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Education
37, RZ9 Education and Literacy: An
Interdisciplinary Approach to Language Arts Spring, 2006 Paired
with Classics 13, Themes Ancient and Modern Thursdays, Prof.
Framework for integrating the humanities with
related teaching arts. Identification of the learning processes, motivation,
communication and classroom organization skills necessary for language
acquisition and literacy development. Study of multiple literacies and
narrative structures. Curriculum development and planning, individualized
instruction and assessment strategies for teaching the language arts to all
children, including English language learners students with special needs.
Psycholinguistic and sociolinguistic factors in literacy. Emphasis on multi-ethnic
children’s literature and arts experiences. Dear Students, Education 37 is
the first course offering in the Humanities Strand for majors in Education.
The concept of multiple literacies and the contributions of the expressive
arts and the humanities to literacy (re: the paired Classics course) form the
foundations of this course. The two courses are joined by common themes which
will be reflected in several assignments, most particularly in the Create a
Culture Project and the visit to The Metropolitan Museum of Art. You will be
expected to demonstrate competence with the new standards for teaching the
English Language Arts in elementary school which include advanced abilities in reading, writing, speaking, listening
and viewing as well as the translation of these skills into work with
children. In the process, you will also demonstrate a basic understanding of
the conventions of grammar and usage in the English language. Literature as well
as the other arts will provide the lens through which some of these
abilities will be developed. The inclusion of perspectives on bilingual/ESL learners and special
populations is another important aspect of our work. At the beginning of the course, we will
discuss what you should be able to do when you have finished your studies in
Education 37: for example: use a children’s book to teach the skills of
inference, story form, use of contextual clues etc. We will focus on ways of
communicating beyond language by including
the multiple symbol systems offered by the visual arts, dance, music,
drama and film. To this end, a range of participatory experiences in the arts
will be an integral aspect of our work. We will visit at least one museum and
view selected arts programs. I anticipate that you will come to recognize
that many significant learnings occur in other than school settings. We will
also explore how the arts can serve as assessment tools for children’s
understanding in the content areas and be a powerful assist in meeting the
standards and frameworks identified by 1. Integrates
course and field work 2. Utilizes
multiple instruction strategies for teaching and learning 3. Awareness and
concern for issues of diversity, collaboration and social justice 4. Proficiency in
the organization, mechanics of expression and clarity of presentation The conceptual
frameworks identified by the 1. Candidates understand and use a variety of teaching
strategies that encourage all students to develop critical, thinking and
problem solving skills. (Diversity)
2. Candidates foster relationships and know the
importance of establishing and maintaining a positive collaborative
relationship with families,school colleagues and the community to support
students’ learning and well-being. (Collaboration) 3. Candidates can demonstrate their understanding of
how elementary students differ in their development and approaches to
learning, and create instructional opportunities for all students. (Social Justice) 4. Candidates continually give evidence that they
evaluate and reflect upon the effects of their professional decisions and
action on students, parents and other professionals in the learning community
and actively seek out opportunities to grow professionally. (Critical Self-Reflection) FIELD EXPERIENCE
During the semester each
student will complete 25 hours of field work in an setting approved by the
School of Education.( See packet at FAR Better CopyThe purpose of this
fieldwork experience is to help you reflect
and juxtapose the theory, content and pedagogy of Education 37 against
the realities of literacy teaching practices in the New York City public
schools. Please submit a one-page proposal on March 21st. Five themes will guide our work : 1. Theory into elementary school practice 2.Autobiography 3.Reflection 4. Improvisation 5.Literacy through the arts: music, dance, poetry, drama, the visual
arts and literature. 6. Teaching as theater REQUIRED
Merryl Goldberg, Arts
and Learning: An Integrated Approach to Teaching and Learning in
Multicultural and Multilingual Settings (2nd edition), Carol Nordgaarden, Create
a Culture, Marilyn Sewell, ed., Cries
of the Spirit, Children’s Books Christopher Curtis, Bud,
not Buddy Lois Lowry, Number the
Stars Louise Sachar, Holes Marjory Sharp,The
Velveteen Rabbit Jerry Spinelli, Loser William Steig, Dominic Gloria Whelan, Homeless
Bird E.B.White, PLEASE NOTE THE
FOLLOWING: 1. ALWAYS BRING THE ASSIGNED 2. ATTENDANCE IS EXPECTED AT EACH SESSION. COMING LATE
TO CLASS IS NOT ACCEPTABLE.IF YOU HAVE MORE THAN TWO UNEXCUSED ABSENSES OR
LATENESSES, THIS WILL BE REFLECTED IN YOUR FINAL GRADE. 3. WRITTEN ASSIGNMENTS MUST BE COMPUTER GENERATED AND
PROOFREAD BEFORE SUBMITTING. IT WOULD BE HELPFUL TO PUT YOUR WORK FOR THIS
COURSE ON A SEPARATE DISK. 4. LATE PAPERS WILL NOT BE ACCEPTED. **Start thinking about developing
a story for your original book project. COURSE SYLLABUS (Minor changes in syllabus may
be necessary.) (Education
37 meets once a week on Thursdays from JAN.26 Course
overview; Literacy and the Arts; Interdisciplinary perspectives; Personal
writing; Visual dialogues; New York City and New York State Standards,
Understanding literacy through the arts and children’s literature, Field
Experiences FEB.2
Submit autobiographical letter,
”Who Am I?” Bring (3) objects: past, present,
future Bring (2) Caldecott books:
Judging picture books Arts and Learning, Chapter 1, Questions to Ponder,#2- p. 43,(Bring a list and an
example) FEB.9 Dominic(in class response) Dominic Presentation FEB.16 Number
the Stars (in class response)
Number the
Stars PresentationPresentation
FEB. 23 The Velveteen Rabbit The Velveteen Rabbit Presentation “Literacy
and the Arts” Chapter 4 Presentation MAR.2
Submit field proposals Concept and language development—(Bring
an object) Create a Culture(Preparation) in Cries of the Spirit MAR.9 Holes(Submit reaction paper) Holes: Presentation MAR.16 Group 5 Charlotte’s Web
Presentation “Science
and the Arts” chapter 6 Presentation
Select a poem from “Generations,”
in Cries of the Spirit Submit your original “generations”
poem MAR.23 Bud
not Buddy (in class response) Group 6
Bud not Buddy Presentation “Arts and Learning,” Chapter
2-Explorations,question 1 Page 43, Bring a metaphor and your
representation MAR.30 Homeless Bird ( in
class response) Homeless Bird Presentation “Mathematics and the Arts” Chapter 7 Presentation APR.6 Create a Culture(Preparation) APR.27 Submit midterm Loser(in class response) Loser Presentation “Arts and Learning,”Chapter 3, Explorations Question 3, p.58 MAY4 Create a Culture Presentations MAY 11 Presentation of original
story books
Final: Monday, May 26th-8-10A.M.,Room
2302 James Evaluation criteria: Class
attendance and punctuality(DO NOT COME LATE TO CLASS) at all sessions is
expected. Students are required to bring and have completed the assigned
readings for each class and be prepared to provide evidence of having read
the material. *** Please note that class participation is a
critical determinant of your grade. 1.
Class
participation (20%) 2.
Written work in
class and submissions.(20%) 3.
Class
presentations(20%) 4.
Midterm, Final
and Field Reports (30%) 5.
Original
storybooks (10%) Extra credit opportunities will be suggested in the
field and at the college. (You will use your knowledge from Classics 13 to develop this culture) THE LIVES
YOU TOUCH FAR OUTWEIGH THOSE WHO ONLY SEE THEIR OWN VISION |