Curriculum Leadership Institute in the Arts Course Syllabus Summer 2014
University of South Carolina Upstate SETE Q680 3 hours Graduate Credit
INSTRUCTOR: Dr. Minuette Floyd
PRE-REQUISITES: 3 or more years of teaching art or completion of SCALSA
REQUIRED TEXTS AND READINGS: 2010 South Carolina Visual and Performing Arts Standardshttp://ed.sc.gov/agency/pr/standards-and-curriculum/Visual_and_Performing_Arts.cfm
The Element (2009), Sir Ken Robinson (Required reading)
A Whole New Mind, Daniel Pink (2006) & Select articles
COURSE DESCRIPTION: The CLIA graduate course focuses on the design and teaching of arts lessons based on the National Standards for Arts Education and the revised 2010South Carolina Visual and Performing Arts Curriculum Standards. It addresses arts advocacy, grant writing, & pedagogy.
GOALS:
- To provide a study of arts lessons that are aligned with the 2010 SC Visual and Performing and Arts Standards and the National Standards for Arts Education.
- To assist teachers in designing and presenting standards-based lessons and curriculum that implements the state and national standards.
- To inform teachers of current research and findings in brain research impacting the arts (Arts with the Brain in Mind).
- To enable teachers to integrate art forms and classroom curriculum.
- To encourage teachers to apply for funding for projects in their schools by providing effective and practical grant writing techniques.
- To enrich the artistic expression of participants.
- To assist participants in becoming reflective teachers who can effectively assess their own teaching strategies and outcomes.
- To provide strategies for arts advocacy and teacher leadership.
- Develop a network of supportive, professional arts educators.
OBJECTIVES: The participants’ will:
- Prepare and present a model lesson in their own art form based on the state and the national standards with embedded assessment.
- Participate in the critique process for all participants in their group.
- Complete evaluation instruments on the entire CLIA experience.
- Read and report on current issues in arts education.
- Actively participate in discussion groups focusing on assessment, arts funding, and other political and educational issues impacting arts education reform.
- Discuss advocacy strategies and resources for arts education.
- Prepare and submit written documentation of ways in which they will utilize the CLIA experience, grant writing and advocacy information within their own schools.
- Actively participate in all master classes and seminars and reflect on experiences in discussion and writing.
- Provide information for participants to collaborate with state and national agencies that will collaborate with them to improve arts education in their community and state. (ABC, SDE, SCAC SCAA, SCAAE)
EVALUATION:
- Performance is based on written self-assessment and a rubric format provided for CLIA Participants.
- All CLIA participants are required to attend the pre CLIA meeting, the week of CLIA and complete post CLIA assignments.
- Program is assessed by outside evaluator.
LEARNING OUTCOMES
- Arts teachers will design and write lesson plans based on the 2010 South Carolina Visual and Performing Arts standards in CLIA format.
- Arts teachers will teach an arts lesson to a small group of teachers so that they will understand how students feel in their classrooms when learning a new skill.
- Arts teachers will demonstrate and advocate the importance of the arts (both locally and nationally) by preparing a workshop and presenting information obtained at CLIA to teachers in their schools and arts conferences.
ACADEMIC COURSE REQUIREMENTS
· Plan and present one model lesson in CLIA and turn in complete lesson plan in CLIA format.
· Participate in written and oral evaluations of all group members.
· Participants will provide written documentation and reflection on the effect the institute has had on their teaching and student learning including discussion of articles, The Element, and how these readings have influenced their teaching.
· Include with reflection a copy of letter mailed to Legislative delegation from participants home district supporting and thanking them for Arts Curricular grants and summer institutes.
· Develop and present a presentation by December 1, 2012 to promote advocacy or arts literacy within home school/district or at professional development conference. Send documentation of meeting: who attended, when and where meeting took place along with brief description.
· Complete post CLIA survey.
· Attend a professional learning conference in state, region or district, SCAAE conference; arts discipline conference or workshops sponsored by school or district.
Please provide a three -page minimum response to the following questions (to be handed in at the end of week @ CLIA: Read pages 103-155 (Chapters 5 and 6). Ponder the following questions as you read...
- Share a story (personal or otherwise) about a barrier encountered when searching for the Element. It can be a personal barrier, a social barrier, or a cultural barrier.
-
Share your thoughts on the following...
"In my experience, most people have to face internal obstacles of self-doubt and fear as much as any external obstacles of circumstance and opportunity." (pg. 136)
Do you find this to be true? How do we help young people overcome these obstacles? Is this a lesson learned only through experience?
4-Read pages 156-205 (Chapters 7, 8, and 9). Along the way, ponder the following:
· Whether you've found your Element or not, chances are good that there has been a mentor in your life. Who is your Charles Stafford?
· When is it "too" late to discover your Element?
Post-CLIA
· Documentation of presentation (form will be emailed) by December 1, 2014 to promote advocacy or arts literacy within home school/district or at professional development conference. Send documentation of meeting: who attended, when and where meeting took place along with brief description via email or snail mail to:cliastanley@gmail.com.