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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 336
Course Title: Creative and Language Arts in Elementary and Middle Schools
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

Study of creative arts (music, art, drama, and dance) and language curricula, including the teaching of writing and oral communications, instructional decisions, teaching techniques and strategies, teaching/learning materials and methods related to aesthetic and language arts models of instruction. Students produce various instructional resources, including a thematic unit based on specific knowledge acquired in this course. Prerequisites: EDUC 100 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Prerequisite(s) / Corequisite(s):

EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Course Rotation for Day Program: Offered Spring.
Text(s): Most current editions of the following:

Language Arts: Process, Product, and Assessment
By Farris, P. (McGraw-Hill)
Course Objectives
  • To understand the central concepts, structures and tools of inquiry of the disciplines. (MoSPE 1)
  • To create learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
  • To develop long-rage planning, based upon student, district and state standards data. (MoSPE 3)
  • To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
  • To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
  • To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
  • To identify components of the language arts, including writing and oral communication, and how they integrate with other content areas of the curriculum.
  • To apply the steps of the writing process and evaluate student writing samples.
  • To identify and integrate the communicative and expressive aspects of creative arts and their value in the educational program.
  • To identify and apply appropriate technology in language and creative arts instruction, including writing and oral communication.
Measurable Learning
  • Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
  • Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  • Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
  • Can create and implement interdisciplinary lessons that are aligned with standards.
  • Knows and identifies child/adolescent developmental stages and can apply them to students.
  • Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
  • Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
  • Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  • Can demonstrate knowledge of researched-based models of of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
  • Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  • Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
  • Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
  • Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  • Recognizes and identifies the influence of the classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
  • Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative,
Topical Outline:
  • Oral language listening and speaking
  • Language performance: storytelling and poetry
  • Music, song and poetry
  • Emergent literacy
  • Beginning reading and writing
  • Fundamentals of the writing process
  • Writing for different purposes
  • Basic color theory
  • Illustrations for written language
  • Spelling and mechanics
  • Drama
  • Authentic assessment and portfolios
  • Integrating language across the curriculum completely
  • Overview of field experience
  • Observation participation
  • Performance based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection



Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: September 30, 2013
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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