EDE4223 Summer 2013 1

EDE 4223: Creative Experiences for the Child

Department of Childhood Education & Literacy Studies
USF College of Education

The College of Education CAREs: The College of Education is dedicated to the ideals of Collaboration,
Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework
of the College of Education. Competence in these ideals will provide candidates in educator preparation
programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

Course Instructor: Katie Arndt Office: 202Q
Meeting Time: Tuesday and Thursday, 12:00 3:30pm
Meeting Place: EDU 408A E-mail: klarndt@mail.usf.edu
Phone #: (813) 451-2191

Course Description
This course is designed to provide students with a critical understanding of the visual arts, music, movement and
drama as it relates to the elementary school K-6 curriculum. Students will develop the knowledge, skills, and
strategies needed to incorporate creative expression of art, drama, music and dance/movement into the
elementary classroom integrated curriculum.

Required Texts and Readings

1. Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for
classroom teachers (4th ed). Pearson.
2. Additional readings TBA
3. Chalk & Wire. ID # can be purchased at the USF Bookstore
4. ALL e-mails/Canvas postings. Course materials and announcements will be posted in Canvas.
Students are responsible for downloading and carefully reading all of these materials. Canvas e-mail
will be used to communicate among class members. Students are responsible for information that is
e-mailed to their Canvas account or is posted on Canvas. Please check them regularly.
5. Various art supplies if needed.

Course Goals
Upon completion of the course students will:
a. Demonstrate an understanding of creativity based on recent research and strategies to support its
development. (FEAP 2g, 2f, 3a, 3f, CF 2, 6; ACEI, 2.5)
b. Demonstrate an understanding of the content of the visual arts, music, movement/dance, and drama for
elementary children. (FEAP 1f, 3a, 3b, CF 2; ACEI 2.5, 3.3)
c. Demonstrate the understanding of and ability to select specific goals, skills, and strategies to incorporate
visual arts, music, movement, and drama within the elementary classroom curriculum. (FEAP 1a, 1b, 1c,
3a, 3b, 3e, CF 2; ACEI 2.5, 3.3)
d. Plan creative experiences in visual arts, drama, music, and dance/movement that link the K-6 curriculum
and the individual needs, interests, and abilities of the children. (FEAP 1a, 1f, 2d, 2h, 2i, 2b, 3a, 3b, 3e, CF
2; ACEI 1, 2.5)
e. Create an integrated curriculum, which involves teaching the creative arts within the content subjects.
(FEAP 3a, 3b, 3c, 3d, 3e, CF 2, 6; ACEI 2.5, 3.1)
f. Identify art, music, and drama goals for the classroom, which fit within the context of the larger school
curriculum. (FEAP 1a, 1b, 3e, CF 2, 6; ACEI 2.5, 3.1)

Date Topic/Themes Assignments Due
EDE4223 Summer 2013 2

May 14 Creative experiences in life Breathing
room for the spirit
Print Syllabus
Read Syllabus
May 16 Creative experiences in the workplace
Read Corporate Culture Shock
article about Zappos and Chapter 1
of required text
May 21 Visual Arts
Read Chapter 6
Written response due
In class reading response 1
May 23 Visual arts/garbage arts
Read Chapter 7
Bring garbage items to class
In class presentations group 1
May 28 Drama
Read Chapter 8
In class reading response 2
May 30 Drama
Read Chapter 9
In class presentation group 2
June 4 Dance and Movement
Read Chapter 10
In class reading response 3
June 6 Dance and Movement
Read Chapter 11
In class presentation group 3
June 11 Music
Read Chapter 12
In class reading response 4
June 13 Music
Read Chapter 13
In class presentation group 4
June 18 Special/Diverse Education
Arts integration and poetry
Prepare devised visual art work
Read Chapter 5 and Appendix B
In class reading response 5
In class presentation group 5
June 20 Creative experiences in our room!
Sharing our arts experiences.
Teaching Case (Critical Task) Due

*This is a tentative schedule. The syllabus and schedule are subject to change. Students will be notified
at least one week in advance of any changes.


Course Assignments

All assignments are due on or before the due date. Accomplishing this requires planning ahead for
computer difficulties and complex schedules. If problems occur, it is important to communicate them
clearly with the course instructor. If your assignment is late, the grade will be lowered. No papers will
be accepted more than one week past the original due date (resulting in a numerical grade of 0 for the
assignment), unless arrangements have been made in advance and approved by the course instructor. All
assignments, unless otherwise specified, should be word-processed, 12 pt font, and double-spaced.
Include your first and last name, date and assignment title in the upper corner. Standard grammar,
spelling and punctuation are required on all assignments, and all assignments are expected to reflect a
strong grasp of course readings and discussions. The following assignments address the course goals:

Grading Criteria:

EDE4223 Summer 2013 3

Assignment Points Due
Teaching Case* 40 6/20/13
Written Response 40 5/21/13
In class group presentations/lesson
plans
20 depends on sign-up look at Canvas
In class reading responses (x5) 100 (20
each)
5/21, 5/28, 6/4, 6/11, 6/18
Devised drama/art/music/dance
presentation
40 6/20/13
Presentations on creative person 10 each week
Participation points 50 each week
Total points: 300
*This is a critical task. It must be uploaded to Chalk & Wire to receive a passing grade in the course.
See the Chalk & Wire section below for more details.

Course Final Grades:

A+= 98-100 B+ = 88-89 C+ = 78-79 D+ = 67-69
A = 94-97 B = 84-87 C = 74-77 D = 60-66
A-= 90-93 B- = 80-83 C- = 70-73 F = 0-59

Assignment Descriptions:

Critical Task: Critical Thinking Task (Teaching Case) *(1e, 1f, 2b, 2h, 3b, 3e, 4c)

All good teachers think critically about their work so they can identify teaching problems and seek
solutions. Teaching cases document teachers abilities to think critically and reflectively and to
consider the ways that their observations inform instructional decisions. Guidelines for authoring
this particular Teaching Case include:
identifying a problem that warrants consideration regarding the implementation of art(s)
into the classroom,
writing in the first person,
including authentic dialogue (where applicable),
supplying a pertinent title for the case
ending with some possible solutions.

Pre-service teachers in the Elementary Education Program are required to successfully complete
critical assignments in program courses to document meeting State of Florida teacher preparation
standards. In this course the critical assignment is the Teaching Case assignment.

This assignment must be posted on the electronic portfolio (Chalk and Wire). Pre-service teachers
must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. Pre-service
teachers are responsible for submitting the assignment to Chalk and Wire on the designated due
date. If a pre-service teacher does not meet the required score, the individual will be given feedback
and the opportunity to revise and resubmit the assignment to Chalk and Wire; however, the original
score will be used to compute the course grade. The Critical Assignment must be submitted to
Chalk and Wire by the due date in order to receive a passing grade for the course.
EDE4223 Summer 2013 4

The College of Education website has a link to Chalk and Wire for information about training and
assistance.
Link: http://www.coedu.usf.edu/main/chalkandwire/index.htm
Phone: (813) 974- 442
Email: chalkandwirehelp@coedu.usf.edu

1.0 Poor - Teaching Case does not identify a problem or a series of related problems. Case is not written
in first person. Does not contain authentic teacher/student(s) dialogue. Case is less than two pages in
length, double-spaced/12 size/Times font. Title does not reflect content of the case. Case offers
insufficient background information. Preservice teacher offers no solution to the identified problem.
Many non-standard forms of written English are evident throughout the case.

2.0 Limited - Teaching Case does not identify a problem or a series of related problems. Written in first
person. Does not contain authentic teacher/student(s) dialogue. Case is less than two pages in length,
double-spaced/12 size/Times font. Title reflects content of the case. Case offers insufficient background
information. Preservice teacher offers one possible solutions to the identified problem. Many non-
standard forms of written English are evident throughout the case.

3.0 Adequate - Teaching Case identifies a problem or a series of related problems. Written in first
person. Contains authentic teacher/student(s) dialogue. Case is at least two pages in length, double-
spaced/12 size/Times font. Title reflects content of the case. Case offers sufficient background
information. Preservice teacher offers at least two possible solutions to the identified problem. Some
non-standard forms of written English are evident throughout the case.

4.0 Proficient - Teaching Case identifies a problem or a series of related problems. Written in first
person. Contains authentic teacher/student(s) dialogueCase is at least two pages in length, double-
spaced/12 size/Times font. Title reflects content of the case. Case offers sufficient background
informationPreservice teacher offers at least three possible solutions to the identified problem. Some
non-standard forms of written English are evident throughout the case.

5.0 Outstanding - Teaching Case identifies a problem or a series of related problems. Written in first
person. Contains authentic teacher/student(s) dialogue. Case is at least two pages in length, double-
spaced/12 size/Times font. Title reflects content of the case. Case offers sufficient background
information. Preservice teacher offers four or more possible solutions to the identified problem.
Standard forms of written English are evident throughout the case.

Most of the assignments are based on work completed in class. Please note there are no make-up
assignments for work missed in class.

Written Reflection (FEAP 3a, 3b, 3e, 3h):

A response to the Zappos article and chapter 1 requires pre-service teachers to complete a paper
that demonstrates understanding of the key points from the required readings. Choose at least 4
quotes from the Zappos piece and make connections with 4 relevant sections/ideas from chapter 1 of
the required text. Must be at least 2 pages in length.

In-class arts integration presentations/lesson plans (FEAP 1a, 1f, 2b, 2d, 2g, 2h, 2f, 2i, 3a, 3f, 3b, 3e)
These assignments require pre-service teachers to apply understandings of human development and
learning theories related to the arts in order to foster creative thinking. Pre-service teachers will
EDE4223 Summer 2013 5

draw from state learning standards to articulate clear learning goals and identify related teaching
strategies to foster higher-order thinking. Further, pre-service teachers will apply knowledge of
teaching strategies that deepen and enrich their students understanding through content area
literacy strategies in the arts. Pre-service teachers plans will include integrating the arts with other
disciplines and life experiences.

Responses to Reading (FEAP 3a, 3b, 3e, 3h):

These will be based on the assigned chapters of the required text. The responses will be arts based
reflections that show a depth of reading; therefore, it is important to make notes as you read. You
will bring your notes and arts based response to share with your reading response group each week.

Devised drama/arts/music/dance response:

A final arts based presentation that requires active participation by all preservice teachers. It should
reflect learning that has taken place, collaboration and the willingness to take risks. This can be in
any format using any art of your choosing. On June 20
th
we will have a day of presentations/gallery
walks. (FEAP 2e,2f,3a,3b,3e,5e,5f)

Presentations on creative people:

Preservice teachers will put together a 10 minute presentation on a creative person of their choice.
These must be multimedia in format. You have the choice to work with a partner or individually.
You will want to include who the person is, why they are significant or influential to you, and how
they (or their story) could potentially relate/connect to teaching.

Participation points (FEAP 6):

Attendance and participation at every class meeting is indicative of engagement, involvement and
professionalism. An absence or late arrival will negatively impact your class participation points and
ultimately, your final grade: each absence by 10 points and late arrival by 5 points. Being more than
30 minutes late is regarded as an absence. Prompt arrival to class is a reflection of involvement and
professionalism. Excessive absences or lateness, even for legitimate reasons, result in substantial
portions of the course not being fulfilled and will result in a failing grade. Also, it is important that
you demonstrate that you have read the required chapters through discussion and a positive
attitude to group work. No texting in class please.

Academic Dishonesty
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a
published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written
papers for which the student employs information gathered from books, articles, or oral sources, each direct
quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its
author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of
the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an
"F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course
grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating
dishonesty) in the course.

Detection of Plagiarism
EDE4223 Summer 2013 6

The University of South Florida has an account with an automated plagiarism detection service, which allows
instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that
assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask
students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared
automatically with a database of journal articles, web articles, and previously submitted papers. The instructor
receives a report showing exactly how a student's paper was plagiarized.

Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu."
Every official USF correspondence to students will be sent to that account. Go to the Academic Computing
website and select the link "Activating a Student E-mail Account" for detailed information. Information about the
USF Web Portal can be found at:
http://www.acomp.usf.edu/portal.htm.

ADA Statement
Students in need of academic accommodations for a disability may consult with the office of Services for Students
with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice
(typically 5 working days) prior to requesting an accommodation.
USF Policy on Religious Observances
Students who anticipate the necessity of being absent from class due to the observation of a major religious
observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

Critical Tasks
Students in the Elementary Education Program are required to successfully complete Critical Tasks in program
courses to document meeting State of Florida teacher preparation standards. In this course the Critical Task is
The Teaching Case.

This assignment must be posted on the electronic portfolio (Chalk and Wire). Students must score a 3 or higher
on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to
Chalk and Wire at the time you submit a copy of the assignment for the instructors evaluation. If you do not
meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and
Wire; however, the original score will be used to compute your course grade.

The homepage of the College of Education website has a link to Chalk and Wire for information about training
and their help desk.

Canvas and Email
Course materials, checklists, and announcements will be posted on Canvas. Students are responsible for
downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Canvas email
will be used to communicate among class members. You are responsible for information that is emailed to your
Canvas account or is posted on Canvas. Please check them regularly.

Emergency Preparation
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF
may opt to continue delivery of instruction through methods that include but are not limited to: Canvas,
Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to
monitor the Canvas site for each class for course specific communication, and the main USF, College, and
department websites, emails, and MoBull messages for important general information.