This course is divided into several parts.  There are a series of lectures and guest presentations dealing with the topics listed on the course schedule.  Another component is the field experience in which students serve a  minimum of 40 consistent hours  throughout the quarter.  At least 30 of these hours will be spent as a  classroom teaching assistants in an assigned elementary classroom.  The other 10- field hours will be spent in a variety of arts education environments.   In addition, students discuss their individual field experiences in relation to course readings and lecture presentations.

Because this course has a field component and is part of professional preparation, there are non-negotiable expectations for students that go beyond that of the usual course.  All students are expected, at minimum, to:

1.  Regularly participate in field experience for a minimum of 40 hours.

2.  Maintain regular contact with the cooperating teacher and arts education supervisors.

3.  Complete assigned readings.

4.  Attend all class meetings and discussion sections.  Satisfactory attendance includes punctuality and full participation in all discussions and activities.

In addition to the minimal requirements listed above, course grades will be based on quality of participation and contribution to discussions and timeliness and quality of written assignments. Points for paperwork will be assigned as follows:

Weekly  Journals                         32 (4 points each)

Teacher Introduction                   3 points

Art Plan                                         2 points

Orientation Guide                        2 points

Math Lesson Project                    15 points

Fieldwork Summary                    2 points

Teacher Survey                           4 points

Final Project                                40 points

Specific criteria for written assignments will be distributed in class.  Please note that failure to attend class punctually, participate professionally, or complete the minimum field hour requirements will significantly affect course grades.

Session #1   

Overview: Introduction and Course Expectations

4/1

Session #2   

Arts & Education Overview

4/8   read:

        Daniels & Zemelman, “Best Practices”

        Gardner, “Spatial Intelligence”

        Grandin, “The Ways of the World”

        due:

        journal assignment 1: arts and education journal

        teacher introduction

        bring to class:

        two rolls of masking tape

Session #3   

Mathematics: The Math Lesson

4/15 read:

        Bresser & Holtzman, “Guess My Number”

        Kaye, “Find a Penny”

        NCTM mathematics standards (www.nctm.org)

        Wickett, "Uncovering Bias in the Classroom"

        due:

        journal assignment 2 – Section 2 post on Wiki

        art project

Session #4   

The Teacher in the Classroom

4/22 read:

        Charney part 1   

        Cisneros, “A Rice Sandwich

        Bilger, “The Riddler”

        due:

        journal assignment 3

        art plan

Session #5   

Mathematics: Number Sense

4/29 read:

        Chapin and Johnson, “Number Sense”

        Stigler & Hiebert, “Improving Mathematics Teaching”

        Feynman, “It’s as Simple as One, Two, Three”

        Charney part 2

        due:

        journal assignment 4

        orientation guide

Session #6   

Assessment

5/6   read:   

        Gladwell, “Examined Life”

        Smith, “The Tyranny of Tests”

        Hilliard, “Language Culture and the Assessment of African American Children”

        due:

        journal assignment 5

        lesson plan draft       

Session #7   

Classroom as Community

5/13 read:

        Willingham, “Should Learning Be Its Own Reward?”

        Delpit, "Education in a Multicultural Society"

        Charney part 3

        due:

        journal assignment 6 – Section 2  post on Wiki   

Session #8   

Entering the Profession

5/20 read:

        Loschert, “Between Two Worlds”

        Gay, “The Power of Caring”

        due:

        journal assignment 7

        math lesson project

Session #9   

The Arts Again

5/27        read:

               Remer, “What Schools Are For”

               Walbran, “Tiao Rocha…”

               Greene, “ Being Fully Present to Works of Art”

               due:

               journal assignment 8

Session #10   

Summary and Reflection

6/3   read:

        Kohn,  “Caring Kids”

        Nieto, “The Personal and Collective Transformation of Teachers”

        due:

        fieldwork summary       

Journal entries are a place for students to record the events and impact of their field experiences.  Journals also provide an arena for connecting fieldwork, course readings, lectures, and discussion topics.  A detailed description of journal assignments and format will be distributed.

During the quarter students will be assigned several projects.  These tasks have two functions.  They will heighten students’ awareness of topics and issues in education.  In addition, they will augment the students’ impact as tutors.  The specific criteria for the projects will be discussed in class.

The final project will include information from the journal and written assignments, as well as analysis of the issues raised in the course lectures, readings, and discussions and their relevance to the field experience.  A more detailed description of the final project components will be distributed in class.