in
class. There are no make-ups for reading check assignments. They are to be completed outside
of class and must be turned in at the beginning of the class period they are due or no credit will
be given.
Evaluation and Grading System
Points will be assigned as outlined in the Course Requirements section. My goal is for everyone
in this class to perform at exemplary levels and earn an “A”. If you come to class, do the work,
participate in class activities, and hold high standards for yourself and the profession, this should
not be a problem.
The final grade for the course is based on the following criteria:
A
B
C
D
F
Percentage
90-100%
Points
180-200
Key Characteristics
Exemplary
Exceeded Course Requirements
80-89%
160-179
Very Good
70-79%
140-159
Satisfactory-Average
Because I believe students deserve better than below average teachers, no grades of
“D” will be assigned.
0-69%
0-139
Needs Development
Course Requirements Not Demonstrated
Course Policies and Student Expectations

Quality: Work is expected to be thoughtful, reflective and of high quality in terms of both content
and presentation. Work that does not meet the established criteria will be noted and will not receive
full credit. This may result in a lowered grade.

Format: Unless otherwise noted, all written assignments must be word-processed and professionally
presented. Always use Times New Roman Font, size 12. Turn all assignments in with the cover sheet
provided (you must print out yourself). All headings should look like:
Name
SSE 3312
Title of Assignment

Timeliness: All assignments are expected to be handed in on time. Assignments turned in later than
this, but prior to the next weekly class period, will receive only up to half credit. Assignments that are
turned in later than one week after the due date will not be accepted, and will receive a grade of zero
points.

Completion of Assignments: Students must complete all of the required assignments in order to
receive a passing grade in the course.

Policy Regarding Attendance, Participation, and Administrative Requirements: You are enrolled in
the Elementary Education program because you are preparing for the profession of teaching children.
You will touch the lives of many children throughout your career. The transition from being a student
to becoming a teacher begins by approaching courses in a professional and responsible manner. Preservice teachers do not look at teacher education courses with the purpose of “getting a good grade”
or “getting by.” It is expected that each of you will demonstrate interest, enthusiasm, and
professionalism in all your courses. Two key components of professionalism are attendance and
participation. You will be assessed with regard to these. There are no excused absences. Cell phones
and/or personal computers should not be used during lectures and or presentations. Chronically
arriving late and/or leaving prior to the end of the class will reflect as an absence. Students who
disrupt the class process by repeatedly leaving and returning to class, chatting with neighbors, doing
work not related to the class or sleeping may also have the final letter grade reduced.

Grades of "Incomplete": The current university policy concerning incomplete grades will be followed
in this course. Incomplete grades are given only in situations where unexpected emergencies prevent
a student from completing the course and the remaining work can be completed the next semester.
Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work must
be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F”
on your transcript.

Academic Conduct: According to UCF Golden Rule guidelines, academic dishonestly/cheating, which
includes plagiarism, is a violation of student academic behavior standards and is subject to academic
and/or disciplinary action. Such behavior is also a violation of the College of Education’s Professional
Code of Conduct. Academic dishonesty in any form will not be tolerated. If you are uncertain as to
what constitutes academic dishonesty, please consult The Golden Rule, the University of Central
Florida's Student Handbook (http://www.goldenrule.sdes.ucf.edu) for further details. As in all
University courses, The Golden Rule Rules of Conduct will be applied. Violations of these rules will
result in a record of the infraction being placed in your file, as I am bound by contract to do so, and
receiving a zero on the work in question AT A MINIMUM. Students who are in violation of the Golden
Rules of Conduct will not be eligible to receive an overall grade of an “A” for the course. In addition,
as a result of academic dishonesty in this course, an appropriate grade will be assigned to a student
that is preceded by the letter Z. At the instructor’s discretion, you may also receive a failing grade for
the course (also preceded by the letter Z). Confirmation of such incidents can also result in expulsion
from the University.

Make up Exam Policy: Students should contact their professor as soon as possible if circumstances
beyond their control mandate that they are not available for exams. Students and professors will
work together to find a time and arrangements that are agreeable to both parties.

Students with Disabilities: A student must be registered and a document on file with the Student
Disability Services before receiving an accommodation. A student with a disability is encouraged to
meet with me privately during the first week of class to discuss accommodations. If accommodations
are needed, an accommodation letter from SDS specifying the appropriate classroom
accommodations from the Student Disability Services will be required. Each student must bring a
current Letter of Accommodations form from the Office of Student Disability Services, which is
prerequisite for receiving accommodations. Accommodated examinations through the Student
Disability Services require a two week notice. All course documents are available in alternate format
if requested in the student’s letter of accommodation.
The University of Central Florida is committed to providing reasonable accommodations for all
persons with disabilities. This syllabus is available in alternate formats upon request. Students with
disabilities who need accommodations in this course must contact the professor at the beginning of
the semester to discuss needed accommodations. No accommodations will be provided until the
student has met with the professor to request accommodations. Students who need
accommodations must be registered with Student Disability Services, Student Resource Center Room
132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations
from the professor.

Religious Observances: If you are unable to attend class due to a religious observance, please let me
know immediately so that I can make alternative arrangements for you. Do not wait until the last
minute or after the fact to inform me of your absence.