Early Childhood 3055:  Creative Expressions

Spring Semester, 2006

University of Minnesota Duluth

Instructor:  Mary Ann Marchel

Office:  130 Montague Hall

Phone: 726-7357

Email:  mmarchel@d.umn.edu

Office Hours: Posted weekly on office door

Course Description:  This class is designed to prepare professions to work in Early Childhood settings.  An emphasis is place on the selection, modification and use of developmentally appropriate activities to facilitate development, enhance learning, and equal access for all learners.  Participants will have the opportunity to explore and experiment with developmentally appropriate activities across the mediums of art, music, creative dramatics, movement and nutrition.

Course Objectives:

Course participants will:

• Examine personal creative processes and their role in facilitating creativity in young children.
• Gain knowledge of the value of self-expressive materials used to foster creativity in young children.
• Demonstrate the understanding of the relationship of the creative arts to cognitive, social, emotional and physical growth in young children.
• Synthesize and apply the principles of developmentally appropriate practice in the preparation and presentation of experiences for young children in the creative arts.
• Observe and interpret the behavior of young children engaged in creative activities.
• Adapt creative activities based on the learning needs of all young children.

Learner Sensitive Teacher Model Conceptual Framework

         This course in UMD’s Department of Education embeds principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), the Minnesota Standards of Effective Practice (SEP), the Council for Exceptional Children Teacher Competencies, and the Standards for Initial Licensure of the National Association for the Education of Young Children (NAEYC).  Additionally, course components are based on a Learner-Sensitive Teacher philosophy that encompasses the following five themes:  Reflection (R), Empowerment (E), Collaboration (C), Diversity (D), and Technology (T).

Minnesota Standards of Effective Practice:

http://education.state.mn.us/mde/Teacher_Support/Board_of_Teaching/PEPER/PEPERI_Forms/index.html

ATTENDANCE POLICY:

              As stated in University Policy:

Candidate Responsibilities:

              If class sessions will be missed because of requirements in other courses or because of official noncredit activities, candidates must contact their instructors during the first week of classes and make arrangements so that any course requirements unfulfilled due to these absences can be satisfied.  Incase of schedule changes, candidates must immediately contact their instructors and make any necessary arrangements regarding unfulfilled course requirements.

Instructor Responsibilities:

              In general, requested absences are permitted at the instructor’s discretion.  When permitted, the instructor must work with the candidate to develop a procedure by which unfulfilled course requirements can be satisfied.  In some cases, however, the nature of the course may make attendance throughout the semester absolutely necessary.  In these cases, the candidate has the choice of taking the course and missing the activity or withdrawing from the course.

From the Instructor’s Perspective:

Attendance and participation are essential and professional obligations.  Grades will be lowered for missed days/classes.  The only exceptions are illness, accident, or a death in your family.  A physician’s note or other evidence of your absence is required.  If you miss a class for any reason it is your responsibility to find out from a classmate what was missed.  In class projects and activities cannot be made up.

I expect that you will come to class prepared.  Read all assignments and be prepared to participate in class activities and discussions.  Complete all assignments given and turn them in on time—as indicated on the class schedule.  Assignments that are turned in late will receive a one-step reduction from the earned grade (e.g., A- to B+) for each day the assignment is late beyond the deadline, with a maximum reduction of three steps.  Late work and projects will not be accepted more than three days following the due date.  This will result in a failing grade for the assignment.  We will negotiate a later due date if you encounter an unavoidable problem such as a documented illness, accident, or death in your family.             

Dispositions:

              The following dispositions have been adopted by the Early Childhood Studies Program and are woven into expectations and decision points as candidates progress through the program:

              Demonstrate respect for and positive relationships with children.

              Recognize and acknowledge children by name.

              Foster the development of positive self-esteem in children.

              Establish rapport with colleagues.

              Demonstrate positive response to professional responsibilities.

              Accepts constructive supervision for professional responsibilities.

              Grooming and dress indicate professional attitude.

              Takes initiative in performing expected duties.

              Demonstrates flexibility and adaptability.

              Demonstrates poise and confidence in teaching environments.

              Engages in self-reflection to improve teaching and learning.

              Shows sensitivity to differing family structures and cultural backgrounds.

              Communicates effectively with adults and children.

Diversity:

              Diversity will be addressed both through course content and methodology.  The course content will guide the candidate toward an understanding of learner differences (e.g., cultural backgrounds and exceptionalities).  The instructional methods will be designed to meet the needs of all learners.

Instructional Strategies:

              Your learning format will include:  Cooperative small group and individual projects, videos, Power Point presentations, online and in class discussions from self- and instructor chosen readings, and class demonstrations and presentations.

Course Assignments:

• On Aesthetics: Bring an object plus a written description of what you find beautiful.  Descriptions will be turned in to the course instructor and discussed in class (50 points). Due: February 6th

2.   On Feeling Creative: Written description of your creative process. Description will be turned in to the course instructor and discussed in class (50 points).  Due February 6th and April 24th.

•  Creative Collections Notebook:  Your class project is to create a notebook of all the activities presented in class this quarter by both the instructor and other students. Each class session will demonstrate several different activities for you to experience and record. See the "Guidelines for Notebooks" handout for specific information on how to set up your notebook. All notebooks must be handed in by May 1st. Points for the completed project will be based on the criteria listed in the guidelines provided by the course instructor (75 points).

4.     Children's art analysis: Collected art samples with written analysis and     justification will be collected from your practicum site or from other opportunities you have in interacting with your children engaged in art. (50 points). Due March 6th

5.    Observations @ 20 possible points each = 80 points.   

There are four required observations.  The instructor will share guidelines for the observation write up and will provide an observation recording sheet to guide these experiences.  You may use your practicum setting as the focus of this evaluation.  The four observations will include:
1. Written observation of children engaged in an open-ended art activity. Due Feb. 27th

2. Written observation of children engaged in a teacher facilitated music activity. Due March 20th

3. Written observation of children engaged in a creative movement activity. Due April 3rd

4. Written observation of children engaged in a creative dramatics activity. Due April 17th

6.          Demonstration Activities

                Throughout the semester, demonstration activities that coincide with each of the following creative activity areas (art, music, creative dramatics and cooking) will be presented. Class participants will work in groups of no more than three to four, and will jointly present activities within a selected area.  Demonstration activity groups are responsible for providing enough materials and a handout for all classmates.  Handout content may vary based on the creative activity area.  For purposes of this assignment, handouts should include the following information: materials needed, necessary preparation, rationale or objectives of each activity, and procedures. Demonstration groups should be prepared to lead discussions about how to adapt the activity to meet the needs of the “mock class” (to be shared by the course instructor). This group demonstrations will provide each class participant with the beginnings of a collection of activities across creative mediums, and along with individually developed reflections and reactions (instructor will provide additional information on this in “Guidelines for Notebooks”), meet requirements for the Creative Collections Notebook.  The inclusion of additional activities in the group handout is encouraged, but not required.  Demonstration activities should be planned to take approximately 30 minutes.  The actual demonstration should include a brief introduction of materials and procedures.  Demonstration groups should encourage total class participation in brainstorming ways to adapt, expand, an/or revise the activity.  (75 points, to be presented across the semester).

7. Connecting with the Content:  Understanding of Content from the text will be assessed through periodic check ins that are taken from the text that address content from the assigned readings. (10 points each)

Summary of Assignments

Topical Schedule