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Teacher Education Handbook 2014-2015

Education 214 Integrating the Arts in the Elementary Classroom

1. Course Identifier:

Education 214 Integrating the Arts in the Elementary Classroom; Fall, 2015
Capital University

2. Instructors:

Sally Creasap, 229 Learning Center,, 614-236-6165, 614-493-7982 (cell)
Carolyn Osborne, 222 Learning Center,; 614-282-8012 (call or text)

Sally's Office Hours: Tuesdays 8:30-11:30 am or by appointment.
Carolyn's Office Hours: By appointment

3. Course Meeting Time:

Monday, Friday 1-2:50

4. Course Description:

This integrated experience provides early childhood teacher education students with the current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in the curriculum content areas of art, music, drama, and movement. This course is offered pass / fail only.

5. Course Goals:

1. Students will explore the arts and their utility in the process of education.
2. Students will engage in tinkering and problem-solving.
3. Students will set their own project goals and work toward them.
4. Students will have opportunities for trying new things.
5. Students will experience emergent curriculum in the context of a student-centered classroom.
6. Students will experience curiosity-based learning.
7. Students will have access to and be encouraged to use technological tools.

Relation of Education 214 to University Mission

The university mission is "Transforming lives through higher education."
One aspect of transformation is stated this way:
"[Capital University] provides for personal growth by encouraging, enabling, and celebrating learning."
Education 214 focuses on creativity and how it can be harnessed for growth and learning in the classroom. The method of this class involves creative learning as a way for students to experience the celebration of learning that takes place when students are fully engaged. The class enables student-initiated learning, based on the idea that when the curriculum emerges from the students, student motivation for learning internalizes and increases.

6. Intended Learning Outcomes and Assessment Plan:

1. Students will explore the arts and their utility in the process of education.
Art projects developed by teachers
Art projects students choose
Portfolio will include all art projects on which the student works during the semester
2. Students will engage in tinkering and problem-solving.
Student-initiated art projects often require students to figure out how to make something work given the supplies that we have in the room
Student portfolios will contain evidence of tinkering and problem solving
Professors observe and encourage students in their processes of working on projects
3. Students will set their own project goals and work toward them.
After experiencing a number of professor-initiated projects, students will have opportunities to choose what they would like to work on. If students have difficulty in being self-directed, they will be scaffolded so they can develop the skills necessary to being self-directed learners.
Portfolio will contain student projects. Across a classroom of portfolios, there will be a number of unique projects, indicating that students made their own choices.
4. Students will have opportunities for trying new things.
Teacher-initiated art projects are unusual (e.g., creating a stained glass project, playing bluegrass music)
Portfolio will contain all arts activities. Portfolio commentary usually discusses which projects were new to the person doing them.
5. Students will experience emergent curriculum in the context of a student-centered classroom.
Teachers engage students in discussions of what they enjoy doing. When students express an interest, teachers bring in the materials so the interest can be further explored.
Portfolio projects reflect student interests.
6. Students will experience curiosity-based learning.
With emergent curriculum and the flexibility built into this class, students will have the opportunity to express curiosity and to follow through with exploration. The professors encourage curiosity and model it all the time.
Portfolio commentary usually reflects the process of curiosity exploration
7. Students will have opportunities to explore and use technological tools.
An important website we use is Additionally, both professors are aware of how technology can help students do things that used to be impossible, such as make animations, make edited videos, and so forth.
Portfolios will reflect the use of technology partially because they will be housed on a wiki but also because students frequently choose other technological tools for the creation of their portfolio (e.g.,

7. Required Reading:

The "text" for the course is
This wiki contains information about various projects we have done in the past as well as information on teaching reading and writing. Students use the wiki as an encyclopedia and are also encouraged to add to it as they create projects. The wiki is extensive in scope and always growing.

In the process of exploring other possibilities, students will gain information from a range of websites, including

A central text for the course is:
Reynolds, Peter H. (2004) Ish. Candlewick Press.

8. Assignments and Examinations:

Somehow, a lot of education has gotten off track as far as understanding that true learning takes place when students are interested in what is being learned. Curiosity is central to the learning process and we would argue that learning does not take place when curiosity is absent. Students might be able to pass tests on topics about which they have no curiosity, but they are not likely to retain that information and less likely to have a positive attitude about it when it comes their turn to teach.

The purpose of this class is to give students the opportunities and time to become curious and to learn things by choice. All students will be doing arts-related activities throughout the whole class. The professors will provide support, scaffolding, and encouragement as students stretch and grow into new things. Students will learn because this is what human beings naturally do. They will learn about themselves, they will learn a lot about teaching, and they will learn new skills, but we cannot predict exactly what they will learn or how they will learn it because we do not know this semester's population.

If we set up a lot of required readings and a trajectory for the course with a set of prescribed activities, we would be robbing our students of a rare opportunity to set their own learning agendas.

We can promise that time is not wasted in this class, and that students will be highly motivated for the kind of learning they will do.

Assessment in this course is ongoing. Formative assessment consists of our observing students and talking with them. We consult with one another about how to help individual students take next steps in what they are doing. Summative assessment consists of a portfolio where students collect their projects and write briefly about them.

Examinations are completely antithetical to the spirit of this course and are not used.

Students create electronic portfolios, recording the projects they work on.

9. Policies:

This is a pass fail course. We assume that students will behave in a manner that is congruent with university policies and rules. Were a student to have problems with this, we would deal individually and privately with that student.

In order to pass the class, students must:

1. Attend class. This is an experiential class and there is no substitute for regular attendance.
2. Engage in classroom activities.
3. Document all your work throughout the semester.
4. Submit a portfolio that reflects your constructive use of time in the course in terms of projects we do as a class and projects you do during the unstructured time of the course.

Disability Services
Capital University is committed to providing reasonable accommodations for persons with disabilities. If you are seeking academic accommodations you are required to register with the Office of Disability Services (ODS). To receive academic accommodations for this class, please register with ODS and meet with me at the beginning of the semester. Further information may be obtained by contacting Dr. Jennifer Speakman, Disability Services Director, by email ( or by telephone (614.236.7127). This syllabus is available in alternate formats upon request.

Academic Success Services

The office of Academic Success (formerly the Center for Excellence in Learning and Teaching) provides valuable academic support resources for students as they study and work to complete assignments. Regularly scheduled Math Center, Science Center, and Writing Center hours begin the third week of fall semester and the second week of spring semester. Drop-in math, science, and writing tutoring is available during regularly scheduled hours, but it is best to schedule an appointment ahead of time by calling Academic Success at 236-6327, e-mailing, or stopping by the Academic Success location on the second floor of Blackmore Library. Independently arranged one-on-one tutorials are also available in a wide range of subjects; consult the Tutor Yellow Pages (available in the Academic Success office and on the Academic Success website at starting the third week of fall semester and the second week of spring semester) to find a tutor for a particular course. Online eTutoring ( is also available in accounting, anatomy/physiology, biology, chemistry, math, statistics, and writing. And finally, students can contact Academic Services Coordinator Bruce Epps at 236-6461 or to schedule an individualized study strategies consultation, or for additional information about Academic Success programs and services.

10. Course Calendar:

Course Calendar is determined by student interests because this course involved emergent curriculum, an important concept for Early Childhood Educators. The starting point this semester is coding.

During the semester, we will do:
Various teacher-initiated art projects, including playing music, doing Pysanky, and so forth
Various student-initiated art projects

Projects will be documented for use in students' portfolios

11. Document History:

This is a significant rewrite of this syllabus. 8/2012
Revised for Spring, 2013, January 3, 2013
Minor revision for Fall, 2013
Minor revision for Spring, 2014
Minor revision for Fall, 2014