ECh 3055 Creative Expressions in Early Childhood (4 Credits)
- Professor:
- Mary "Fong" Hermes, Ph.D.
- Office:
- 166 A Kirby Plaza
- Phone:
- 218-726-6609
- mhermes@d.umn.edu
- Class Alias:
- maawanjiidiwag@d.umn.edu
Course Description and Overview
This course will introduce participants to ideas and activities having to do with young children (birth-8) and creativity. What is creativity? How do we nurture it in young children? What does it mean in different cultures? What is the primary role of the teacher?
Learner Outcomes
This course will enable participants to:
- Facilitate activities that nurture creativity in young children
- Learn to support the creative process
- Explore movement, 3D and 2D art, music
- Teach creativity across cultures, while respecting cultural boundaries
- Explore specifically creativity in Anishinaabe cultures
- Explore their desire to learn and teach in the Ojibwe langauge
Required Texts and Readings
- 4th edition of The Creative Arts: A Process Approach for Teachers and Children by Linda Edward
- Chapter 9 "Lessons for Educators: Teaching, Curriculum, and Research" in The Seventh Generation. Bergstrom, Miller-Cleary and Peacock (1.5 MB Adobe PDF)
- Readings and articles from the Internet, as needed
Standards
INTASC Standards/ MN Standards of Effective Practice Conceptual Framework Themes |
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Early Childhood Standards of Effective Practice: http://cfl.state.mn.us/teachbd/8710_2000.html
The Early Childhood Studies Program has condensed the Ten Standards of Effective Practice into Five:
- Child Development and Learning ( Standard 1: Subject Matter; Standard 2: Student/Children's Learning)
- Developmentally Appropriate and Culturally Relevant Learning Experiences of Infants and Toddlers, Pre-Primary, and Primary Aged Children ( Standard 3: Diverse Learners; Standard 4: Instructional Strategies; Standard 5: Learning Environment; Standard 6: Communication; Standard 7: Planning Instruction)
- Family, Colleague, and Community Relationships ( Standard 10: Collaboration, Ethics and Relationships)
- Assessment and Evaluation ( Standard 8: Assessment)
- Development of Early Childhood Education ( Standard 9: Reflection and Professional Development )
Instructional Strategies
Your leaning format will include: cooperative small group and individual projects, presentations, discussions of the readings, field experience, and lecture.
Diversity
Diversity issues related to the development
of young children with special needs will be the focus of this course. You will
be engaged in field work with children from a variety of diverse settings, such
as preschools, Head Start programs and infant and toddler centers. In
addition you will have opportunities to explore diversity issues within the
context of the family by engage in readings which address the personal
perspectives of families who have been affected by children with special needs.
IMPORTANT: I invite any of you who have any
disability, either permanent or temporary, or any other special circumstances
which might affect your ability to perform in this class to inform me so that
together we can adapt methods, materials, or assignments as needed to provide
equitable participation.
Dispositions:
- Disposition
- A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor - these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2nd College Edition.
In this course, the following dispositions (characteristics) will be targeted:
- Demonstrate respect for and positive relationships with families
- Recognizes and acknowledges children by name.
- Fosters the development of self-esteem in children.
- Establish rapport with colleagues.
- Demonstrate positive response to professional responsibilities.
- Accept constructive supervision for professional growth.
- Attendance and punctuality indicate professional attitude.
- Grooming and dress indicate professional attitude.
- Take initiative in performing expected duties.
- Demonstrate flexibility and adaptability.
- Has a sense of humor and friendly disposition.
- Demonstrate poise and confidence in teaching environments.
- Show enthusiasm reflecting a positive attitude.
- Show sensitivity to the needs and feelings of others
- Engage in self-reflection to improve teaching and learning
- Show sensitivity to differing family structures and cultural backgrounds
- Communicate effectively with parents and children
Course Requirements/Expectations:
- Attendance:
- Attendance is mandatory due to the nature of this course. To bring meaning to the course content you will be asked to participate in discussion, group work and other class activities. A variety of class activities will be conducted throughout the course. These cannot be made up, therefore your absence forfeits the opportunity to learn from these activities. Missing more than 4 hours of class (10%) will result in your earned grade being dropped one full letter grade. Missing 8 or more hours of class will result in your earned grade being dropped two full letter grades. Missing 12 hours of class will result in a failing grade for the course.
- Assignments:
- Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule . There will be a "points off" penalty of 10% for late work.
- Formatting:
- Unless otherwise specified, all assignments must be submitted in typed, paper copy. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check.
- Academic Dishonesty:
- Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course. When you borrow from other's work, you must give them credit in the form of a citation and reference.
- Attendance Exclusion:
- Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
- Cancellation:
- If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
- Missed Class:
- Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
- Email:
- Please check your UMD email account regularly in order to receive any class announcements/clarifications.
Assignments
| Title | Quantity | Point Value | Description (specific assignment guidelines will be provided for each assignment) |
|---|---|---|---|
Web discussions: About readings |
20 each (100) |
You will be asked to participate in webx discussions with myself and your classmates. The discussion topics will be assigned as the course progresses. |
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Web X: Art project idea and reflection |
20 (100) |
For each cycle, you will first post an idea (inspired by our discussion) and then post a reflection on how teaching that project went. I will give 10 points for each of these postings. |
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Last in-class project |
50 |
For the May class, you should team up with folks and bring in some art project for us to try out in class – details to follow. |
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Participation |
50 |
This grade includes class participation, and your responses to your classmates on web x. It also includes posting early enough so others can respond. If you post one the last day consistently, you will loose points in this area. |
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Total |
300 |
Grading:
- A = 93 – 100%
- A- = 90 – 92%
- B+ = 87 – 89%
- B = 83 – 86%
- B- = 80 – 82%
- C+ = 77 – 79%
- C = 73 – 76%
- C- = 70 – 72%
- D = 60 – 69
- F = < 60
Class Schedule
| Date/week | Topic | Readings | Assignment Due |
|---|---|---|---|
| January 14 | Class 1 Introduction to class. Introduction to Ojibwe language, games. |
none |
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| January 18 – January 27 | Assignment 1
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P. 155 – 158 Chapter 1 P 1 – 52 |
webx discussion |
| January 28 – February 6 | Assignment 2 TEACH: Creative process in your room |
Any you need for teaching |
Web x |
| February 7 – February 10 | Assignment 3 REFLECTION on your activity |
none |
webx |
| February 11 | Class 2 Images |
none |
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| February 13 – February 22 | Assignment 4 Read: Chapter 2: Feelings and Images |
Chapter 2 |
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| February 23 – February 28 | Assignment 5 TEACH: listening to Ojibwemowin Project/ Images/ Ojibwemowin |
Pod cast |
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| March 1 – 3 | Assignment 6 Reflection on teaching |
none |
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| March 4 | Class 3 Music and movement |
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| March 5 – 14 | Assignment 7 Read: Music and movement Chapter 3: |
Chapter 3 |
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| March 13 – 20 | SRPING BREAK Play, rest, have fun, be creative |
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| March 20 – 30 | Assignment 8 Read: Paley: Inclusion in our classrooms |
Read Paley At least 1 – 2 chapters |
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| March 30 – April 8 | Assignment 9 Listen, practice and learn: Ojibwe songs |
Pod cast |
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| April 8 | Class 4 Dr. Hermes at a research conference |
Sing along? |
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Assignment 10 Read: Ch. 4: Visual Arts |
read |
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Assignment 11 Read: Ch 5: Drama |
read |
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Assignment 12 Creative play and Ojibwemowin |
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| May | Class 5 TEACH: bring something creative to share with us, either something you´ve made or something you want us to make during class. |
Bring final project idea to class to try on us. |
- IMPORTANT:
- I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.