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EDCI 517 Integrating the Arts Across the Elementary Curriculum

Fall 2017

College of Education
Department of Educational Theory and Practice

4 Credits

Online Course Dates: September 6, 2017 December 14, 2017

Professor: Melanie Reaves Office: COE 221

Email: Office Phone: (406) 657-2355
Cell Phone: (541) 980-9771
(if you text, please include
your name and class)

Online Office Hours: Mondays 10:30 4:30 or as needed. I am available for virtual appointments as
needed (e.g., Skype, Facetime, Google Hangout, phone call).

Email Office Hours: Mondays 10:30 4:30 or as needed. Emails outside of these times will be
answered within a timely manner (usually 24 hours, except for weekends or holidays).

Catalogue Description

Methods: K-8 Integrating the Arts into the Curriculum develops knowledge of and experience
with effective methods, techniques, and materials for teaching visual arts, drama, and music to
children as part of an integrated curriculum in the elementary grades. Students design integrated
arts instruction while learning how to document and assess student progress utilizing strategies to
address the needs of diverse learners.

Required Reading/Viewing & Materials

Required Textbook

Cornett, C. E. (2015). Creating meaning through literature and the arts: Arts integration for
classroom teachers (Fifth Edition). Boston, MA: Pearson. ISBN: 978-0-13-382514-5

Additional readings/viewings will be provided by the professor and available on the D2L course website
through free links or downloads.

EDCI 517 Syllabus Fall 2017 Dr. Reaves 1

Required Materials

Old Magazines (used for cut-image Construction paper of varying colors

collage) Tissue paper of varying colors
Basic Watercolor Set Stick Glue
Paintbrushes of varying size (at least Liquid Glue
one small, medium, large) Scissors
Watercolor Paper Ruler
Colored Pencils Optional: Fabric of varying patterns

Support and Accommodations

Academic Support Center (ASC)

The Academic Support Center (ASC) is located in the Student Union Building (SUB) and is
open Monday thru Thursday 8:00 a.m. to 9:00 p.m., Friday 8:00 a.m. to 5:00 p.m., and Sunday
evening 5:30 p.m. to 8:30 p.m. At City College, the ASC is located in the Tech Building and
open and staffed Monday/Wednesday from 8:00 a.m. to 8:00 p.m., Tuesday/Thursday 8:00 am to
9:00 pm, and Friday from 8:00 a.m. to 5:00 p.m. All MSUB students can use either the
University Campus ASC, or the City College Campus ASC. More information:, 406-657-1641, and follow on Facebook:

If you or someone you know has experienced any form of violence,

(relationship violence, domestic violence, sexual assault or stalking)
MSUB offers support! For a confidential advocate, please contact the
Phoenix Center at (406) 794-3829 or stop into Student Health Services
and ask for an advocate or counselor.

MSUB staff that become aware of an incident are mandated to report all information to Title IX.

Support for Students with Disabilities

Students with disabilities, whether physical, learning, or psychological, who believe that they
may need accommodations in this class are encouraged to contact Disability Support Services
(DSS) as soon as possible to ensure that accommodations can be arranged. Please meet with
DSS staff to verify your eligibility for any classroom accommodations and for academic
assistance related to your disability. Disability Support Services is located in the Academic
Support Center (406) 657-2283,

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Learning Outcomes/Assessments/Standards Alignment

Note: In the following outcomes, the term the expressive arts encompasses the following art
modes: literary arts, visual arts, drama, storytelling, dance, creative movement, and music.

Upon successful completion of EDCI 517, learners will be able to:

Demonstrate the ability to adapt learning in and through the expressive arts for students with
special needs.

Standards Addressed
Learning Outcome Assignment/Assessment
COE InTASC Danielson
1. Describe the benefits of utilizing Why the Arts 1, 2, 3, 4, 5, 8, 4
the expressive arts in the K-8 Essay 9, 10
2. Demonstrate familiarity with Arts Integration 2, 3, 4, 5, 6, 7, 1, 2, 3
literature/resources pertaining to Toolkit 8
methods and strategies of Forum Discussions
incorporating the expressive arts Reading/Viewing
in classroom instruction at the Forums
K-8 grade levels. Seed Strategy
3. Design effective instruction Art Integration 1, 2, 3, 4, 5, 6, 1, 2, 3
using the expressive arts within Lesson Plans (3) 7, 8, 9
the K-8 core curriculum subjects Expressive Art
of study (e.g. language arts, Projects (6)
social studies, science, and
4. Demonstrate knowledge of Art Integration 1, 6, 7 1, 3
criteria and methods for Lesson Plans (3)
evaluating student work in and
through the expressive arts.
5. Demonstrate the ability to adapt Art Integration 1, 2, 3, 4, 5, 7, 1, 2, 3
learning in and through the Lesson Plans (3) 8
expressive arts for diverse
learners, including students with
special needs.
6. Reflect upon current levels of Artists Memoir 9 4
professional knowledge and
skills in arts integration teaching
and design a concrete plan for
professional growth.

COE InTASC and Danielson Standards can be found at the end of this syllabus.

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Course Expectations

The professor is expected to:

communicate regularly with students in a professional mannera course calendar will be
provided and any adjustments to that calendar will be communicated in a timely manner;
professor will be available for virtual or in-person appointments upon request
provide instruction that guides students toward achieving the course learning outcomes
provide meaningful feedback to deepen student learning
respond to students work and questions in a timely manner (generally, work will be
returned within a week of the due date; if more time is needed, the professor will
communicate that with students)
provide instructions for each assignment that include a rationale, numbered steps to
complete the assignment, and grading criteria
provide clarification on assignments and course content as needed

The students are expected to:

communicate regularly with the professor and peers in a professional mannerbe
proactive by sharing needs/concerns as early as possible
actively participate in class
read and respond to material as assigned
complete all assignments (with revisions if indicated) by stated due dates
participate in all collaborative group activities
present finished work in a professional manner
demonstrate dispositions consistent with those expected of professional educators

Academic Honesty

Students are expected to maintain academic honesty. According to the MSUB Student Handbook
(p. 23), academic misconduct includes all acts of dishonesty in any academically related matter
and any knowing or intentional help or attempt to help, or conspiracy to help, another student
commit an act of academic dishonesty. Academic dishonesty includes but is not limited to the
following acts when performed in any type of academic or academically related matter, exercise,
or activity.
1. Cheatingusing or attempting to use unauthorized materials, information study aids,
or computer-related information.
2. Plagiarismrepresenting the words, data, works, ideas, or computer program or
output or anything not generated in an authorized fashion as ones own. This also
includes self-plagiarism (using work created for one course in another course)
3. Fabricationpresenting as genuine any invented or falsified citation or material.
4. Misrepresentationfalsifying, altering, or misstating the contents of documents or
other materials related to academic matters, including schedules, prerequisites, and

In addition, instances of academic dishonesty will be reported to the Department Chair and
logged into the university database for tracking purposes.
EDCI 517 Syllabus Fall 2017 Dr. Reaves 4

The professor reserves the right to change readings/assignments/due dates as needed to

best meet the needs of the students and/or for unexpected situations.
All assignments must be completed satisfactorily to successfully complete the course.
See a description and grading checklist on D2L for each assignment listed below.
Submit the following assignments on D2L by the date indicated on the course calendar
unless directed otherwise:

Assignment Points
Video Introduction 5
Learning Journal 10 ea.
Online Forum Discussions
Reading/Viewing Forums 10 ea.
Seed Strategy Forums
Discussion Log turned in at the end of each module
Artists Memoir 20
Expressive Art Project (one in each mode of art: literary
arts, visual arts, drama & storytelling, dance & creative 10 ea.
movement, music)
Arts Integration Toolkit 20
Art Integration Lesson Plans (3) 20 ea.
Why the Arts? Essay 20

Final course grade will be computed as an average of points earned on all assignments in relation
to the total possible points. For example, if the total number of points possible for the course
equals 400 points and the student earns 300 out of that 400, the grade will be 75% (300/400).

General Information About Assignments

Naming digital files: I ask that you name any assignment you are going to turn in using
your first name, then a dash, followed by the name of the assignment (e.g., Melanie-
Learning Journal). If there are two people in the course with the same first name, then
add your last initial (e.g., Melanie R-Learning Journal).
All assignments must be typed unless otherwise designated in the assignment description.
When a non-text-based mode is used (e.g., drawing or performance), it is your
responsibility to present it in a format that the professor can access and easily view.
Assignments must be submitted by the date/time specified. Most online submissions are
due at 11:55 pm on the due date unless stated otherwise. The professor reserves the
right to lower the grade on any late assignment.
You are expected to adhere to all Academic Honesty policies (see page 23 of the Student

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APA 6th Edition citation and reference guidelines should be used throughout all
assignments (see

Grading Scale:
94 100 = A
90 93 = A-
87 89 = B+
84 86 = B
80 83 = B-
77 79 = C+
74 76 = C


For each assignment described below, see a more detailed description and grading criteria
document on D2L.

Course Introduction: Students will post a video introduction in which they share the following
with their other colleagues in the course: 1. What are your teaching experiences (formal or
informal) and/or what brought you to teaching? 2. What are your experiences with the expressive
arts? 3. What is something you are obsessed with, or at least passionate about? (5 points
possible). Addresses Learning Outcome 6.

Learning Journal Assignment: Students will use a double-entry format for journaling about the
required readings and viewings. One side of the entry will be a quote or concept that stood out
them and the other side will be their personal reaction to this quote/concept (e.g., emotive
response, questions, links to experiences, links to other texts, etc.). At the end of each module,
the student will synthesize their learning through writing or an art-mode (AKA: Meaning
Mosaic), including at least three things they learned and one question they still have. Journals
will be turned in at the end of each module (10 points possible each module). Addresses
Learning Outcomes 1-7.

Online Forum Discussions: Students will engage in collegial discussion in the D2L Forums
weeklyReading/Viewing (RV) Forum and Seed Strategy Forum. At the end of each module,
they will submit a Forum Discussions Log that documents the content and dates for each
required set of posts/replies (10 points possible each module). Addresses Learning Outcomes 1-

Artists Memoir: Students will create a memoir in their chosen mode (e.g., digital story,
timeline, mural, childrens book, etc.) that captures important memories of their artist self
experiences they have had with the creative arts. The memoir should allow readers/viewers to
know what it was like to live those experiences. Finally, the memoir will end with the student
critically reflecting upon their experience in relation to their past, current, and future work of
teaching through an art integration approach. They will include several specific examples of

EDCI 517 Syllabus Fall 2017 Dr. Reaves 6

what they will do in their future classroom to support students learning in and through the arts.
(20 points possible). Addresses Learning Outcome 6.

Expressive Art Projects: Students will engage in a meaning making activity for each of the
focal expressive art modesliterary arts, visual arts, drama & storytelling, dance & creative
movement, and music (10 points possible each in modules 2-6). Addresses Learning Outcome 3.

Arts Integration Toolkit: Students will curate art integration teaching/learning tools they
acquire, discover, and design throughout the semester by adding at least two resources for each
module (at least 12 resources total) (20 points possible). Addresses Learning Outcome 2.

Art Integration Lesson Plans (3): Students will create three lesson plans in which they
integrate at least two of the focal expressive arts. Each lesson plan should be for a different
content arealanguage arts, science, social studies, or math. Also, all six of the expressive arts
should be integrated at least once (20 points possible for each plan). Addresses Learning
Outcomes 3, 4, & 5.

Why the Arts? Essay: Students will write a concise expository essay in which they argue for the
importance of art integration. The essay must be between two and three pages in length, single
space, 12 point font and include references to scholarly literature and anecdotal evidence of
positive outcomes from actual art integration approaches in the classroom. APA 6 th edition
guidelines for citing and referencing sources will be required (20 points possible). Addresses
Learning Outcome 1.

Course Schedule

The following course schedule provides an overview of topics to be covered over the course of
the semester. More specific assignment due dates will be provided on the Detailed Course
Calendar available on our D2L site.

Week 1: Course Introduction

Week 2: Module 1: Whats Art Got to Do with It? (Meaning Making)
Week 3: Module 1: Whats Art Got to Do with It? (Theory & Practice)
Week 4: Module 2: Literary Arts Integration
Week 5: Module 2: Literary Arts Integration
Week 6: Module 3: Visual Arts Integration
Week 7: Module 3: Visual Arts Integration
Week 8: Module 4: Drama-Storytelling Integration
Week 9: Module 4: Drama-Storytelling Integration
Week 10: Module 5: Dance-Creative Movement Integration
Week 11: Module 5: Dance-Creative Movement Integration
Week 12: Module 6: Music Integration
Week 13: Module 6: Music Integration
Week 14: Putting it All Together
Week 15: Final Assignments Due: Why the Arts? Essay; Arts Integration Toolkit

EDCI 517 Syllabus Fall 2017 Dr. Reaves 7

College of Education (COE) - Interstate Teacher Assessment and Support Consortium (InTASC)

1) Learner Development: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
2) Learning Differences: The teacher uses understanding of individual differences and diverse
cultures and communities, particularly in Montanas Indian Education of All, to ensure
inclusive learning environments that enable each learner to meet high standards.
3) Learning Environments: The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
4) Content Knowledge: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the
5) Application of Content: The teacher understands how to connect concepts and uses
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
6) Assessment: The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
7) Planning for Instruction: The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy, as well as knowledge of learners and community
8) Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
9) Professional Learning and Ethical Practice: The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
10) Leadership and Collaboration: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth,
and to advance the profession.

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