ECED 221: Visual and Performing Arts for Early Childhood

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Class Program

Early Childhood Education

Credits

Weekly Contact Hours

Course ID

092506

Meets Degree Requirements For

Restricted Elective

Description

An exploration of principles, methods, and materials for teaching children music, movement, visual arts, and dramatic play through process-oriented experiences to support divergent thinking. Students will learn theories, techniques, and curriculum design in order to offer a wide variety of developmentally appropriate art media to children and create a comprehensive visual and performing arts curriculum.

Grading Basis

Graded

Prerequisites

ECED& 105 and EDUC& 115

Course Learning Outcomes

Define the creative process.

Describe the developmental sequences for creative arts.

Understands how learning in and through the arts supports academic and social/emotional learning.

Discuss how young children develop and demonstrate thinking skills using artistic processes.

Compare process-oriented experiences to product-oriented experiences.

Understands the teacher’s role in providing positive, specific verbal and nonverbal feedback to children regarding their artwork using the vocabulary of art.

Describe strategies for infusing culture through the creative arts curriculum.

Describe environments that provide children with a wide range of experiences in the visual arts, music, creative drama, and movement.

Articulate methods of music instruction which support the culture of individual families and cultural groups within the community.

Plan art curriculum for children birth through grade 3 who are culturally, linguistically and ability diverse and communicate classroom applications of art education and philosophy.

Design, implement and assess child-centered activities for music, movement, visual arts and dramatic play.

Core Topics

Definition of the creative process
Developmental foundation of learning in the arts (birth – 3rd grade)
Children’s art development
How musical development occurs
Development of movement (gross-motor, fine-motor and perceptual awareness skills)
Factors that encourage and discourage creativity
Process-orientated experiences vs product orientated experiences
Open-ended questioning techniques to encourage divergent thinking
Teachers role in supporting visual arts
Teacher role in providing music experiences
Teachers role in promoting movement activities
Teachers role in encouraging creative dramatics/dramatic play
Role of aesthetics in the environment
Materials that will enhance creativity in children
Implement meaningful, integrated learning experiences in the arts, music, drama, and movement
Adapt music, movement, visual arts and dramatic play to meet the needs of children with special needs.
How learning through the arts supports skill development such as creativity, communication, collaboration, critical thinking, persistence, observation and reflection, and how these capabities support success in and out of school.