ECC. 713.00.02
2821
THE EXPRESSIVE ARTS IN EARLY CHILDHOOD
HUNTER COLLEGE SCHOOL OF EDUCATION
CURRICULUM & TEACHING
Spring Semester 2006
Professor Dr. John Toth
office hours: W1110
Mon or Thurs, 3:30 – 4:30. Other Times By
Appointment
tel. 212 772-4686
Room W704
Overview:
Through the course’s modeling of
Aesthetic Education the teacher
candidate will come to understand
how the experiential study of the
visual arts will enhance cognitive,
perceptual, expressive and
imaginative abilities.
Through the hands-on-study of works
of arts the teacher candidate will
identify and articulate multi-sensory
modes of learning to organizational
principles, materials and techniques
used to create works of art.
The teacher candidate will bring her/his knowledge and experience of
diversity, child development and basic principles of early childhood
curriculum to utilize the arts throughout the elementary curriculum. The
teacher candidate will understand how to collaborate with students,
parents, community and school administrators in ongoing planning and
advocacy for the arts within elementary school curricula. The teacher
candidate will also gain skills and understanding of technologies for
the classroom: blackboard, digital photography, desktop publishing,
web research and power point presentation. Please look for more
thorough instructions for homework and assignments in COURSE
DOCUMENTS on the Hunter College Black Board for this course.
Portfolio Slide Show
Menu: 1 – 2 – 3 – 4 - 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 -13 – 14 - 15 01
Lesson Plan – 01
PRIME COMMUNICATION: LINE / SIGNITURE
Artists & Artworks:
Objective:
Present and explore the nuances and
differences between Aesthetic
Education, Arts Education, and Arts in
Education as instruments of
communication.
Creative Activity:
Present and explore signatures as an
example of how we communicate with
line. Draw portraits using your
signature.
Thomas Hart Benton,
July Hay,
PRIME COMMUNICATION: LINE
Jackson Pollock, (American, 1912–1956)
Autumn Rhythm (Number 30), 1950 (Met)
Arthur Danto ,
Lee Krasner,
The Misunderstood Role of the Arts
in Human Development by Elliot W.
Eisner Download .pdf file
Read article and post your response
on-line
Student responses to the Eisner
article on the Discussion Board
Student responses to the Value
activity on the Discussion Board
Alberto Giacometti (Swiss,
1901–1966), Three Men
Rubric for drawing activity
LINE LANGUAGE
Examples of student
artworks
1, 2, 3, 4, 5, 6, 7, 8,
9, 10
Walking (II), 1949 (Met)
02
Lesson Plan - 02
TINTS & SHADES
VALUE PAINTING: TINTS &
SHADES Objective:
Art communicates through a language
of shades and tints: value is the
lightness and darkness of color.
Skills Activity:
Paint a composition that uses at least
eight shades and tints using black and
white pigments.
Creative Activity:
Use the skills and control of mixing
tines and shades to make a tonal study
with tempra point with a theme of your
choice.
Artists & Artworks:
Charles Demuth,
Georgia O’Keefe,
Alberto Giacometti (Swiss,
1901–1966), The Artists Wife
Elsie Driggs, Pittsburgh
(Whitney Museum)
(UC, KSD, P, CLC, SJ) NCATE
Rubric for drawing activity
TINTS &
SHADES
Examples of
student artworks
1, 2, 3, 4
03
Lesson Plan - 03
SHAPES & FORMS
DREAMS AND IMAGINATION:
Chagall, The Lovers
MAGAZINE COLLAGE
Objective:
An aesthetic approach to learning
bridges skills, knowledge, reflection,
cultural identity, curriculum and a
variety of human endeavors.
Creative Activity:
Create a collage using magazine cutouts that portray a dream experience.
(UC, KSD, P, CLC, SJ) NCATE
Maxine Greene. Variations On A Blue
Guitar, “Defining Aesthetic Education,"
"Notes on Aesthetic Education,” pp 516.
Download article as a PDF file. (requires
Acrobat Reader)
Please respond on the Discussion Board
Past responses to Maxine Greene article
Artists & Artworks
Salvador Dali, Persistence of Memory
Student Artworks: 1, 2, 3, 4, 5, 6, 7,
04
Lesson Plan - 04
Symbols
SYMBOLIC VISUAL LANGUAGE:
ARTWORKS:
Florine Stettheimer, Cathedrals of Wall
SOCIAL COMMENTARIES
Objective:
This idea calls upon the TC’s capacity
to consider relationships and meanings
about personal, social, cultural
differences.
Skills Activity:
Discuss and identify current examples
of symbols that are understood in daily
life. Make simple drawings that are
icons or symbols.
Skills Lesson:
Experiment making line drawings using
simple geometric shape to construct
complex objects. Use circles, squares
and rectangles to construct; a face; a
lamp; food; home;
Creative Activity:
Make a drawing or painting that uses
simple geometric shapes as symbols
that represent or elude to a dramatic
social experience in your life.
Consider using scale as a means of
organizing symbols to show the
importance or insignificance in
effecting this event.
05
Lesson Plan – 05
TRANSFORMATION OVER TIME
Objective:
Transformation may be seen as a
process for change and growth over
time that promotes individual and
community identity.
Street. (1871–1944)
Marcel Duchamp, Bicycle Wheel.
(MoMA)
Faith Ringgold, Street Story Quilt.
Dogon, Seated Couple, Ancestral Figures.
(UC, KSD, P, CLC, SJ) NCATE
Marc Chagall,
I and the Village
Student Artworks: 1, 2, 3, 4, 5, 6,
TRANSFORMATION – Change Over Time
Artworks:
Asmat , Shields;
Henri Matisse, Backs #1-4
Skills Activity:
Make two simple object on opposite
sides of a sheet of drawing paper.
Drawing two to three morphing steps
between the first and last image.
Creative Activity:
Choose your own medium to make a
transformation. Try to explore a theme
or idea that would be interesting to
both children and adults. Try to blend
imagination and logic.
Student Artworks
(UC, KSD, P, CLC, SJ) NCATE
Marcel Duchamp, Nude Descending a
Staircase.
06
Lesson Plan - 06
The Work of Art – Sketching and Noticing
MUSEUM VISIT
(CLC, UC)
Objective: Explore methods of
investigation around a work of art:
describe, analyze, interpret, reflect and
question. Develop question strategies
that open ideas around multiple
intelligences.
Activity: The Work of Art. Make
sketches during the museum visit.
Sketch details, shapes, patterns,
symbols…
Explore works of art:
Toni Smith, Tau
CONCRETE POEM
Objective:
Explore ways in which language can
be used to “break out of the box” of its
conventional way of transmitting
meaning.
Activity:
Create a Concrete Poem from your
notes and reflections from the museum
visit.
Artworks:
John Toth, X Words;
Student Artworks: 1, 2, 3,
4, 5, 6, 7,
(UC, KSD, P, CLC, SJ) NCATE
07
Lesson Plan – 07
LOGIC AND SYSTEMS: Pattern Blocks
LOGIC AND SYSTEMS: Pattern
BlocksObjective:
Explore elements of Math in art:
patterns, sequences, and rhythm.
Elements of symmetry: mirror,
reflective, radial, progressive and
alternating.
Skills Activity:
Use pattern blocks to illustrate
elements of symmetry. Use pattern
blocks to create designs and pattern.
Experiment with different kinds of
sequencing and spacing of patern
blocks. Explore order and chaos.
Create a three dimensional solid using
the pattern blocks.
Creative Activity:
Artworks:
Piet Mondrian, Broadway Boggie Woggie,
PLAYING WITH PATTERN BLOCKS
Use pattern blocks to make
imaginative insects, dinosaurs, robots
or action figure.
Toni Smith, Tau
Read: Maxine Greene. Variations On
A Blue Guitar, "…We have Found the
Wonders of Difference…," pp. 186191.
Download .pdf
08
Lesson Plan – 08
MANDALA: OPENING THE WORLD & DIFFERENCES
MANDALA ART Objective:
Consider a work of art as a process
and product that reveals knowledge
through the way that images are
Art from India, China, Tibet, Japan, Africa,
The Americas, Australia,
Artworks:
presented. Facilitate: balance, order,
symmetry
(UC, KSD, P, CLC, SJ) NCATE
Skills Activity:
Explore aspects of SYMMETRY as an
organizing principle. Explore
REPITION and PATTERN.
Creative Activity:
Create a Mandala that organizes and
reveals the essence of your world.
Contextual Information:
Mandalas, Circles, Sand mandalas,
Wheel of Fortune, (Myth, Legend and
Folklore), Math & Mandala
09
Lesson Plan - 09
MUSEUM VISIT #2
THE WORK OF ART: Metropolitan
Museum of Art (CLC, UC)
Objective: TC’s will explore methods
of investigation of a work of art:
describe, notice, analyze, interpret,
reflect and question. TC’s will explore
cultural identity through symbols.
THE WORK OF ART: Metropolitan Museum of Art
Artworks: Arms & Armor
Gallery, Modern Art Wing
(UC, KSD, P, CLC, SJ) NCATE
10
Lesson Plan - 10
MARIONETTE: PUPPETS, Part 1
Biographical Self Portrait
Objective:
Explore the history of puppet theater as an
early form of MEDIA COMMUNICATION
and consider the connections to Early
Childhood Development.
Creative Activity:
TC’s will create PUPPETS /
marionettes that express personal
history.
MARIONETTE: PUPPETS, Part 2
Cultural Identity or Framing
Objective:
Use artworks, archives and personal
history as a source for thinking about
identity.
Skills Activity:
Research your own cultural Identity:
Family, friends, teachers and
neighbors.
PUPPET PORTRAITS: REPRESENTING HISTORIES
Quest Puppets
ECC Puppets
(UC, KSD, P, CLC, SJ) NCATE
11
Lesson Plan – 11
PICTURE BOOK – CREATING AND INTERPRETTING OUR WORLD
PICTURE BOOK
Objective:
Explore different ways of sequencing
image and text: paintings, storybooks,
portfolios, comic strips & timelines.
Assess the way we construct meaning
through media.
Creative Activity:
Create 4 facing pages of original text &
original imagery based on your
marionette performance.
Artworks:
Faith Ringgold, Street Story
Quilt,
(UC, KSD, P, CLC, SJ) NCATE
Read:
Developmentally Appropriate Practice in
Early Art Education: by Cynthia B. Colbert.
Please respond on the Discussion Board.
12
13
Lesson Plan – 12
LESSON PLANS: THE TEACHER AS CURATOR
Objective:
How to begin thinking of taking on the
role of a CURATOR who is assembling
a well tuned and meaningful lesson as
art. (UC, KSD, P, CLC, SJ) NCATE
TC’s present their CHILDREN’S ART
(KSD)
Bring in paintings, crayon, marker and
pencil artworks from your students;
Planning Session:
Socratic Method
Project Zero
Lesson Plan 13
TRANSLATING ACTIVITIES TO THE CLASSROOM
Objective:
How to begin thinking of taking on the
role of a CURATOR who is assembling
a well tuned and meaningful lesson as
art. Translate our classroom activities
to different age groups and across
disciplines. Group Activity
Skills Activity:
TC’s present their CHILDREN’S ART
Research and prepare final project.
due 2 weeks
(KSD)
Use your artworks, journal notes, internet resources, museum
artworks, etc. to unify and focus the work you have done this semester
for your final project.
Bring in paintings, drawings, marker and pencil artworks from your
students that explore ideas, themes and materials that we used during
the semester.
(UC, KSD, P, CLC, SJ) NCATE
14
Lesson Plan - 14
PORTFOLIO PRESENTATIONS
PORTFOLIO PRESENTATIONS
Portfolio Slide Show 1 .html slide show
Portfolio Slide Show 2 .swf Flash File 16MB
Make a portfolio of the semesters
work: this could include: artworks,
comments on articles and activities.
Include contextual references such as
museum art, sketches, web sites,
newspaper or magazine articles.
15
Lesson Plan - 15
Final Paper
Use your portfolio artworks, journal
notes, internet resources, museum
FINAL REFLECTION PAPER
artworks, etc. to unify and focus the
work you have done this semester as
the basis for your final reflection paper
on aesthetic education in the early
childhood classroom.
Required reading:
Elliot W. Eisner.
The Misunderstood Role of the Arts in Human Development. Download .pdf
file
Greene, Maxine.
Variations On A Blue Guitar, “Defining Aesthetic Education," "Notes on
Aesthetic Education,” p 5-16.
Variations On A Blue Guitar, "…We have Found the Wonders of Difference…,"
pp. 186-191 DOWNLOAD PDF
Anna M. Kindler
Significance of Adult Input In Early Childhood Artistic Development
Cynthia B. Colbert
Developmentally Appropriate Practice in Early Art Education.
Grading Policies
ECC. 713.00.001
Class Participation-------------------------------------------------------------110
Active in Class Discussions, includes #10C
30pts
Group collaboration, #11C
30
BB Participation Board. Respond to 3 activities 30
Attendance, coming to every class on time.
20
( 1 absence=1pt, 2 absences=1, 3 absences= -10)
Comments on Articles / Posted on the Discussion Board----------- 90
Elliot W. Eisner.
---------------------- 30 pts
Maxine Greene, Defining AE ------------ 30
Cynthia B. Colbert -------- ---------------- 30
Art Projects--------------------------------------------------------------------- 550
Value Painting #2C, ------------------------ 25
Black & White Dream Collage, #2 H -- 25
Symbol Language #3C, -------------------- 50
Transformation #4C, ------------------------ 50
Concrete Poem #5H,------------------------ 50
Pattern Blocks, # 6H------------------------ 50
Mandala #6C, -------------------------------- 50
The Work of Art #7C------------------------ 25
Picture Book #9H --------------------------- 75
Portfolio Cover #11C --------------------- 50
Puppet, (#7H, #8HC and #9C), ---------100 points:
(20 pts, Culture Shapes,
40 pts puppet design and 40 pts Puppet performance.)
Paper--------------------------------------------------------------------------------100
1 Response Papers; Final Aesthetic Review Paper
Final Portfolio Project------------------------------------------------------------ 150
Presentation ------------------- 50 pts
Concepts and ideas –--------------50 pts
Skills in visualization – ---------------- 50 pts
Total points = --------- 1000
Check rubrics for information on how grades are determined ON-LINE in COURSE INFORMATION.
Late work -10%
Check rubrics for information on how grades are determined ON-LINE in COURSE INFORMATION
Teacher candidates should be advised as to the following messages from the Hunter College School of Education.
CONCEPTUAL FRAMEWORK
Within the larger sphere of New York City’s urban context, Hunter’s School of Education is guided by
“four…spheres of endeavor that overlap and influence each other. Ideally these spheres merge at the core and
result in the empowerment of children and youth, teacher candidates, allied professionals, school community
and parent partners, and Hunter College faculty. The four spheres serve to focus the diverse specializations of
our many programs and provide increased coherence within this diversity.” While learning and leading in an
urban context, The School of Education at Hunter College commits itself to:
o Developing knowledge skills and dispositions
o Engendering professionalism
o Building a caring learning community and culture
o Advocating for social justice
CF
Alignment with the Conceptual Framework of the Hunter College School of Education (HCSOE)
Assigments and/or assessments in this course match the following spheres in the HCSOE Conceptual
Framework:
#1 Urban context (Observation assignment, assessment assignment)
#2 Development of knowledge, skills, and dispositions (examinations, assessment assignment)
#3 Engendering professionalism (examinations, assessment assignment)
#4 Building a caring learning community and culture
#5 Advocating for Social Justice (examination questions concerning disabilities and cultural/linguistic
issues in assessment of performance)
ACADEMIC HONESTY
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific
acknowledgement of the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the
ideas, terms statements, or knowledge of others if the source is clearly and specifically acknowledged. Students
who consult such critical material and wish to include some of the insights, terms or statements encountered
must provide full citations in an appropriate form.
ACCESS AND ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
We recommend that all HC students with disabilities explore the support services and register with the OFFICE
FOR ACCESS and ACCOMMODATIONS. HC students with disabilities are protected by the Americans with
Disabilities Act (ADA), which requires that they be provided equal access to education and reasonable
accommodations. In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is
committed to ensuring this educational access and accommodations. For information and assistance, contact
the OFFICE FOR ACCESS and ACCOMMODATIONS in Room E1124 or call (212 772-4857 or TTY (212) 6503230.
EXPECTATIONS FOR WRITTEN PROFICIENCY
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing
center provides tutoring to students across the curriculum and at all academic levels. For more information, see
http://rwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing
workshop during the semester and a series of free writing classes are offered to students who are in need of
additional support in honing their writing skills. In both cases stop by room 1000West for information and dates
of workshops.