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MASTER SYLLABUS

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. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course. $40 lab fee. Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and 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:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Language Arts: Process, Product, and Assessment
By Farris, P. (McGraw-Hill)
Recommended
 
Course Objectives

MoSTEP Quality Indicators: 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 8.1, 11.1, 11.2, 11.3, 11.4, 11.5.

  • To identify components of the language arts, including writing and oral communication, and how they integrate with other content areas of the curriculum;
  • To identify developmental aspects of language and incorporate this knowledge in planning educational experiences;
  • To apply the steps of the writing process and evaluate student writing samples;
  • To identify and make provisions for individual diversity in language arts, including writing and oral communication, and creative learning situations;
  • To examine the process of writing and spelling instructions;
  • To identify the communicative and expressive aspects of creative arts and their value in the educational program;
  • To integrate creative elements into the curriculum;
  • To identify various forms of assessment, including authentic assessment, appropriate language and creative activities;
  • To identify the relationship of oral communication to written communication acquisition and methods of fostering oral communication in educational situations;
  • To identify and apply appropriate technology in language and creative arts instruction, including writing and oral communication.
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruction.
  • To observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning. Q.I. 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.
 
Measurable Learning Outcomes:
  • Define the language arts components.
  • Identify the stages of the writing process and explain the recursive nature of writing.
  • Match language development with an appropriate instructional level for both receptive and expressive language.
  • Describe an effective process of writing and spelling instruction.
  • Make provisions for individual diversity in the language arts.
  • Evaluate the artistic value of music, art, drama, and dance components in the language arts curriculum.
  • List techniques for encouraging creativity using sensory input.
  • Design lessons which will integrate the language arts with music, art, drama, and dance.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.
 
Topical Outline:

An educational technology application is required.

  • 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 complete
  • 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
  • MoSTEP standards and portfolio construction

 

 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2010
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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12/04