New York University s20

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 - [email protected] cell - 201-519-1786

MPAIA-UE.1055.1.002. Silver Bldg. Room 507 Lauren Jost - [email protected] - 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.

1 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

 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. 2 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

3 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 4