Syllabus EdSE 604

TOURO COLLEGE Graduate School of Education EdSE 604, Teaching Social Studies and the Arts in General Education and Special Education, Grades 1-6 (Online)

Instructor: Mark Gura mark.gura@touro.edu

Course Description This course guides students in focusing on the meaningful learning of content and skills in the areas of Social Studies and The Arts. Further, the course is an examination of how the two areas, Social Studies and the arts can be taught in an integrated fashion. Students review the New York State Learning Standards in Social Studies, the New York State Learning Standards in The Arts, the New York State Core Curriculum in Social Studies and review a wide variety of professional literature on these areas as well instructional activities by which their learning may be fostered. Students are required (as a semester-long final project) to research, plan, and write up a multi-session, multi-goal unit plan suitable for actual classroom implementation that draws on and expresses their coursework learning. This course focuses on social, cultural, and developmental contexts for teaching social studies and the arts to a diverse student population; curriculum development, methods, and materials; language and literature in cultural context; overview of history and geography of the United States and New York State; appreciation of the role of economic factors in social life; varying forms of government; ideas and ideals of citizenship; understanding the arts in historical and cultural context and application for building creative interests and abilities; self-exploration and self-expression through the arts, sports, and other physical activities; cooperation in group art and sports activities; and the relationship of the arts, movement and physical education to other curricula areas. Course participants will learn to apply theoretical knowledge and instructional strategies to teaching gifted students and students with disabilities.

PROGRAM GOALS AND STUDENT LEARNING OUTCOMES

Goal One- Theory and Research: Students will explore theoretical and conceptual frameworks such as philosophy and social theory that inform a modern understanding of

education. Students will go on to critically analyze these areas and integrate them into a larger understanding of educational practice. Students will be able to: 1. Explain principles of effective instruction 2. Present effective lessons, drawing on both theoretical knowledge and knowledge of standards and requirements 3. Analyze and discuss basic principles of cognitive education as they relate to child development and learning 4. Apply knowledge of child development and learning to creation of developmentally appropriate and effective instructional tools 5. Create and present effective lessons that reflect a synthesis of theoretical and content knowledge 6. Analyze texts for validity of reasoning and drawing of inferences 7. Analyze and use research literature in the field of education and related disciplines 8. Combine varied elements of their course of study to produce a final culminating practicum project Goal Two- Multiculturalism, Globalism and Diversity: Students will appreciate the implications of living in a global society. Further, students will demonstrate knowledge and competency in issues of diversity related to culture, gender, and ability within America. Students will encourage such interest and appreciation in the learners with whom they work. Students will relate globalism, diversity and multiculturalism to their professional role and explore these areas both within an academic context and through the real-life situations of teaching. Students will be able to: 1. Interpret multiple perspectives held by different cultures on ways of understanding the world and themselves 2. Demonstrate through writing and discussion, appreciation for cultures that differ in important respects from the students own culture 3. Encourage the exploration of global, diversity and multicultural issues among their peers and students 4. Analyze and critique the implications for teaching and learning within diverse and culturally varied school settings 5. Apply multicultural and diversity training to the creation of strategies for class environment, management, pedagogy and course planning 6. Reflect on and analyze their thinking and professional awareness for biases and prejudices in the context of what they learn about other cultures 7. Within field experience and practicum courses, apply enhanced knowledge of global, diversity and multicultural issues in real classroom situations Goal Three- Learners with Special Needs: Students will appreciate issues and concerns specific to learners with special needs. This encompasses special education, gifted and atrisk learners. Further, students will apply this knowledge to develop plans of action for meeting the needs of these students that are in alignment with federal, state and local

standards and requirements as well as current accepted theory. Students will be able to: 1. Explain the relationship of special education theories, such as differentiation of instruction to fundamental areas of pedagogy such as: instructional planning, classroom management, and the act of teaching 2. Analyze the effectiveness of specific tools such as life-space interviews, and behavior contracts in effectively addressing problem behavior of individual children 3. Synthesize theory with specific mandates such as NYSED alternate assessment performance indicators to formulate strategies for addressing special learners needs 4. Describe and evaluate the relationship between principles of special education and general principles of education such as cognitive theory 5. Formulate robust goal-oriented pedagogical practices for students based on effective use of IEPs 6. Demonstrate knowledge of critical legislation such as IDEA and Section 504 and the impact of concomitant concepts such as FAPE and LRE 7. Apply relevant local, state and national standards, such as Council for Exceptional Children (CEC) standards to developing strategies in key areas such as assessment, classroom management and lesson planning

Goal Four- Technological Literacy: Students will achieve technological literacy towards the purpose of effectively implementing technology in instructional practices and related areas. Students will be able to: 1. Demonstrate knowledge and use of technology for instructional purposes. 2. Apply technology in academic research, planning, and organization 3. Describe the nature and use of appropriate assistive technology in meeting the needs of special education students 4. Apply technology to developing strategies in essential areas of pedagogy such as: instructional planning, classroom management, and the act of teaching 5. Understand and use technology, including assistive technology, for instruction and for assisting all children with gaining access to the curriculum 6. Comprehend the rapidly changing nature of technology and the need for ongoing learning to maintain technological literacy Goal Five- Application of Professional Learning: Students will integrate knowledge gained through their course work, field experience and practicum into authentic teaching situations. Students will be able to: 1. Enact effective lesson plans that accomplish lesson, unit and course objectives 2. Develop educationally significant assignments and projects that facilitate the accomplishment and measurement of lesson, unit and course objectives

3.

Demonstrate principles of effective instruction within specific pedagogical content areas 4. Relate classroom practice and planning to relevant standards (CEC, NYSED Content, NAEYC) and demonstrate alignment with standards 5. Apply educational and content-specific theories to advance key areas of pedagogy, such as instructional planning, classroom management, and the act of teaching 6. Design and implement effective one-on-one intervention strategies with special needs and at-risk students Student Learning Outcomes Students will demonstrate ability to: -1-give an account of and appropriately refer to NYS learning standards in social studies, the arts, and physical education as well as CEC standards -2-describe and present multifaceted approaches to instruction that involve texts, media, and mutual integration of arts and social studies -3-critical use of computer technology and the internet to enhance instruction in social studies and the arts -4-give an account of approaches to differentiated instruction in the teaching of social studies and the arts -5-describe the use of cooperative learning groups in social studies and the arts instruction -6-use the community, trips, guest speakers, etc. to enhance instruction and learning -7-apply methods that help their students grapple with the various views of different cultures on ethical matters -8-give an account of approaches to helping students become invested in active citizenship

The following are relevant standards for this course and its objectives from New York State and the Council for Exceptional Children. Relationship of Learning Outcomes to New York State Learning Standards

Standards given below relate to Outcomes #1-6; #7-9 linked to specific standards.

STANDARD 1HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of Major ideas, eras, themes, developments, and turning points in the history of the United States and New York. The study of New York State and United States history requires an analysis of the Development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents explain those values, practices, and traditions that unite all Americans.

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. (Outcome 7)

gather and organize information about the traditions transmitted by various groups living in their neighborhood and community recognize how traditions and practices were passed from one generation to the next distinguish between near and distant past and interpret simple timelines.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious identify individuals who have helped to strengthen democracy in the United States and throughout the world.

4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

consider different interpretations of key events and/or issues in history and understand the differences in these accounts explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

STANDARD 2WORLD HISTORY Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the

broad sweep of history from a variety of perspectives. 1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. (Outcome 8)

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

distinguish between past, present, and future time periods develop timelines that display important events and eras from world history measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points compare important events and accomplishments from different time periods in world history.

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities gather and present information about important developments from world history understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

consider different interpretations of key events and developments in world history and

understand the differences in these accounts explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

STANDARD 3Geography Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

study about how people live, work, and utilize natural resources draw maps and diagrams that serve as representations of places, physical features, and objects locate places within the local community, State, and nation; locate the Earths continents in relation to each other and to principal parallels and meridians. (Adapted from National Geography Standards, 1994) identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) investigate how people depend on and modify the physical environment.

2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life)

ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994 gather and organize geographic information from a variety of sources and display in a number of ways analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. (Adapted from National Geography Standards, 1994)

STANDARD 4ECONOMICS The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of

economies and economic systems throughout the world.

know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources explain how peoples wants exceed their limited resources and that this condition defines scarcity know that scarcity requires individuals to make choices and that these choices involve costs study about how the availability and distribution of resources is important to a nations economic growth understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced? investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal. 2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

locate economic information, using card catalogues, computer databases, indices, and library guides collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary present economic information by developing charts, tables, diagrams, and simple graphs.

STANDARD 5CIVICS, CITIZENSHIP, AND GOVERNMENT The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice explain the probable consequences of the absence of government and rules describe the basic purposes of government and the importance of civic life understand that social and political systems are based upon peoples beliefs discuss how and why the world is divided into nations and what kinds of governments other nations have.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, selfdiscipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States understand the basic civil values that are the foundation of American constitutional democracy know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and Government, 1994) understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government understand the structure of New York State and local governments, including executive, legislative, and judicial branches identify their legislative and executive representatives at the local, state, and national governments. (Adapted from The National Standards for Civics and Government, 1994)

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizens rights and responsibilities. (Outcome 9)

understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation examine what it means to be a good citizen in the classroom, school, home, and community identify and describe the rules and responsibilities students have at home, in the classroom, and at school examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service identify basic rights that students have and those that they will acquire as they age.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

show a willingness to consider other points of view before drawing conclusions or making judgments participate in activities that focus on a classroom, school, or community issue or problem suggest alternative solutions or courses of action to hypothetical or historic problems evaluate the consequences for each alternative solution or course of action prioritize the solutions based on established criteria propose an action plan to address the issue of how to solve the problem.

STANDARD 1CREATING, PERFORMING, AND PARTICIPATING IN THE ARTS: MUSIC Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

create short pieces consisting of sounds from a variety of traditional (e.g., tambourine, recorder, piano, voice), electronic (e.g., keyboard), and nontraditional sound sources (e.g., water-filled glasses) (a) sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts (b) read simple standard notation in performance, and follow vocal or keyboard scores in listening (c) in performing ensembles, read very easy/easy music (New York State School Music Association [NYSSMA] level I-II)1 and respond appropriately to the gestures of the conductor (d) identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others (e).

THEATRE Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.

use creative drama to communicate ideas and feelings (a) imitate experiences through pantomime, play making, dramatic play, story

dramatization, story telling, and role playing (b) use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings (c) use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants (d) identify and use in individual and group experiences some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama (e).

VISUAL ARTS Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences (a) develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events (b) understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas (c) reveal through their own art work understanding of how art mediums and techniques influence their creative decisions (d) identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works (e).

STANDARD 2KNOWING AND USING ARTS MATERIALS AND RESOURCES MUSIC Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.

use classroom and nontraditional instruments in performing and creating music (a) construct instruments out of material not commonly used for musical instruments (b) use current technology to manipulate sound (c)

identify the various settings in which they hear music and the various resources that are used to produce music during a typical week; explain why the particular type of music was used (d) demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school (e) discuss ways that music is used by various members of the community (f).

THEATRE Students will know the basic tools, media, and techniques involved in theatrical production. Students will locate and use school, community, and professional resources for theatre experiences. Students will understand the job opportunities available in all aspects of theatre.

visit theaters, theatre-related facilities, and/or touring companies to observe aspects of theatrical production (a) use the library/media center of their school or community to find story dramatization material or other theatre-related materials and to view videotapes of performances (b) attend theatrical performances in their school and demonstrate appropriate audience behavior (c) speak with theatre professionals about how they prepare for and perform their jobs (d).

VISUAL ARTS Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a) develop skills with electronic media as a means of expressing visual ideas (b) know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art (c) give examples of adults who make their livings in the arts professions (d).

STANDARD 3: RESPONDING TO AND ANALYZING WORKS OF ART

MUSIC Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of musics content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.

through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others (a) describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. (b) discuss the basic means by which the voice and instruments can alter pitch, loudness, duration, and timbre (c) describe the musics context in terms related to its social and psychological functions and settings (e.g., roles of participants, effects of music, uses of music with other events or objects, etc.) (d) describe their understandings of particular pieces of music and how they relate to their surroundings (e).

THEATRE Students will reflect on, interpret, and evaluate plays and theatrical performances, both live and recorded, using the language of dramatic criticism. Students will analyze the meaning and role of theatre in society. Students will identify ways in which drama/ theatre connects to film and video, other arts, and other disciplines.

discuss their understanding, interpretation, and evaluation of a theatrical performance, using basic theatre terminology (a) identify the use of other art forms in theatre productions (b) explain the relationship of theatre to film and video (c).

VISUAL ARTS Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses (a) explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes,

volumes) found in a wide variety of art works (b) explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) (c) explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) (d). (Outcome 2?)

STANDARD 4UNDERSTANDING THE CULTURAL DIMENSIONS AND CONTRIBUTIONS OF THE ARTS (Outcome 7)

THEATRE Students will gain knowledge about past and present cultures as expressed through theatre. They will interpret how theatre reflects the beliefs, issues, and events of societies past and present.

dramatize stories and folk tales from various cultures (a) engage in drama/theatre activities including music, dance, and games which reflect other cultures and ethnic groups (b) discuss how classroom theatre activities relate to their lives (c).

VISUAL ARTS Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures (a) look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics (b) create art works that show the influence of a particular culture (c).

Council for Exceptional Children November 2002

Standard 1: Foundations

Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education.(Outcomes 1, 7)

Standard 2: Development and Characteristics of Learners Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individuals with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individuals ability to learn, interact socially, and live as fulfilled contributing members of the community. (Outcomes 1, 4)

Standard 3: Individual Learning Differences Special educators understand the effects that an exceptional condition can have on an individuals learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individuals exceptional condition to impact the individuals academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN. (Outcomes 1, 4)

Standard 4: Instructional Strategies

Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, selfcontrol, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. (Outcomes 1-10)

Standard 5: Learning Environments and Social Interactions

Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors(Outcomes 2, 7)

Standard 6: Language

Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individuals experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individuals language proficiency and cultural and linguistic differences. Special educators provide effective language models, and they use communication strategies and resources to facilitate understanding of subject matter

for individuals with ELN whose primary language is not English.

Standard 7: Instructional Planning

Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individuals abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individuals exceptional condition, guides the special educators selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individuals learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. (Outcomes 1-6) Standard 8: Assessment Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators

use appropriate technologies to support their assessments

Standard 9: Professional and Ethical Practice

Special educators are guided by the professions ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them. (Outcome 8)

Standard 10: Collaboration Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services. (Outcome 6) Requirements Students are required to complete all assigned readings, weekly reflection essays, final project, and weekly responses to peer essays posted in the class discussion boards. . Required Text Gura, M . Visual Arts Units: All Levels. Eugene, OR: International Society for Technology in Education, 2009

The course will also require readings from a wide variety of free, online sources. Links to these are provided in the course assignments posted in the class BlackBoard resource. Technology The use of technology as a mode of teaching and learning is encouraged, particularly as a model for potential teachers to use technology in their own instruction. 1) Blackboard for posting of assignments, announcements, discussion groups. Use of computers and iPads to access these. 2) Students will create do a final project that will involve: online research; the creation of a variety of text documents, graphics, and graphic organizers; the creation of a mock student work sample of an original work of art done and presented entirely digitally; numerous readings and content review activities based on a wide variety of online content resources including PowerPoint, video, and informational websites. 3) Use of internet-based topics and discussions, where appropriate during class time

Method: Online format: This course involves online interaction via Blackboard between the faculty and students and among students (e.g., document transmission/exchange, e-mail exchanges, and discussion postings). The faculty and students are expected to maintain weekly contact.

Evaluation Weekly reading assignments (reading, reflective essay, and online discussion) 40% Final Project 40% Peer Feedback 10%

Requirements
Students are required to complete all assigned readings, weekly reflection essays, final project, and weekly responses to peer essays posted in the class discussion boards. .

Required Text
Gura, M . Visual Arts Units: All Levels. Eugene, OR: International Society for Technology in Education, 2009 The course will also require readings from a wide variety of free, online sources. Links to these are provided in the course assignments posted in the class BlackBoard resource.

Technology The use of technology as a mode of teaching and learning is encouraged, particularly as a model for potential teachers to use technology in their own instruction. 1) Blackboard for posting of assignments, announcements, discussion groups. Use of computers and iPads to access these. 2) Students will create do a final project that will involve: online research; the creation of a variety of text documents, graphics, and graphic organizers; the creation of a mock student work sample of an original work of art done and presented entirely digitally; numerous readings and content review activities based on a wide variety of online content resources including PowerPoint, video, and informational websites. 3) Use of internet-based topics and discussions, where appropriate during class time

Method: Online format: This course involves online interaction via Blackboard between the faculty and students and among students (e.g., document transmission/exchange, e-mail exchanges, and discussion postings). The faculty and students are expected to maintain weekly contact.

Evaluation
Weekly reading assignments (reading, reflective essay, and online discussion) 40% Final Project 40% Peer Feedback 10%

Course Overview

It is often the case that the subject areas of Social Studies and the Arts are seen as separate entities. In fact, they most frequently are taught that way. However, there is an alternate approach, one in which they complement each other, reinforce each other, and enable teaching and learning reciprocally. This is the approach we will be exploring as we move through this course. The result will be understandings about how to better involve students in highly meaningful, satisfying, and effective instructional activities. As an extended course FINAL PROJECT you will be creating a plan for a unit of study. Class readings will be directed at preparing you to develop the various facets of this unit. Final projects (unit plans) will be shared with all members of the class who will be expected to provide insights and suggestions for one another about them and the thinking behind them. Our course syllabus lists as Goal Four Technological Literacy which will be a sub theme of our course. We will employ easy to use technologies on an ongoing basis

to facilitate our activities in this class and as part of the planning for how you will teach effectively in the future. Our emphasis will always be on user friendly, ubiquitous (or near ubiquitous), and free technology resources. We will be using the class BlackBoard section for different purposes during the course. Also, I will be emailing you updates. Please feel free to email me whenever you need clarification on something at: mark.gura@touro.edu Course format: There will be 11 reading/reflecting/responding assignments to do during the course. Students are expected to follow directions closely for each of the assignments that appear on the chart below. For each assignment, answer the focus questions and then copy and paste them into the Discussion Board area (in BlackBoard) set up for it. Students are encouraged to review one anothers responses and to respond to those in kind. This replicates, in our online course, the sort of interaction among students that make face-to-face courses rich experiences. Be certain to save a copy of each assignment. Several times during the course, a second part to the weekly assignment will be assigned: a Final Project Installment. You will also be required to submit these components of your Final Project periodically. The design of the Final Project is for you to do these project components as ssignment schedule indicates and then assemble, refine, and expand on them for a final submission in week 10. Turning in assignments: Each assignment is to be submitted as follows: WEEKLY ASSIGNMENTS 1) Our assignments are a cross between writing essay responses and sharing one's ideas with classmates. This is one way our online experience will mirror a traditional face to face class, where students ordinarily would be expected to do both. To submit the weekly assignments, after doing the reading or other task, type your responses in a word processing document and save this for your own records. Be sure to back this up on a disc or use another method of ensuring that you can retrieve your work if it is lost from your computer's desktop or hard drive. When complete, copy and paste your work into the class Discussion Board area set up for that assignment. NOTE: Weekly Reading Assignments #3 and #6, as well as all of the Final Project Components are to be turned in by email to professor Gura mark.gura@touro.edu 2) Much of the value of taking a course comes from interacting with classmates. The exchange of ideas makes for a learning experience that is much richer than simply doing reading, writing essays, and receiving feedback from the instructor. Please return to the previous weeks' Discussion Board and read the work of your classmates. Reflect on aspects of the topic they write about that you may not have considered - or that you may agree or disagree with significantly - or for which you feel your own further response may extend the class' understanding, and post your thoughts in a thread in response to the classmate's

you've chosen. Please do this for at least one classmate's thread for each weekly assignment. FINAL PROJECT Each student will do a final project that will be due in lieu of a 10th weekly assignment. This project will be a plan for a unit of study that will be presented in 2 parts: a) a unit plan and b) a mock student work sample. In other words, you will create a sample of the product that you expect your students to produce as a result of the unit's activities. This will ensure that the experience you provide your students is appropriate, that all aspects of their work will flow smoothly, that they can succeed at the tasks you set for them, and that you have accounted for the logistics of presenting them adequately. A number of the course weekly assignments will include a Final Project Component intended to guide you in planning and producing your finished unit plan and project sample. Turning in your Final Project in week 10: Reading Materials: Book - Please acquire a copy of Visual Arts Units for All Levels. I wrote this book with non artist teachers in mind. It brings 3 of our course themes together: art instruction, cultural and historical connections in art, and the use of technology to enable students to understand and make art and to facilitate instruction. It will make a good reference for you and the teachers you work with for years to come. (I give a link below to the publisher/vendor from whom you can purchase it). ISTE (International Society of Technology in Education) Bookstore (online) http://www.iste.org/store/product.aspx?ID=680 Online readings Other readings will come from online sources (articles, information web sites, PowerPoint presentations, etc.). These are all professional or academinc in nature. Technology Used in the Course: Students will need to have frequent access to a computer with good Internet access. Assignments will require a web browser and in some cases, free applications like Adobe Acrobat Reader. Assignments should be done with MS Word (or similar word processing proglram) and copied and pasted in to the class Discussion Board. You may find some simple, easy to find, low cost items very useful, as well (i.e. digital camera, flatbed scanner, microphone/headset, etc.). NOTE: If you are an iPad user or are interested in the role of the iPad in preK grade 6 education, please contact me and let me know! GRADES - Participation in the course will be graded in 3 ways: For the Weekly Reading Assignments

1): You will participate in online discussions by writing responses to our weekly assignments and pasting them in to the Discussion Board. Your posts will receive a simple grade of 3 (A), 2 (B), or 1 (C) Grade Values 3 (A) = Assignment turned in on time, with all aspects and elements complete and addressed in a highly professional, ORIGINAL, articulate, and informed manner 2 (B) = Assignment turned on time or no later than 4 days after due date - most aspects and elements are complete, although addressed in a manner that suggests improvement is needed 1 (C) = Assignment turned in, although late and or needing significant improvement These grades will be posted in our BlackBoard "Grade Book" area within a week of submission. 2) You will give classmates feedback, suggestions, etc. in the Discussion Boards in addition to your own posted assignments 3) You will do a Final Project to be graded in accordance with the rubric provided Your grade for the course will be calculated as follows: - 45% from the average of the grades of your weekly entries into the Discussion Board - 10% for responding to the work of classmates posted in the Discussion Board (your peer evaluations of classmates final projects are one (1) important portion of this) - 45% from the grade received on the final project GRADING For the Final Project Components You will initially receive the grade of 1 in our online grade book to show that you did the component and turned it in on time. The components will be graded formally and fully when your completed Final Project is reviewed toward the end of the term. All components are featured in the Final Project assessment RUBRIC. Course Policy on Plagiarism: All student work turned in should be the original thinking and writing of the student. Students are expected to reference the work of others as part of their own work. However, students should make it clear when they are quoting or citing the work of others. This includes the creation of artwork for the course. While appropriating images for inclusion as parts of collage type original work is expected, students should indicate the source of borrowed materials if it is not clear that they have borrowed materials from the format of the final work turned in.

Final Project

OVERVIEW Each student will do a final project that will be due in lieu of a 10th weekly assignment. This project will be a unit of study that will include both a) a unit plan, and b) a mock student work sample. In other words, you will create a sample of the product that you expect your students to produce as a result of the unit's activities. This will ensure that the experience you provide your students is appropriate, that all aspects of their work will flow smoothly, that they can succeed at the tasks you set for them, and that you have accounted for the logistics of presenting them adequately.

The course weekly assignments are intended to guide you in planning and producing your finished unit plan and product sample. When finished with your unit, you will upload your work to our class Project Gallery, an area of our BlackBoard section that I will set up for this purpose. Part of our course content includes reviewing one anothers final project and giving feedback and suggestions. This is common practice in traditional face-to-face classes. The Project Gallery is the mechanism by which we can do this in an online course. For the Final Project you will create a unit of study in the area of Social Studies that will also involve learning instructional approaches and uses of Visual Art. The various things we will be learning throughout the course are things you will draw on as your develop the unit As part of this unit, your students will produce a product. For your project you will create a mock sample of student work that might result from your own, personal participation in this unit of study. Producing a sample is a way of: a) assuring the viability/do-ability of what you assign your students to do b) getting insight into all the dimensions of implementing and managing the project (from the teachers perspective), and (c) providing an example to explain the unit to your supervisor and your students. Dimensions of the Final Project I. The unit you create will be an example of Project-based Learning

II. You will use technology tools in various parts of your unit, as follows: A) Use technology in some way to present the unit to your students B) Have the students use technology as part of their participation in the project and the creation or presentation of the project a learning product (or performance) III. You will prepare your unit in a standard lesson plan format Your plan will indicate the learning standards it addresses (Social Studies, Arts, Technology, and other standards) IV. Your plan will indicate how you will assess student learning V. Your plan will indicate how you would share and archive the student work The Final Project will embody what you have learned in the lessons that precede turning it in. I recommend you begin planning this project early in the course, refining it and adding to it as you learn. How detailed should your plan be? Your plan should be detailed enough so that in the event of your absence from school, a colleague teacher could implement it following your directions. Therefore, you should describe (among other things): the number of sessions involved, how long each session is, how the students will be seated/grouped, how the teacher will introduce the unit, the types of activities involved, the materials and resources required, etc. Each student will do a final project that will be due in lieu of a 10th weekly assignment. This project will be a unit of study that will include both a) a unit plan, and b) a mock student work sample. In other words, you will create a sample of the product that you expect your students to produce as a result of the unit's activities. This will ensure that the experience you provide your students is appropriate, that all aspects of their work will flow smoothly, that they can succeed at the tasks you set for them, and that you have accounted for the logistics of presenting them adequately. The course weekly assignments are intended to guide you in planning and producing your finished unit plan and product sample. When finished with your unit, you will upload your work to an appropriate online media/document sharing site and send me the link to your work via email. I will put this in our class Project Gallery, an area of our BlackBoard section that I will set up for this purpose. Part of our course content includes reviewing one anothers final project and giving feedback and suggestions. This is common practice in traditional face-to-face classes. The Project Gallery is the mechanism by which we can do this in an online course.

Final Project TEMPLATE (to be used in doing your final project Instructional Unit/Final Project Overview Title of Unit: Theme: Grade Level/Student Population Type: Number of Sessions: Overview of the Unit: Give a short summary of what the students will do in this unit: and For each of the items below, give a response that is from 1 to 5 or 6 sentences: A) What is the theme of your project? B) State the standards to which your theme is aligned (refer to actual sections of real documents) C) Describe the Learning Product your students will create and through the creation of which they will learn the content and skills youve identified as a goal. D) What Social Studies content and/or skills will they learn from your project? E) What Arts content and/or skills will they learn from your project? F) How might you determine if the students learn what youve intended them to? G) How will technology be used? Will it be used by the teacher; the individual students or students work groups, the entire class? (Describe as practical)

II) Flow Chart - Insert your flow chart here (either the chart itself, a reference to it here and indicating where else in your submission the reader may find it, or a link to a site where your chart is posted). III) Mock Student Work Sample - Insert your mock student work sample here (either the graphic itself, a reference to it here and indicating where else in your submission the reader may find it, or a link to a site where your sample is posted). IV) Defend your project as Project-Based Learning give an explanation of why your unit (project) is PBL (reference the Elements of Project Based Learning EdSE 604 list weve used during the course (and found on page 8 of our Final Project Overview) V) Unit (Final Project) Implementation Plan Give a detailed Implementation Plan for your unit. This should be done in traditionalLesson Plan format - Below are important elements for you to include. If you wish, you may alter this, adding or substituting things, so long as your unit is clearly and completely explained. NOTE: A unit that is sufficiently explained is one that a supervisor or colleague would be able to understand and implement with students in your absence and without your being there to explain.

A) For the entire unit be sure to include: - UNIT INTRODUCTION How you will introduce the theme, its essential concepts, and the product the students will create as the vehicle by which they will achieve the learning objectives - LEARNING OBJECTIVES The Big Bullet things the students will learn and be able to do as a result of participating in your units activities - STANDARDS The standards these align with - ASSESSMENT How you will assess whether or not the students learn these and to what degree - PRESENTATION How will your students share or present their work You may also want to include: - how you will publish and/or archive the student work - how you will share it beyond your class and classroom B) For each session that the students are engaged in your unit be sure to include: - ACTIVITIES What the students will do (what sorts of activities will they engage in during the course of the session?) - TEACHER INPUT/DIRECTIONS / SUPPORT (to students) What will the teacher do during the session? - TIME FRAME How long will the session take? - RESOURCES What resources will the students use? - What resources will the teacher use? - WORK FLOW How will the students be grouped, seated? Will this change during the session? - LEARNING OBJECTIVES What will the students LEARN from each particular session? (these should bear a strong relationship to what you state they will learn for the entire unit) What standards will these things align with?

- PRODUCT What will the students PRODUCE each session? (will they produce something unique for this session? Make progress on their learning product? Be prepared to work on their product? etc.) - ASSESSMENT How will the teacher assess the learning / or verify that the students are on track with the project/product/unit goals? - LOGISTICS: how will materials and/or projects in progress be distributed? How will they be collected? Stored while in progress? ETC. - SOCIAL LEARNING/STUDENT INTERACTION Collaboration, sharing, giving feedback, etc. will any or all of this be part of the session described?

Final Project Scoring Rubric EdSE 604 Project Element Total Notes Points Possible Meaningful, Project15 Based Learning: a perfect
scoring unit will include all or most elements in a convincing way that clearly contributes to the learning experience.

Points received

Unit Plan: a perfect

scoring unit will include all elements in a practical manner, accounting for practicality while creatively producing a motivating, effective learning experience in the aggregate. The plan must include assessment of student work and sharing of student products/performances. 5 - 7 points of the unit plan will be derived from the Flow Chart assignment

15

Content:a perfect scoring

unit will provide a learning

experience that clearly gives students the opportunity to learn significant items laid out by important (SS, Arts, Tech) curricula and standards.

7 7 7

a) Content Items
provided/presented to students (i.e. websites, videos, teacher created materials, books, etc.)

b) Social Studies Learning c) Art Learning

d) Meaningful Learning

Technology Use: a
perfect scoring unit will make practical use of technology in presenting, implementing, publishing, archiving etc. important aspects of the learning experience.

15

Student Product/Performance Relevance and effectiveness of the product (performance students are expected to create and Sample (mock student work sample):a perfect
scoring unit will include a mock student work sample that clearly proves the practical do-ability of the activities and illustrates goals and objectives to the students and/or supervisor

15 15

Total possible = 100

Meaningful, Project-Based Learning RUBRIC

Meaningful, Project Based Learning RUBRIC

PBL Element Thoroughly Partially Does not addresses addresses address the element element element sufficiently

1.

Students choose what to learn, how to learn it, and how to demonstrate what theyve learned (as far as is practical for age,
grade level, and student population type) Teacher sets general goals and parameters, etc.

2.

Students work independently and/or in small collaborative groups (there is good

reason for this established in the unit design)

3.

Students learn facts and skills IN ORDER TO CREATE their projects PRODUCT and or PERFORMANCETypical projects (and
most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end-product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

4.

Students create a product or performance that is Authentic, that is, it serves a real purpose and is presented to a real audience Students receive feedback: a) from their peers as they are working on their product and include the feedback as part of their revision process, and b) from their audience, which may help them evaluate the success and impact of their work The product/performance is saved, archived, and published (or disseminated/distributed). This is an element that is greatly facilitated by

5.

6.

technology (see Chapter 6 of our book, Visual Arts Units All Levels for grounding concepts, ideas, and examples). 7. The student product/performance has an expressive or artistic dimension to it. Students have been afforded the opportunity to
learn about (How To, Why To, etc.) making Art and not simply given an Arts-based assignment to do.

8. 9.

Students make significant use of technology in doing their project The experience of working on the project includes a reflective, Constructivist dimension The experience requires inquiry to learn and/or create something new. Not all
learning has to be based on inquiry, but some should. This inquiry should lead students to construct something new an idea, an interpretation, a new way of displaying what they have learned.

10.

Meaningful Learning Dimensions 11. The experience requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information they need to use
higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills". For more info: http://www.bie.org/about/21st_century_skills

12.

The experience is organized around an open-ended Driving Question or Challenge. These focus students work and
deepen their learning by centering on significant issues, debates, questions and/or problems. The question or challenge is directly related to the product or performance.

Final Project COMPONENTS - Final Project EdSE 604 Your Final Project will consist of 5 components. At the end of the semsester, you will combine all 5 elements into a single document and turn that in as the final version of your Final Project. I. Plan the Project

It would be wise to read through all 5 components and then return to number one before you begin w

Your project is to create a multi-session learning unit in which the students learn your target content and sk your direct instruction, but by their engagement in producing a Learning Product (i.e. a postcard, a poster strip, map, etc.). Because our course covers both Social Studies AND The ARTs, the product should be of expressive nature, as well as functionally communicative and informative!

You will use the approach and body of techniques I've titled "Digital Collage" as the basis for your students Within this approach there is a great variety of possible types of products that can be produced as a way to learning you've targeted.

NOTE: In our Final Project Information area of BlackBoard (access this by first going to Course Information clicking on the Final Project Information folder) youll find a folder titled Suggested Digital Collage Projects Base Your Final Project On - I suggest you look through this for ideas!

Select a Social Studies theme for your students to learn. This should be aligned to a Social Studies standa provided by either the New York State Department of Education or another state or local department of edu school district. NOTE: you will have to identify a product for the students to create that is a good match for the things you w learn. It should also offer them a good opportunity to express themselves and communicate what theyve le (Social Studies content and skills). The general Project-Based Learning model has the students researchin information directly, interpreting, reflecting, etc. (the content and skills learning) in order to create the produ common products for these projects are: posters, post cards, illustrated magazine articles, slideshows, boo books, comic books, trading cards, etc. Quite likely you will want to refine or change your choice of product in the course, but for now you need to choose one as a starting point. You may want to do a little web rese ideas. We will be reviewing samples and examples as we go along in the course. For each of the items below, give a response that is from 1 to 6 sentences:

A) What is the theme of your project? B) State the standards to which your theme is aligned (refer to actual sections of the NYS Social Studies Standa document) C) Describe the Learning Product your students will create and through the creation of which they will learn and skills youve identified as a goal. D) What Social Studies content and/or skills will they learn from your project? You may want to cite sections (page #s) of the NYS Social Studies Core Curriculum for this. E) What Arts content and/or skills will they learn from your project? F) How might you determine if the students learn what youve intended them to? NOTE: This course will very likely take you into territory that you are unfamiliar with. Few new teachers are about Teaching The Arts, integrating the Arts into core curriculum subjects, Project-based Learning, or the us

technology to support these things. We need to begin somewhere, and so please respond to the above items as today.

You may change these as often as you feel the need, until you submit your Final Project towards the end of the

II. Create a Flow Chart of Your Unit Create a flow chart of the instructional unit that you are planning as your final project (see the plentiful infor web that explains how to use word processing programs like Microsoft WORD to create a flow chart. By the flowcharts can be created in PowerPoint, Excel, and Publisher, as well as in OpenOffice, which is a free, d alteranative program that is very similar to MS Office Suite). Be sure to include the Learning Product your create as the finish and show the steps and stages (activities) that will lead up to this. Include arrows to in flow of learning and the order of steps. I very strongly request that you number the items you place within t that you are clear about which one comes first, which comes next, and so on.... 1. Definition of Flow Chart: http://en.wikipedia.org/wiki/Flowchart 2. Examples of Flowchart How To available on the web:

- How to Create a Flow Chart Using Microsoft WORD a) http://office.microsoft.com/en-us/word-help/draw-flowcharts-with-word-and-powerpoint-HA001055266.as - AND -

b) http://www.ehow.com/how_4776079_draw-flowchart-using-ms-word.html (Google up more on your own) - MOREhttp://www.ehow.com/video_4871932_create-flowchart-word.html http://video.about.com/desktoppub/Charts-in-Publisher.htm http://www.youtube.com/watch?v=BaPFXQieJbw (Excel) http://www.ehow.com/video_4871931_creating-flowchart-openoffice.html

Your assignment is to create a Flow Chart of the Learning Process that will take place as your students lea objectives youve identified and create their product. Be sure to arrange the chart to show how the creatio product is one of the final steps (of the learning process) and how the learning happens as students create 1) START by identifying a product or performance you expect your students to create - this should include the learning objectives* that the creation of the product/performance will achieve.

2) Next, plot the learning activities and experiences you plan for the students so that they will achieve the le objectives (i.e. online research, oral history interviews, data gathering from primary source documents, lear skills like graphing or photography, etc.) that will enable the learning and the creation of the product/perform

3) Further plot any subsidiary or preparatory activities. In effect, you will be planning backwards, beginnin with the result, the product and learning it has fostered, and then figuring out the stages youll need to guid

students through in order to get them there!

4) Also, write up a short Instructional Strategy NARRATIVE that describes the project and product and wha students will learn by doing it and how the project will proceed to get them to having successfully created th and learned the intended content and skills.

Example: In this unit the students work as a group to identify and research a State explorer on whom they develop a captioned timeline that they present and to classmates in a face-to-face oral presentation. In Creating this product/per the students learn the objectives which are aligned to the NYS Social Studies c items and standards listed below. NYS Learning Standards in Social Studies: Standard 2, World History - Key Idea Establishing timeframes, exploring different periodizations

Students will: develop timelines that display important events and eras from world history explore narrative accounts of important events from world history to learn abo different accounts of the past to begin to understand how interpretations and perspectives develop NYS Core Curriculum in Social Studies- Grade 4Content Understandings

Major explorers of New York State + Impacts of explorations ocial/cultural, ec political, and geographic

Take a look at this Sample Flow Chart of a project: http://www.scribd.com/doc/63266385 CHART-of-Learning-Unit-Aand this Sample Mock Student Work Sample for the same project:http://www.scribd.com/doc/63266472/Mock-Student-Work-Sample-a to get a better ide you will be doing.

Important DEFINITION: LEARNING OBJECTIVES are those things students are expecte and be able to do as a result of instruction. Need a little background info on planning lessons this way?

- This sort of planning for instructional activities is similar in many respects to the practice of Backward Les associated with the Understanding By Design philosophy and approach to instruction. Follow a few of thes overview and background on this: http://en.wikipedia.org/wiki/Backward_design , - http://suite101.com/article/curriculum-planning-with-backward-design-a128316

http://teacherlink.ed.usu.edu/nmsmithpages/irex2012/Readings/Susan/Understanding%20by%20design%2 http://www.wku.edu/library/dlps/infolit/documents/designing_lesson_plans_using_backward_design.pdf

http://www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

*You may change and refine your work as often as you feel the need to as you develop your final version th submit in week 10 of the course! What to turn in: A Flow Chart - Save it either as a PDF, or an MS Word, or an Open Office document (preferably) How to turn it in: email your Flow Chart to Prof. Gura as an attachment ( mark.gura@touro.edu ) III) Create a Mock Student Work Sample

In order for you to explain your project to your students AND for you to be able to accurately and effectively implement it with them in the classroom, you MUST go through the process of creating a sample of the pro YOURSELF!

1) Create a work sample this must be a work of Art that YOU personally do, with resources and materials reasonably expect to find in a contemporary school, and within a timeframe that can be made to work as pa schools instructional program (allowing for the fact that as you are going first, you may take more time in order to establish the procedure

We will do the work sample as a Digital Collage Project. The Digital Collage approach that I highlight in this an art making approach that is practical for you and that you may apply to one of the approaches to project seeing (i.e. digital posters, postcards, trading cards, etc.) 2) Describe the process of creating it

3) Describe how you will organize things in order to accomplish this with your class (materials and resource classroom environment, will the students work individually or as groups or as a whole group, etc.)

What to turn in: 1) A graphics file of your Mock Student Work Sample (OR you may want to 'insert' the grap word processing document and turn it in that way or save it as a PDF file)... and 2) a (text) narrative of you creation and implementation process descriptions (a description of the ideas and steps you went through to piece) How to turn it in: email it as an attachment to mark.gura@touro.edu

One of the things you will require of your students is the creation of a product. In presenting the project you students to do, showing them an example of completed work will help them understand it. Also, by going th process of creating a sample of such yourself, you will assure that your assignment, guidance, and expecta students are workable, manageable, do-able, etc. Consequently, it is time to begin producing mock studen samples.

See sample: http://www.scribd.com/doc/63266472/Mock-Student-Work-Sample-a NOTE: In the event you encounter difficulties or confusion, let me know or better yet, reach out to the class

suggestions in the Peer Help section of the Discussion Board.

V. Defend your project as Meaningful, Project Based Learning

Is your project true Project-Based Learning? Please go through our PBL checklist and comment for each it project conforms. Elements of Project-Based Learning

Students identify what to learn, how to learn it, and how to demonstrate what theyve learned (as far as is appr practical for age, grade level, and student population type) The teacher sets general goals and parameters, etc Students work independently and/or in small collaborative groups

Students learn facts and skills IN ORDER TO CREATE their projects PRODUCT and or PERFORMANCE to know essential content and skills. Typical projects (and most instruction) begin by presenting students with and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of a or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to understand the information and concepts.

Students create a product or performance that is Authentic, that is, it serves a real purpose and is presented t audience

Students receive feedback: a) from their peers as they are working on their product and include the feedback as part of their revision proc from their audience, which may help them evaluate the success and impact of their work

The product/performance is saved, archived, and published (or disseminated/distributed). This is an element facilitated by technology (see Chapter 6 of our book, Visual Arts Units All Levels for grounding concepts, id examples).

The student product/performance has an expressive or artistic dimension to it. Students have been afforded the to learn about (How To, Why To, etc.) making Art and not simply given an Arts-based assignment to do. Students make significant use of technology in doing their project The experience of working on the project includes a reflective, Constructivist dimension

The experience requires inquiry to learn and/or create something new. Not all learning has to be based on inqu should. And this inquiry should lead students to construct something new an idea, an interpretation, a new w displaying what they have learned.

The experience requires critical thinking, problem solving, collaboration, and various forms of communication

need to do much more than remember informationthey need to use higher-order thinking skills. They also h work as a team and contribute to a group effort. They must listen to others and make their own ideas clear whe able to read a variety of material, write or otherwise express themselves in various modes, and make effective These skills, competencies and habits of mind are often known as "21st Century Skills". For more info: http://www.bie.org/about/21st_century_skills

The experience is organized around an open-ended Driving Question or Challenge. These focus students wor their learning by centering on significant issues, debates, questions and/or problems. The question or challeng related to the product or performance.

V. Review All Components and WRITE PLANS for Each Session

2) Write a short implementation plan: For each session that your unit will run, explain the following a) Give an overview of the session b) Explain what the students will do during this session c) Explain what the teacher will do during this session d) What will the students produce this session? (A product? a portion of a product? preparation for a presentation or performance? Other?) d) How long will the session run how will the time be apportioned (broken up into sections)? e) Logistics how will the students be seated (i.e. individually, as small groups, as a whole group) materials/resources be distributed? How will work be put away for the day? How will students retrie progress? How will students share their work, ideas, questions, etc.? f) Will you assess the students for their participation this session? If so, how? REFINE and SUBMIT Your Project 3) Present the plan to the class.

What to turn in: All of the 5 components combined into a single, illustrated document (PDF format, preferab

Review your project and write an implementation plan: Review each of the elements of your Final Project. As you review what youve planned already and write the plan, you may want to make refinements and improvements to the various components youve already worked o You will be turning all components in together as single, unified document when you submit the completed Final Project toward the end of the course. Session by Session Outline of the Course
EdSE 604 (online) - Course Outline Mark Gura, Instructor Week #1) Introduce Yourself / What is Meaningful Learning in Social Studies and The Arts?

The class will approach the big bullet questions for educators of Whats worth teaching and learning, and why? What are s meaningful approaches to Education? How does the advent of common classroom technology impact this and provide greate for learning that is meaningful in the 21st Century? The class will also take an important first step in coming together as a lear by posting a personal introduction in its first Discussion Board, a resource for communication that the group will be rely on heav course. Students will also be expected this week to review the extensive About Our Course materials posted in the class Black and to address any confusion or questions about the course, its materials and resources, procedures and expectations by posting class Student Lounge Discussion Board or by emailing Professor Gura for clarification.

Week #2) Social Studies and The Arts Combined The class explores what is expected to be taught in the area of Social Studies in grades 1 6. It will examine standards and curri documents that define what teachers should do in this area in New York State. Class members will reflect on their discoveries in documents and share them. A particular focus will be how The Arts intersect with required Social Studies instruction and where find opportunities to teach both in an integrated fashion: Social Studies and Arts Learning taught in unison - approaches to teach Studies through the arts.

Week #3) Approaches to Instruction/Project-Based Learning The class will explore the philosophy and approach to instruction of Project Based Learning. We will base our final project (to p session instructional unit) on this and will use this approach as a lens to reflect on instruction in general. Students will select from readings and will collaboratively share reactions, reflections, and new ideas in this area. Students will familiarize themselves wi Elements of Project Based Learning which will define for them their final project, the creation of a Project Based Learning un addresses both Social Studies standards and Arts Standards and which makes extensive use of technology that is aligned with th understanding of Meaningful Technology Use established in Assignment #1. Additionally, the class will review and reflect on B Taxonomy, the Principles of Learning (University of Pittsburgh Institute on Learning), the work of The Partnership for 21st Ce The New York State Core Curriculum in Social Studies. Based on these understandings and what was learned in Assignments # will develop the content for their first component of the Final Project (1 of 5). Due this week (in addition to the weekly reading a assignment): Final Project COMPONENT #1 Plan the Project

Week #4) Learning the Arts with Technology Visual Art instruction, as well as instruction in other popular Arts areas, can be greatly facilitated, made easier and more effecti application of easy to use, commonly available classroom technology. The inhibiting factor of talent is largely eliminated, as we teachers to be well versed in specialized Arts-specific approaches and methods to instruction. With the appropriate application o every classroom can be an Art classroom, every teacher an Arts teacher. This weeks assignment will direct students to peruse a reading options, select a few for deeper inspection and reflection, and to use the Discussion Board forum to engage in exchanges reactions and understandings about the role of technology in arts teaching and learning.

Students will use these concepts, as well as a host of technology-based methods to begin the process of creating an original work collage) that is based in their Final Project theme and which will serve as a basis for understanding the process of having their o create original artworks, using technology, for Social Studies learning. Due this week (in addition to the weekly reading and refl assignment): Final Project COMPONENT #2 (Flow Chart of Learning and Activity in the Final Projects Instructional Design).

Week 5) Tech to Create Content One of the most significant ways that technology has transformed our ability to work, learn, and apply learning is by transformin relationship to media from one of Content Consumer to Content Creator. This is especially important in Arts Education, in whic to create original works as part of a continuum of activities that yield a full understanding. It is even more important when we pl

of such works within the context of Project Based Learning as an approach to teaching Social Studies. This weeks activities wil through numerous readings and online resource samplings to see specifically how todays user friendly tech resources make all o and advantageous for teachers and students. The class will also follow this body of practice to personally produce an original wo the Digital Collage approach, one that makes the production of artworks possible for all.

Week #6) Social Studies from Another Perspective This week the class returns to examining and reflecting on Social Studies curriculum and instruction. In this weeks exploration, approaches Social Studies through its major organizing categories: History, Geography, Economics, and Cultural Studies. These through examples of projects designed to teach major elements of each category, which also enables class members to relate the to Project Based Learning. Due this week (in addition to the weekly reading and reflection assignment): Final Project COMPON Digital Collage/Mock Student Work Sample.

Week #7) Other Arts Areas: Music, Drama, Dance, etc. This week class members choose from a wide selection of online articles and resources to inform their understandings about tea areas other than Visual Arts. Students share their discoveries, ah has, and reflections in the class virtual forum/Discussion Bo week (in addition to the weekly reading and reflection assignment): Final Project COMPONENT #4 Defend Your Project as M Project-Based Learning.

Week #8) Special Ed. and the Arts How are Social Studies and the Arts taught to populations of Special Education students? How do the Arts impact learning for th and how must the activities and the environments in which they are implemented be modified to accommodate the needs of Spe populations? What are the most common situations in which generalist teachers take on the task of working with Special Educat These essential themes to extend the base of philosophy and practice of the course to include Special Education will be covered through several reading, reflecting, and writing assignments. Due this week (in addition to the weekly reading and reflection ass Project COMPONENT #5 The Final Project Instructional Units Session by Session Lesson Plans.

Week #9) Sample Project s Review This week class members peruse a large body of online exemplars of projects very similar to the Project-Based Learning unit the assigned as a Final Project for this course. Students will select from this body of material several projects of particular interest fo analysis and review. Additionally, they will post their reflections in the Discussion Board and respond to one anothers post s. Week #10)- Final Project Submission This week the class members will complete their term long Final Project and post it in the class Project Gallery so that all may anothers work.

Week #11) Peer Final Project Review Each class member will select at least 2 of the Final Projects submitted by fellow classmates for in-depth review. Following a su for review and write-up, these peer evaluations and peer feedback and suggestions will be posted for the author of the projects an members to review.

Week #12) Final Reflection, etc. In this final session the course will go full circle back to its first reading, reflection, and sharing exercise on the essen tial questio Meaningful Learning? As a focus for this activity, the class will review the popular YouTube video Changing Education Para Additionally, the class will reflect on the instructional philosophy of Project-Based Learning. And finally, the class will reflect o

of online teaching and learning with an eye toward the strong possibility that the future of Education will involve all teachers in way as well as receiving at least part of their teacher preparation education and ongoing professional development this way. The will post their reflections in the Discussion Board and respond to one anothers posts.

Reading List Our class book: Visual Arts Units for All Levels Mark Gura ISTE (International Society for Technology in Education) 2009 Readings available online: For Weekly Assignment #1 Chapter 1/ Meaningful Learning with Technology Pearson 2008

For Weekly Assignment #2 NYS Social Studies Standards http://www.p12.nysed.gov/ciai/socst/ssrg.html NYS Resource Guide with Core Curriculum (Social Studies)

For Weekly Assignment #3

- An Introduction to Project Learninghttp://www.edutopia.org/project-learning-introduction-video - What is Project-Based Learning (PBL)?http://imet.csus.edu/imet2/stanfillj/workshops/pbl/description.htm - Project, Problem, and Inquiry-based Learning http://eduscapes.com/tap/topic43.htm The web abounds in information on Project Based Learning. You may prefer to Google up your own information on itExamples of Social Studies-centered Learning Projects- iEarn list of Social Studies Projects http://iearn.org/projects/project_gateway_social.html - Great Social Studies Projects for Kids http://www.life123.com/parenting/education/social-studies/social-studies-projects.shtml - ThinkQuest Library Social Studies Projects http://www.thinkquest.org/pls/html/f?p=52300:30:3075882171517426::::P30_CATEGORY_ID:CPJ_SOCIAL_S CIENCES_CULTURE

For Weekly Assignment #4

1. NYC DOE Arts Education http://schools.nyc.gov/offices/teachlearn/arts/index2.html (of particular relevance to our course are the sections listed directly below - find them on the left hand column of this home page) - Arts Management Tools - Curriculum Blueprints for the Arts - Resources (Links section) - NYSED Requirements: http://schools.nyc.gov/offices/teachlearn/arts/nysartsrequirements.html

1. NY SED Learning Standards the Artshttp://www.emsc.nysed.gov/ciai/standards.html#Art full version http://www.emsc.nysed.gov/guides/arts/artsperf.pdf 2. NYSED Arts Resource Guidehttp://www.emsc.nysed.gov/guides/arts/ 3. Texas 21st Century Community Learning Centers INTEGRATING ART AND SOCIAL STUDIES - WORLD CULTUREShttp://www.texas21afterschool.org/07/?q=node/143 4. ArtsEdge (provided by the Kennedy Center - http://www.kennedy-center.org/ ) http://artsedge.kennedy-center.org/ ArtsEdge How-Tos http://artsedge.kennedy-center.org/educators/how-to.aspx 5. Incredible Art Departmenthttp://www.princetonol.com/groups/iad/ Professional Organizations - NYSATA (NYS Art Teachers Association) http://www.nysata.org/ NAEA (National Art Education Association) http://www.naea-reston.org/olc/pub/NAEA/home/ - NDEO (National Dance Education Organization) http://www.ndeo.org/content.aspx?page_id=0&club_id=893257 - MTNA (Music Teachers National Organization) http://www.mtna.org/ NYSMTA (New York State Music Teachers Association) http://www.nysmta.org/index.php - NYS Alliance for Arts Education http://www.nysaae.org/advocresource.htm *** NYS AAE - Toolkit for Teaching the Arts http://www.nysaae.org/toolkit/index.html (the toolkit is comprised of the links on the left hand column of the page) . What Teachers and Students DO When They Do Arts-based Instruction

Heres another framework that I think may help you better understand Arts instruction. Ive listed below some big bullet facets of what teachers can do in class as parts of Arts implementation/integration. Ive included links to things Ive found that I hope help flesh out an understanding and give some ideas of things you may use in your own way, as well. Clearly technology is a medium that makes this possible. Learning About the Arts: Simply giving theory, history, and context is an important part of Arts and Arts-based instruction. - What is Cubism http://www.theartgallery.com.au/kidsart/learn/cubism/ - Jazz Timeline http://www.apassion4jazz.net/timeline.html - Wynton Marsalis Plays Happy Birthday http://www.youtube.com/watch?v=_Amwq43-lrM - Clogging http://en.wikipedia.org/wiki/Clogging - Puppetry Home Page http://www.sagecraft.com/puppetry/ Arts Appreciation: Reviewing, analyzing, comparing, etc. specific products and performances - Vincent Van Gogh Gallery http://www.vangoghgallery.com/ - Virtual Sculpture Gallery (using QuickTime VR technology) http://mandarb.net/virtual_gallery/sculptures/athena.shtml - Wynton Marsalis Live http://www.youtube.com/watch?v=rvH1Qi6G6Ng&feature=related - Gregory Hines and Savion Glover http://www.youtube.com/watch?v=FZxfRpL5GVo - Autism - Toothpick count http://www.youtube.com/watch?v=vqbXPfaN_VM - Wayang Kulit - Buah Nangka http://www.youtube.com/watch?v=KdgZcvnpOo0 Creating: - Creating Music - Musical Sketch Pads http://www.creatingmusic.com/new/sketch/mmm/mmm.html or http://www.sfskids.org/templates/home.asp?pageid=1 (you may want to Google up others)Xtranormal: Text to Movie (can be used for virtual drama, etc.) http://www.xtranormal.com/makemovies?sitetab=1 see samples - http://www.xtranormal.com/watch?e=20090518112317154 etc. - Queeky Draw Online: http://www.queeky.com/cms/tools/queekypaint - Google SketchUp New Users 4: Create a Chair http://www.youtube.com/watch?v=RCqr3ZJ8Igc - iDance - http://www.xspasm.com/dance/dance.php + http://www.xspasm.com/tech/tech.php Sharing: - Artsonia student gallery http://www.artsonia.com/ - Student Art http://grove.ufl.edu/~rolandc/html/link_archives/student.html - Music with the XO - http://www.youtube.com/watch?v=ZafVLAbFM1A - Longwood High School: Poetry Slam http://www.youtube.com/watch?v=rhXacuE_dlA - Tyler Dunbar "Amazing Robot Dance" Little Miami High School Talent Show 2009 http://www.youtube.com/watch?v=UorREcET7CU - Puppet Slideshow http://www.teachertube.com/viewVideo.php?video_id=23091&title=Puppet_slideshow - See Chapter 6 (pages 45 - 48) of our book Visual Arts Units for All Levels for a discussion of this.

The Arts Foster Content Learning There are many reasons to make The Arts part of the overall educational experience we provide students. However, one that is often overlooked and that is very powerful is that arts activities foster standards-based content area learning! True, arts activities may be fun and motivating, and they may be culturally broadening, but they also are an important alternative path to learning traditionally approached by lectures, readings, and class discussions; in many cases they may be more effective. Below are some links to a variety of published items that strongly speak to this assertion:

How Arts Integration Supports Student Learning:

Students Shed Light on the Connections Arts-integrated instruction: 1) created more independent and intrinsically motivated investments in learning, 2) fostered learning for understanding as opposed to recall of facts for tests, 3) transformed students characterizations oflearning barriers into challenges to be solved, and 4) inspired students to pursue further learning opportunities outside of class http://207.22.66.77/uploadedFiles/Cultural_Organizations/How%20Arts%20Integration%20 Supports%20Student%20Learning.pdf Ten reasons why teaching the arts is critical in a 21st century worldThe arts help students develop critical intellectual skills. The arts foster critical higher levels of thinking that carry over to learning other subjects and in life. Through the arts, children learn to observe (What do you see in a painting?), interpret (How should we play this music?); see different perspectives (What is the artists perspective? What is your perspective?), analyze (Lets take apart this play and study each part separately.) and synthesize (How do all the parts of the dance fit together to create a whole?) http://edge.ascd.org/_Ten-reasons-why-teaching-the-arts-is-critical-in-a-21st-centuryworld/blog/3549601/127586.html Making Content Connections Through Arts Integration research shows, music and arts training can help students in other academic areas, educators are finding creative ways to integrate arts instruction into a variety of classes. Arts integration curriculum design gives all studentsnot just those identified as "gifted and talented"the opportunity to express their creativity and to learn criticalthinking, problem-solving, and innovation skills http://www.ascd.org/publications/newsletters/educationupdate/mar09/vol51/num03/Making-Content-Connections-Through-Arts-Integration.aspx Critical Evidence: How the Arts Benefit Student Achievement the ARTS nefit A growing body of studies, including those in the research compendium Critical Links, presents compelling evidence connecting student learning in the arts to a wide spectrum of academic and social benefits. These studies document the habits of mind, social competencies and personal dispositions

inherent to arts learning. Additionally, research has shown that what students learn in the arts may help them to master other subjects, such as reading, math or social studies http://www.nasaa-arts.org/Research/Key-Topics/Arts-Education/critical-evidence.pdf How the Arts Unlock the Door to Learning Student achievement was down. Teachers were demoralized. Until a bold strategy - integrating the arts into curricula -- helped students embrace their learning and retain their knowledge. Today the faculty, staff, and students of Maryland's Bates Middle School are crafting a whole new vision of school transformation http://www.edutopia.org/stw-arts-integration-reform-overview Nurturing Confidence Through Arts Integration Most people would agree that the arts should play a role in childrens development, and that students should have access to an array of arts experiences at school. When asked why this should be, they may site vague references to the importance of creativity or the way the arts can lift peoples spirits. However, some may not realize the extent to which the arts can impact the lives of every student in the classroom and enhance life-long characteristics such as confidence, curiosity and perseverance http://artsforlearning.wordpress.com/ Bridging Two National Priorities:STEM and Early Childhood Education Research shows that the arts support crucial developmental skills in creativity, critical thinking, collaboration, and communication http://www.wolftrap.org/Education/Institute_for_Early_Learning_Through_the_Arts/STEM_ and_the_Arts.aspx Reinvesting in Arts Education: Winning Americas Future Through Creative Schools we found a growing body of research to support positive educational outcomes associated with arts-rich schools http://www.pcah.gov/sites/default/files/PCAH_Reinvesting_4web_0.pdf Learning through the ArtsThere are many positive outcomes in schools that are committed to programs that incorporate art throughout the curriculum; it can support academic achievement, increase student motivation, improve social behavior, enhance the school climate, reach children who may not be reached through more traditional methods of instruction, and provide an extra level of challenges for children that are working above grade level https://healeyschool.wikispaces.com/Learning+through+the+Arts For Weekly Assignment #5

Examples of Student Projects on the Web Important People in Your Neighborhood http://www.phe.osceola.k12.fl.us/lab_projects/2nd_grade/morgan_pixie_final_impo rtant/index.html The Modern Presidency http://www.vcsc.k12.in.us/staff/mhutch/modpres/mainpage.htm Oral History - Kindred stories http://www.iearn.org.au/kindred/highkb/index.flash.htm + http://www.iearn.org.au/kindred/highkb/sdb/indexfla.htm ThinkQuest: http://www.thinkquest.org/pls/html/think.library?p_instance=816138834618071 + *(example) Renaissance http://library.thinkquest.org/C005356/journey.htm

The Cigar Box Project http://www.thinkinginmind.com/cigar-box-project/ Life on the Streets http://www.globalschoolnet.org/programs/lifeonthestreets/Home.htm Artists http://www1.kent.k12.wa.us/ksd/de/st_proj/4thartists/artists.html Doors to Diplomacy 2009 http://www.globalschoolnet.org/gsndoors/winners/index.cfm - Adobe Youth Voice http://youthvoices.adobe.com/youth-media-gallery/ Self Portrait in Word Art http://www.artsonia.com/museum/gallery.asp?exhibit=160718 For Weekly Assignment #6
I) History

Timelines read write think http://www.readwritethink.org/student_mat/student_material.asp?id=7 Timelines: A Timeless Teaching Tool http://www.educationworld.com/a_lesson/lesson/lesson044.shtml Edutopia http://www.edutopia.org/xtimeline-timeline-web-site Thinking in Mind/Glogster http://www.thinkinginmind.com/2009/03/creating-historicaltimelines-with-glogster/ Scholastic http://www2.scholastic.com/browse/lessonplan.jsp?id=124 An interesting variation the Life Map Creating a Life Map http://www2.scholastic.com/browse/lessonplan.jsp?id=179 Historical (Primary) Documents National Archives http://www.archives.gov/education/lessons/ Teaching American History http://teachingamericanhistory.org/library/ HopeSite- Centre for Holocaust Education http://www.hopesite.ca/rekindle/teaching/docs_pics.html

 Jamestown Changes (EdSitement lesson) http://edsitement.neh.gov/view_lesson_plan.asp?id=269 Doing history http://dohistory.org/interests/i_teaching.html African American historical documents online http://www.learnquebec.ca/en/content/curriculum/social_sciences/features/bhr/hbhmdocs.ht ml * Library of Congress: http://www.loc.gov/rr/program/bib/ourdocs/PrimDocsHome.html and http://www.loc.gov/teachers/usingprimarysources/ + Historical Photographs - Using Historical Photographs in Teaching http://712educators.about.com/b/2011/04/28/using-historical-photographs-in-teaching.htm Virtual Field Trips filamentality (some are SS connected) http://www.kn.pacbell.com/wired/fil/pages/listvirtualgr.html Tramline http://www.field-trips.org/trips.htm Get Outta Class With Virtual Field Trips http://www.educationworld.com/a_tech/tech/tech071.shtml Take a Museum Field Trip -- Without Leaving Your Classroom! http://www.educationworld.com/a_curr/curr057.shtml Designing a virtual field trip. http://www.thefreelibrary.com/Designing+a+virtual+field+tripa0116223416 + Virtual Culture Trunks and Cigar Boxes (trunks can be personal or group, cigar box can be personal) Traveling Trunk Program (on this real world model we can base a virtual experience) http://www.ohs.org/education/traveling-trunk-program.cfm Joseph Cornell Boxes (a variation on the trunk theme) http://www.princetonol.com/groups/iad/lessons/high/Joani-box.htm II) Economics Article: The Case for Economics in the Elementary Classroom http://www.minneapolisfed.org/publications_papers/pub_display.cfm?id=3587 Teacher created slide presentations: Economics in the Elementary Classroom http://www.slideshare.net/LauraB/economics-in-the-elementary-classroom Economics for Elementary School through High School http://www.freetech4teachers.com/2008/11/economics-for-elementary-school-through.html Online elementary economics lessons http://cob.jmu.edu/econed/Elementary.htm Teaching Basic Economics with the Trading Game http://primary-school-lessonplans.suite101.com/article.cfm/teaching_economics_with_the_trading_game #2343. "Economics makes Cents" UNIT for third graders http://teachers.net/lessons/posts/2343.html Elementary Economics Lessons http://www.moneyinstructor.com/elementary.asp Elementary Economics Lesson Plan on Apples

http://primary-school-lessonplans.suite101.com/article.cfm/elementary_economics_lesson_plan_on_apples To make economics project based, have students create products or performances posters, comic book/graphic novels, skits, puppets, etc. Literature Connections Teaching Economics Through Fairy Tales In the United States and Russia http://findarticles.com/p/articles/mi_qa4033/is_200310/ai_n9305405/ Teaching Economics with Childrens Literature: Rock, Brock, and the Savings Shock http://blog.richmond.edu/openwidelookinside/archives/302 III) Geography General Ideas - ProTeacher http://www.proteacher.com/090027.shtml - Asia for elementary http://www.asian-studies.org/EAA/gleaningswinter99.htm - Article: At Flower Hill Elementary, geography is magic http://www.gazette.net/stories/022008/gaitnew210051_32377.shtml Maps - Slide Presentation: Using Google Maps For Your History Class http://www.slideshare.net/middleclassgirl/using-google-maps-for-your-history-class How to Teach Geography to Kids with Bubble MapsHow to Teach Geography to Kids with Bubble Mapshttp://www.ehow.com/how_5257110_teach-geography-kids-bubblemaps.html#ixzz1LW959TZj Lesson Plans - What We Can Learn From Maps http://www.nationalgeographic.com/xpeditions/lessons/03/g35/seasgis35.html - Tell a Migration Storywith Maps http://www.nationalgeographic.com/xpeditions/activities/09/cartography.html - TEK Mom (scroll to bottom for map tools) http://www.tekmom.com/search/ - National Geographic atlas tool - http://www.nationalgeographic.com/xpeditions/atlas/ - Google Maps for Educators http://www.google.com/educators/p_maps.html Projects Flat Stanly Project: http://www.flatstanleyproject.com/ Postcard Geography http://pcg.cyberbee.com/gallery.html - Great geography projects for elementary school students 4 Articles http://www.helium.com/knowledge/151137-great-geography-projects-for-elementary-schoolstudents - Fun Geography Projects for History Classes http://curriculalessons.suite101.com/article.cfm/fun_geography_projects_for_history_classes - Corn Maze Geography http://www.classbrain.com/artteach/publish/corn_mazegeography.shtml

IV) Cultural Studies Oxfam Cool Planet http://www.oxfam.org.uk/coolplanet/kidsweb/oxfam/action.htm Ten Cultural Projects to Enrich Foreign Language, Geography, and Social Studies Courses http://www.associatedcontent.com/article/539747/ten_cultural_projects_to_enrich_foreign.ht ml?cat=4 ***The Gorgeous Mosaic Project. Coordinator's Packet & Mounting Directions. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch _SearchValue_0=ED347257&ERICExtSearch_SearchType_0=no&accno=ED347257 For Weekly Assignment #7 Music PBS River of Song: http://www.pbs.org/riverofsong/ The Freedom Riders and the Popular Music of the Civil Rights Movementhttp://edsitement.neh.gov/lesson-plan/freedom-rides-and-role-popularmusic-civil-rights-movement The Sources of Country Music http://edsitement.neh.gov/lesson-plan/thomas-hart-benton--sources-country-music Using Music in the Social Studies Classroom http://suite101.com/article/usingmusic-in-the-history-classroom-a80977 Blues Geography: http://www.pbs.org/theblues/classroom/defgeography.html Blues as African American History: http://www.pbs.org/theblues/classroom/defhistory.html How to Integrate Music Into Social Studies Lesson Plans http://www.ehow.com/how_8625691_integrate-social-studies-lesson-plans.html

The Teachers Corner http://www.theteacherscorner.net/lesson-plans/music/index.htm Soundpiper Activities http://www.soundpiper.com/mln/activities.htm Phil Tulga http://www.philtulga.com/resources.html ***Rock&Roll Hall of Fame http://rockhall.com/education/outside-the-classroom/ Educational Cyber Playground http://www.edu-cyberpg.com/Music/classres.html

 Scholastic Instructor http://teacher.scholastic.com/products/instructor/Jan05_music.htm eHow http://www.ehow.com/how_5042909_incorporate-music-classroom-activities.html PBS http://www.pbs.org/civilwar/classroom/lesson_music.html SchoolTubehttp://www.schooltube.com/video/aa50c3d2d155a54baab5/Bill%20of%20 Rights (Theres much more at this site: explore, enjoy, imagine...) Try a search for this type of material at Thinkfinity (I hope you are familiar with this resource. It's a great one!) http://www.thinkfinity.org/ - Oh, here's one I found that I think models how all this can be brought together Azucar! http://americanhistory.si.edu/celiacruz/main.asp?lang=OOL333304564UWqWV - Heres another example: http://artsedge.kennedycenter.org/multimedia/series/AudioStories/music-of-india.aspx Kids.gov (some educational value for your tax dollars:) http://www.kids.gov/6_8/6_8_art_music.shtml National Museum of American History http://americanhistory.si.edu/collections/subject_detail.cfm?key=32&colkey=23 MAKING MUSIC ONLINE (a small sampling) Jam Studio http://www.jamstudio.com/Studio/index.htm see the demo http://www.youtube.com/watch?v=A8Oawi6GQDQ Garage Band http://www.youtube.com/watch?v=mRns5Xxi0pM&feature=fvw Virtual Keyboard http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm Edutopia (article) http://www.edutopia.org/virtual-music-production-reality I'll throw one more in just because I love it so much :) Thai Elephant Orchestra http://www.youtube.com/watch?v=5UMJ8qfw-4E Drama/Theater A) General Drama Education Resources Child Drama http://www.childdrama.com/mainframe.html Curriculum Online "Drama in the classroom provides children with an experience that will...develop their ability to use drama to enhance their learning experience in other curriculum areas" http://www.curriculumonline.ie/en/Primary_School_Curriculum/Arts_Education/Dra

ma/Drama_Teacher_Guidelines/Classroom_planning_for_drama/ Teaching Children About Heroes by Using Drama Games and Exercises http://www.associatedcontent.com/article/1396416/teaching_children_about_heroes _by_using.html?cat=4 Classroom Drama Resources http://playsandmusicalsnewsletter.pioneerdrama.com/public/blog/100611 Escapade http://www.escapadedirect.com/drama.html Elementary Drama Ideashttp://elementarydrama.blogspot.com/ Teaching Kids To Mime http://drama-education.suite101.com/article.cfm/teaching_kids_to_mime From Thinkfinity: Puppets on the Move: China and the Silk Road http://artsedge.kennedy-center.org/educators/lessons/grade-68/Puppets_on_the_Move_China_and_the_Silk_Road.aspx Alter Egos and More with Avis Who Was That Masked Man, Anyway? http://www.readwritethink.org/lessons/lesson_view.asp?id=887 Radio Research http://interactives.mped.org/view_interactive.aspx?id=725&title= Puppets in the Classroom: http://www.play-script-and-song.com/puppets-in-the-classroom.html Reading a Play http://plays.about.com/od/basics/tp/ReadingPlays.htm I) Text Materials (a few samples from the vast body of material on the web) PLAY SCRIPTS FOR KIDS http://www.artdramascripts.com/ ZOOM Playhousehttp://pbskids.org/zoom/activities/playhouse/ Reader's Theatre Play Scriptshttp://www.storiestogrowby.com/script_body.html II) Archived Drama experiences (many possible applications for these capture drama oriented itemssome to use directly as content with students, some to use as models for projects, etc.) Torchwool - Scottish Falsetto Sock Puppet Theatre http://www.youtube.com/watch?v=aGGTfuM1RGM Puppets (Korean ESL Students)http://www.flickr.com/photos/ladymaggic/2987813930/ Mythology Students' Puppet Showhttp://constructioncareerscenteractivities.blogspot.com/2009/07/mythologystudents-puppet-show.html HONESTY - A Student Play - Australian islamic Collegehttp://www.youtube.com/watch?v=QGvh-Lir4C4 P.O.V. - The Hobart Shakespeareans . Trailer PBShttp://video.google.com/videoplay?docid=8001758399670384201&ei=nh5VSoi9 GJjMqALZwYjiDQ&q=student+history+play&hl=en III) ***Virtual Drama Resources - here are some approaches and tools that students can use to infuse drama into projects virtually.

Many of these can be the basis for the creation of products around which PBL experiences can be designed. Voki http://www.voki.com/ Comic Engines: Comic Tools: ToonDo http://www.toondoo.com/ Bitstrips http://www.bitstrips.com/create/comic/ Xtranormal http://www.xtranormal.com/ Claymation1) (website produced by students) http://library.thinkquest.org/22316/home.html 2) Claymation with PowerPointhttp://www-bioc.rice.edu/precollege/msdaniel/claymation.html (many more claymation resources on the web) Graphic Novelshttp://www.ehow.com/how_2085763_create-graphicnovel.html+http://www.wikihow.com/Create-a-Graphic-Novel IV) Student Writing Writing a Movie: Summarizing and Rereading a Film Script http://www.readwritethink.org/lessons/lesson_view.asp?id=200 MIDDLE SCHOOL LESSON PLANS - SCENE WRITING http://www.dpi.state.nc.us/curriculum/artsed/resources/handbook/theatrearts/06scen e Writing Scripts http://74.125.95.132/search?q=cache:TXxxEnsR3UJ:teacherlink.ed.usu.edu/tlresources/units/Read_S/Script%2520writing %2520grade%252046%2520by%2520Natalie%2520Holt.pdf+student+script+writing+lessons&cd=10&hl= en&ct=clnk&gl=us Lesson #7: Monster lesson http://74.125.95.132/search?q=cache:keA06A1YkZMJ:aimee8.myweb.uga.edu/assi gn/ELAN7630/MonsterLesson.doc+student+script+writing+lessons&cd=19&hl=en&c t=clnk&gl=us Writing a class play based on a novel http://www.education.tas.gov.au/curriculum/standards/english/english/teachers/ideas /class-play http://wwwfp.education.tas.gov.au/english/play.htm V) Graphic Novels Illustrated Heroes http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=e267ed02-0ca1-430b9247-0281395542d7&MediaID=5dc7e274-9ad8-4e89-a9213e510065ec63&Filename=spring-2008.pdf&l=French Gaining Background for the Graphic Novel Persepolis: A WebQuest on Iran http://www.readwritethink.org/lessons/lesson_view.asp?id=1063 Graphic Classroom http://graphicclassroom.blogspot.com/2009/04/chiggers-reviewfrom-utep-graduate.html Graphic Novels Project for the ClassroomLooking for inspiration in your classrooms is just a shazam away.

http://www.graphicnovels.brodart.com/classroom_project.htm VI) VI) Digital Storytelling Educational Uses of Digital Storytelling (watch the video) http://digitalstorytelling.coe.uh.edu/ Center for Digital Storytelling http://www.storycenter.org/index1.html+ http://electronicportfolios.org/digistory/index.html School House Media http://www.teachingteachers.com/ VII) Storyboards What is a Storyboard? http://teaching-strategiesmentorship.suite101.com/article.cfm/what_is_a_storyboard Using Storyboards:Thinking Through Visual Storytelling http://web.mac.com/digistoryteller/DigitalStorytelling/Storyboarding.html

For Weekly Assignment #8 Social Studies Education for Students with Disabilities http://www.education.com/reference/article/social-studies-students-disabilities/ The Inclusion-Classroom Problem Solver: Structures and Supports to Serve All Learners http://www.heinemann.com/shared/onlineresources/E01270/chapter5.pdf Incredible Art Department Special Education (written for Art teachers, but with implications for all who offer Art as part of the instructional program): http://www.princetonol.com/groups/iad/links/toolbox/special_ed.html#3 Working with Special Needs Students in Art http://www.princetonol.com/groups/iad/files/special.htm Modified Activities in Art for Special Needs Students http://www.ehow.com/list_6449454_modified-art-special-needs-students.html Special Needs Education Activities http://www.ehow.com/info_8019346_special-needs-education-activities.html ART-FOR-SPECIAL-NEEDS-STUDENTS-Building-a-Philosophical-Framework http://www.docstoc.com/docs/40535885/ART-FOR-SPECIAL-NEEDS-STUDENTSBuilding-a-Philosophical-Framework Its Art . . . I Didnt Think Hed Have to Learn Anything! http://essentialeducator.org/?p=4541

Using the Arts in Everyday Academics http://www.nytimes.com/schoolbook/2012/05/16/in-district-75-using-the-arts-in-everydayacademics/ The-Value-of-Art-in-Adolescent-Special-Education http://ezinearticles.com/?The-Value-of-Art-in-Adolescent-Special-Education&id=4616007 5 Smart Supports for Special Artistshttp://www.theartofed.com/2011/01/26/5-smartsupports-for-special-artists/ IInIntegrating the Arts with Technology: Inspiring Creativity

http://www.ldonline.org/article/30245/

FoFor Weekly Assignment #12 C Changing Education Paradigms h httpwww.youtube.com/watch?v=zDZFcDGpL4U