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Graduate Course Proposal Form Submission Detail - EEC7627

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Current Status: Approved, Permanent Archive - 2011-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 5/10/11; GC approved 6/6/11; to USF System for concurrence 6/23/11; to SCNS 7/1/11; Approved effective 8/1/11. Nmbr 7624 - assigned as 7627


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2545 2011-04-07
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Jolyn Blank 8139741029 jblank@usf.edu

  2. Course Information

    Prefix Number Full Title
    EEC 7627 Arts & Aesthetics in Early Childhood Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Arts & Aesthetics in ECE
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    N/A

    Corequisites

    N/A

    Course Description

    Provides a synthesis of theoretical perspectives on aesthetic issues and the ramifications for the development, teaching, and the critique of arts in early childhood curriculum.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Doctoral students specializing in early childhood education or related field will benefit from this course as sociocultural approach is one of the contemporary trends in the field of early childhood education to understand and support children and families with diverse backgrounds.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Graduate faculty in Early Childhood Education program in the Department of Childhood Education and Literacy Studies


  4. Other Course Information

    A. Objectives

    Students will examine various notions of the arts, including the arts as intensified perception; art as releasing the imagination; art as creativity; art as expression; and art as embodying cultural values. We will review studies of current arts education practices situated in their historical roots (e.g., Bank Street, Carolyn Pratt, Chicago Lab School project work), ordinary and exemplary, in the US as well as international early childhood and elementary classrooms. Course discussions and activities will emphasize the ability to independently acquire knowledge from both textual and non-textual sources; and the ability to perceive, interpret, and evaluate complex ideas, interactions, and patterns in a diversity of forms of human expression.

    B. Learning Outcomes

    Upon completion of this course students will:

    a) Demonstrate understanding of the nature of the arts and related perspectives on the educative potential of the arts.

    b) Analyze multiple perspectives on the roles of and rationales for the arts in schooling.

    c) Describe the relationship between perception and expression and identify implications for teaching and learning.

    d) Demonstrate understanding of arts-based approaches to educational research.

    C. Major Topics

    What is art?

    • Art as experience

    • Art as creativity

    • Art as representing value systems

    • Arts as multi-modal literacies

    The complementary roles of creation and appreciation

    • Perception and recognition

    • Utilizing multiple interpretive lenses

    The relationship between art and context

    • Informal and formal settings for arts education

    • School art as a genre

    Views on artistic development

    • Stage theories

    • Repertoire theories

    • U-curve

    The educative potential of the arts

    • History of arts in schooling

    • Contemporary visions and rationales for arts and aesthetic education

    Curriculum and the arts

    • Curriculum as aesthetic text

    • Experience and education

    Arts-based research

    • Aesthetic ways of knowing

    • Implications for research

    D. Textbooks

    Barone, T. E. & Eisner, E. (2011). Arts-based research. NY: Sage.

    Bresler, L. (Ed.) (2007). International handbook of research in arts education. Dordecht, The Netherlands: Springer.

    Bresler, L. & Thompson, C. (2002) (Eds.). The arts in children's lives: Context, culture, and curriculum. Dordrecht: Klewer.

    Broudy, H. (1972). Enlightened cherishing: An essay on aesthetic education. Urbana: University of Illinois Press.

    Seminal text in aesthetic education.

    Dewey, J. (1938). Experience and education. New York: Macmillan.

    This text provides a theoretical foundation for aesthetic

    E. Course Readings, Online Resources, and Other Purchases

    n/a

    F. Student Expectations/Requirements and Grading Policy

    A+ = 98-100

    A = 95-97

    A- = 92-94

    B+ = 90-91

    B = 85-89

    B- = 82-84

    C+ = 80-81

    C = 75-79

    C- = 72-74

    D+ = 70-71

    D = 65-69

    D- = 62-64

    F = 61

    a) Professional reading and response narratives. (25%)

    Students will demonstrate progress toward course goals by engaging with course material, going beyond the surface, pondering multiple perspectives on an issue or topic, reflecting upon their own situation and roles as professional educators and researchers, and formulating language to describe and understand their situation more fully.

    b) Discussion leading. (15%)

    Students will lead a discussion of assigned readings in class. Students will prepare discussion questions and activities to engage the class in meaningful discussion of understandings of the educative potential of the arts.

    c) Community arts engagement. (15%)

    Students will visit museums and performing art centers in order to demonstrate the ability to independently acquire knowledge from both textual and non-textual sources; and the ability to perceive, interpret, and evaluate complex ideas, interactions, and patterns in a diversity of forms of human expression.

    d) Independent inquiry. (45%)

    The inquiry project should be driven by the learner's own questions and developing areas of research interest. The topic chosen must clearly address course goals.

    G. Assignments, Exams and Tests

    What is art?

    • Art as experience

    • Art as creativity

    • Art as representing value systems

    • Arts as multi-modal literacies

    The complementary roles of creation and appreciation

    • Perception and recognition

    • Utilizing multiple interpretive lenses

    The relationship between art and context

    • Informal and formal settings for arts education

    • School art as a genre

    Views on artistic development

    • Stage theories

    • Repertoire theories

    • U-curve

    The educative potential of the arts

    • History of arts in schooling

    • Contemporary visions and rationales for arts and aesthetic education

    Curriculum and the arts

    • Curriculum as aesthetic text

    • Experience and education

    Arts-based research

    • Aesthetic ways of knowing

    • Implications for research

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    “Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact

    words of a published text or the unattributed borrowing of original ideas by paraphrase from a

    published text. On written papers for which the student employs information gathered from

    books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not

    generally known to the public-at-large, must be attributed to its author by means of the

    appropriate citation procedure. Citations may be made in footnotes or within the body of the text.

    Plagiarism also consists of passing off as one's own, segments or the total of another person's

    work.”

    “Punishment for academic dishonesty will depend on the seriousness of the offense and may

    include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall

    be used to determine the final course grade. It is the option of the instructor to assign the student

    a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

    J. Program This Course Supports

    Early Childhood Education (Ph.D.)


  5. Course Concurrence Information

    PhD programs across the college of education that have doctoral students interested in a focus on Elementary Education



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.