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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Turabo, Universidad del Este, Universidad Metropolitana
EDUC 123
The Creative Expression in Childhood Development from Pre-Kinder to Sixth Grade
La Expresión Creadora en el Desarrollo Infantil desde Pre-Kinder hasta Sexto Grado
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved.
EDUC 123 The Creative Expression in Childhood Development 2
Prep. 12-12-03 Yvette Pinzón
Rev. 07-17-07 Prof. Marta González-García
TABLA DE CONTENIDO/TABLE OF CONTENTS
Prontuario/Study Guide........................................................................................3
Taller Uno/Workshop One...................................................................................16
Taller Dos/Workshop Two...................................................................................19
Taller Tres/Workshop Three................................................................................22
Taller Cuatro/Workshop Four ..............................................................................25
Taller Cinco/Workshop Five ................................................................................28
Anejo A/Appendix A ............................................................................................31
Anejo B/Appendix B ............................................................................................32
Anejo C/Appendix C............................................................................................33
Anejo D/Appendix D............................................................................................34
Anejo E/Appendix E ............................................................................................37
Anejo F/Appendix F.............................................................................................38
Anejo/Appendix G ...............................................................................................39
Anejo/Appendix H ...............................................................................................41
Anejo/ Appendix I ...............................................................................................42
Anejo/Appendix J ..…………………………………………………………………….43
EDUC 123 The Creative Expression in Childhood Development 3
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Prontuario
Título del Curso: La Expresión Creadora en el Desarrollo Infantil desde el
Pre-Kinder hasta Sexto Grado
Codificación: EDUC 123
Duración: Cinco Semanas
Pre-requisito: EDUC 171
Descripción:
Estudio de los métodos, materiales y técnicas que se usan para desarrollar
destrezas básicas en música, artes visuales y drama en los niños. Se practicarán
los procesos utilizados para iniciar el canto, ritmos básicos, uso de instrumentos
sencillos, materiales de arte y artesanía, uso de títeres, improvisación y
dramatización de acuerdo a la edad, el desarrollo y la madurez en el desarrollo de
cada niño desde el período Pre-escolar hasta el sexto grado de escuela elemental.
Discusión de formas de motivar la expresión libre y creadora en el infante y niño
pequeño. Desarrollo de destrezas de apreciación de las bellas artes en los niños.
Objetivos Generales:
A través de este curso los estudiantes:
1. Identificarán las metas y objetivos comunes a la enseñanza de la música, las
artes visuales, la danza, el movimiento corporal y el drama.
2. Practicarán técnicas y estrategias para la motivación de la expresión creadora, y
para el desarrollo de destreza específicas en las artes de acuerdo al período de
desarrollo y madurez del niño.
3. Demostrarán la habilidad en las técnicas usadas para desarrollar aprecio por las
artes.
4. Articularán e integrarán las Bellas Artes al currículo existente desde pre-escolar
hasta el sexto grado.
Objetivos Específicos:
Al finalizar el Taller, el estudiante estará capacitado para:
1. Discutir la importancia de las experiencias creadoras en el desarrollo del
infante y el niño de escuela elemental.
2. Utilizar técnicas adecuadas para enseñar el uso de instrumentos sencillos,
materiales de arte, títeres, y utilería de teatro.
EDUC 123 The Creative Expression in Childhood Development 4
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3. Articular las técnicas y métodos en enseñanza en las materias básicas del
currículo existente.
4. Utilizar las Bellas Artes como vehículo o instrumento para el desarrollo de las
destrezas básicas dentro del currículo.
Referencias y Material Suplementario:
Bloomfield, A. & Childs, J. (2000). Teaching integrated arts in the primary school:
dance, drama, music and the visual arts.
Deliz, M. (1991). Renadío del cantar folklórico de Puerto Rico. San Juan, Puerto
Rico: Instituto de Cultura Puertorriqueña.
Rodríguez, S. (1999). Culture Smart!: Ready to Use Slides and Activities for
Teaching Multicultural Appreciation Through Art. Paramus, New Jersey:
Prentice Hall.
Nota Importante: Este curso ha sido designado como uno de los cursos que
están integrados con los estándares de ejecución de ESOL del estado de la
Florida. Vea la guía de estudio en inglés abajo para ver los estándares que han
sido incluidos en el mismo.
Evaluación:
Criterios Puntuación Porcentaje Anejo
Participación 100 16% Anejo A
Calendario
50
9%
Anejo G
Portafolio 70 11% Anejo I
Plan de Lección
(escrito)
100 16% Anejo E
Plan de lección
Presentación en
grupo (oral)
100 16% Anejo F
Diario de aprendizaje 100 16% Anejo H
EDUC 123 The Creative Expression in Childhood Development 5
Prep. 12-12-03 Yvette Pinzón
Rev. 07-17-07 Prof. Marta González-García
Tareas por taller
Definiciones
(W2)(20)
Párrafo (W2)(20)
Matriz Val (W3)(20)
Descripción escrita
(W3)(20)
Técnicas de
enseñanza(W5)(20)
100 16% Anejo C-
Definiciones
Anejo B-
Trabajos
escritos
Anejo D-
Rubrica
Total 620 100
Descripción de las normas del curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el modulo debe especificar que se utilizaran ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en ingles o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
EDUC 123 The Creative Expression in Childhood Development 6
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taller requiere un promedio de diez (10) horas de preparación y en ocasiones
requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente
al taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá
el trabajo perdido, de ser necesario. El facilitador decidirá uno de los
siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo
adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las
siguientes opciones:
• Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
• Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota
a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales
es extremadamente importante pues no se pueden reponer. Si el estudiante
provee una excusa valida y verificable, el facilitador determinara una
actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación
oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero. (Vea la
política de honestidad académica)
EDUC 123 The Creative Expression in Childhood Development 7
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Rev. 07-17-07 Prof. Marta González-García
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos
y entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber
una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en
el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen Metro Orlando y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en
el módulo, no se limite a ellas. Existen otros “web sites” que podrá utilizar para la
búsqueda de la información deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
EDUC 123 The Creative Expression in Childhood Development 8
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando
a través de nuestras experiencias, podemos construir nuestro propio conocimiento
sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder
acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el
mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los
estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las
respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y
predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
EDUC 123 The Creative Expression in Childhood Development 9
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
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Study Guide
Course Title: The Creative Expression in Childhood Development from
Pre-school to Six Grade
Code: EDUC 123
Time Length: Five Weeks
Pre-requisite: EDUC 171
Description:
Study of the methods, materials and techniques used in developing basic skills in
music, art, and drama in young children. Processes used to initiate singing, basic
rhythms, use of simple instruments, arts and crafts materials, use of puppets,
improvisation and dramatization according to child’s age development and maturity
from Pre-school to sixth grade elementary school, will be practiced. Discussion of
ways used to motivate free expression and creativity in infants and young children.
Development of appreciation of fine arts in young children.
General Objectives:
1. Identify the common goals and objectives of music, visual arts, dance, corporal
movement, and drama.
2. Practice techniques and strategies used to motivate creative expression and the
development of specific skills in the arts according to the developmental stage
and maturity of the child.
3. Demonstrate ability in the techniques used to develop appreciation for the arts.
4. Articulate and integrate the Fine Arts into the existing curriculum from pre-school
to sixth grade.
Texts and Resources:
Because of the nature of this course, there will be no specific text assigned.
References and Supplementary Materials:
Bloomfield, A. & Childs, J. (2000). Teaching integrated arts in the primary school:
dance, drama, music and the visual arts.
Deliz, M. (1991). Renadío del cantar folklórico de Puerto Rico. San Juan, Puerto
Rico: Instituto de Cultura Puertorriqueña.
EDUC 123 The Creative Expression in Childhood Development 11
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Rodríguez, S. (1999). Culture Smart!: Ready to Use Slides and Activities for
Teaching Multicultural Appreciation Through Art. Paramus, New Jersey: Prentice
Hall.
Evaluation:
Criteria Points Percentage Appendix
Participation 100 16% Appendix A
Calendar
50
9%
Appendix G
Portfolio 70 11% Appendix I
Lesson Plan(written) 100 16% Appendix E
Lesson Plan (Oral
Presentation)(Group)
100 16% Appendix F
Learning Journal 100 16% Appendix H
Assignments
Definitions(W2)(20)
Paragraph (W2)(20)
Rubric (W3)(20)
Written description
(W3)(20)
Teaching techniques
(W5)(20)
100 16% Appendix C-
Definitions
Appendix B-
Written report
Appendix D-
Rubrics
Total 620 100
Important note: This course has been designated as one of the courses to be
infused with the ESOL performance standards. The following are the
standards to be included in this course:
ESOL Performance Standard 1. Conduct ESOL programs within the parameters,
goals, and stipulations of the Florida Consent Decree.
ESOL Performance Standard 2. Recognize the major differences and similarities
among the different cultural groups in the United States.
EDUC 123 The Creative Expression in Childhood Development 12
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ESOL Peformance Standard 3. Identify, expose, and re-examine cultural
stereotypes relating to LEP and non-LEP students.
ESOL Performance Standard 4. Use knowledge of the cultural characteristics of
Florida’s LEP population to enhance instruction.
ESOL Performance Standard 18. Create a positive classroom environment to
accommodate the various learning styles and cultural backgrounds of students.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated
in English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the
course module may specify that both languages will be used during the fifth
workshop, dividing that workshop’s time and activities between the two
languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to
use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
EDUC 123 The Creative Expression in Childhood Development 13
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the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (See Academic Honesty Policy)
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
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9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not
limit your investigation. There are many search engines you can use for your search.
Here are some of them:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
The facilitator may make changes and add additional web resources if deemed
necessary.
EDUC 123 The Creative Expression in Childhood Development 15
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on
making connections between facts and fostering new understanding in students.
We will also attempt to tailor our teaching strategies to student responses and
encourage students to analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the "right" answers and regurgitate someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
EDUC 123 The Creative Expression in Childhood Development 16
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Rev. 07-17-07 Prof. Marta González-García
Workshop One
Academic Objectives:
At the end of this workshop , the student will be able to:
1. Discuss the importance of creative experiences for the infant and elementary
school student.
2. Identify the necessary physical and psychomotor skills the child needs to
develop.
3. Establish specific goals for the teaching of music, art, and theater.
Language Objectives:
At the end of this workshop, the student will be able to:
1. Summarize the main ideas using correct grammar and spelling in English.
2. Contribute through a conversation in English, the discussion of the stages of
development as well as the goals of the National State Standards using a
variety of vocabulary, including technical jargon in an appropriate manner.
3. Verbally discuss the course material interacting with other classmates.
URL’s
HAPI-Hispanic American Periodical Index
http://hapi.gseis.ucla.edu/
Desarrollo psicomotor de la primera infancia
http://www.internenes.com/psicologia/psmt.phtml
National Standards for Arts Education
http://www.educationworld.com/standards/national/arts/index.shtml
Fine Arts
http://www.educationworld.com/awards/past/topics/fine_arts.shtml#General
Early Connections: Technology in early childhood education
http://www.netc.org/earlyconnections/index2.html
Assignments before Workshop One:
1. Review the module paying special attention to the rubrics. These rubrics will
be used to assess your knowledge.
2. Find information and/or definitions about:
a. Physical development and skills
b. Visual-Perceptual training
EDUC 123 The Creative Expression in Childhood Development 17
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c. Muscular coordination
d. Vocal training
e. Audio training
f. Stages of the creative development
g. Spontaneous and creative movement.
3. Visit: National Standards for Arts Education
http://www.educationworld.com/standards/national/arts/index.shtml
4. Look for a blank comic strip. You can visit
http://www.learninglaffs.com/free.htm or
http://scottishboomerang.wordpress.com/teaching-resources/
5. Prepare a written report in English summarizing stages of development,
principal characteristics and comments on specific goals in the areas of
Music, Art and Theater for the pre-school to 6th grade students. See
Appendix A to complete this written report. ESOL Standard 1: students will
include a session where they will explain how they will incorporate
activities for students who do not speak English based on the META
Consent Decree regulations and policies regarding equal opportunity.
Activities:
1. Ice breaker- Fold a paper in half and write your name on one half of the paper
using your creativity. Include your favorite artist and creative activity. Share
with the class.
2. The facilitator will discuss objectives, rubrics, topics, and activities to be
completed in the next five weeks.
3. The student’s representative will be selected.
4. The class will be divided in small groups to chronologically organize the
stages of development. Each group will present the stages in a creative way.
5. Compare, contrast, and discuss the similarities and differences of the
information shared by each group.
6. Discuss the assignment about the definitions. Turn in the written report to the
facilitator. ESOL Standard 18: Turn in a two page written report to the
facilitator with an explanation of the terms. In the report students will reflect on
and explain how this information can help meet the needs of ESOL students
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in the classroom. The reflection will include how this information can help in
creating a positive environment in the classroom for this student population
and to help them in the development of the areas defined.
7. Using a blank comic strip, write about the importance of fulfilling the needs of
ESOL students.
8. The class will brainstorm about the goals found in the National Standard for
Arts Education. Identify main goals.
9. Students will draw a conceptual map about the goals they identified.
10. The facilitator will review the information discussed as well as the activities to
be completed in Workshop 2.
Assessment:
Learning journal: (English) Write 3 paragraphs (introduction, analysis and
conclusion) about today’s topic.
h. What new information did you learn?
i. What information impacted you the most? Why?
j. How would you use the information learned in the classroom?
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Taller Dos
Objetivos Específicos:
Al finalizar el taller, el estudiante estará capacitado para:
1. Discutir la importancia de las experiencias creativas en el desarrollo de los
infantes y niños de edad escolar.
2. Utilizar las Bellas Artes como vehículo o instrumento para el desarrollo de
destrezas básicas en el currículo.
3. Conocer el significado de la música y el ritmo.
Objetivos de lenguaje:
Al finalizar el taller, el estudiante estará capacitado para:
1. Proponer verbalmente soluciones a problemas relacionados con el tema
discutido utilizando una variedad de vocabulario, incluyendo una jerga
técnica de una manera apropiada.
2. El estudiante resumirá las ideas principales utilizando el uso correcto de la
gramática, deletreo y puntuación correctamente en español.
3. El estudiante buscará información, la leerá y la discutirá en clase.
Direcciones electrónicas:
Música Actividades Infantiles y Educación pre-escolar:
http://www.primeraescuela.com/themesp/musica.htm
Dance Internet sites:
http://ericir.syr.edu/cgi-bin/print.cgi/Resources/Subjects/Arts/Dance.html
Theatre Arts Internet Sites:
http://www.eduref.org/cgi-bin/print.cgi/Resources/Subjects/Arts/Dance.html
Busy Teacher’s k-12 Website Art:
http://www.ceismc.gatech.edu/busyt/art.shtml
Tareas antes del Taller Dos:
Buscar la información sobre los siguientes conceptos y crear tu propia definición
sobre los mismos: (en español)
1. Música
a. Ritmo
b. Melodía
c. Armonía
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d. Dinámica
e. Nota
2. Artes
a. Color
b. Forma
c. Línea
d. Diseño
e. Perspectiva
f. Textura
g. Balance
h. Luz y sombra
i. Proporción
j. Danza
k. Movimientos básicos y espontáneos
l. Desarrollo del sentido
m. Desarrollo de la coordinación motora
n. Desarrollo de la coordinación especial y mental
o. Teatro
p. Movimiento corporal
q. Improvisación
r. Dicción
s. Movimiento escénico
t. Memorización
u. Marionetas
3. Traer a la clase artículos, objetos, láminas o material relacionado a las cuatro
categorías ha estudiarse en este curso (arte, música, teatro y danza). *Los
materiales antes mencionados se utilizarán en la actividad de “Exposición de
Arte”
Actividades
1. Colocar carteles alrededor del salón con los términos de la tarea. Los
estudiantes rotarán por los carteles escribiendo las definiciones creadas por
ellos mismos. Discutir las definiciones de cada una de manera socializada.
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2. El facilitador dividirá el salón en 4 áreas (Arte, Música, Teatro y Danza y
asignará un área a cada grupo. Los estudiantes colocarán todos los materiales
relacionados al área que les corresponde. Una vez en los grupos, los
estudiantes prepararán una exposición de arte con los materiales colocados en
cada área. Cada grupo preparará una descripción de su exhibición resaltando
las características y datos aprendidos sobre el área de las Bellas Artes
asignada.
3. Escoger una persona de cada grupo para hacer el trabajo de Evaluador. Cada
grupo presentará su exhibición de arte y compartirá su descripción sobre la
misma.
4. Los 4 jueces y el facilitador votarán para escoger el ganador de la Exhibición de
arte basado en calidad, creatividad, belleza, organización, y presentación.
5. Presentación del ganador.
6. El estudiante escribirá un diario de aprendizaje sobre las actividades
completadas en el taller.
7. Los estudiantes prepararán una tormenta de ideas (torbellino de ideas) acerca
de otras actividades posibles para dar a conocer el Arte, la Música, el Teatro y la
Danza.
8. El facilitador discutirá las tareas a completar en taller tres.
Evaluación:
Piensa en la información aprendida y analiza cómo las Bellas Artes
contribuyen al desarrollo cognitivo del estudiante. Escribe un breve
párrafo sobre tu análisis y entrégalo al profesor antes de terminar el
taller. (Español)
EDUC 123 The Creative Expression in Childhood Development 22
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Workshop Three
Academic Objectives:
At the end of the workshop, the student will be able to:
1. Identify the use of technology in the teaching of Fine Arts.
2. Analyze the use of computer based programs, Web sites, DVD’s, CD’s and
books in the teaching of Fine Arts in the classroom.
3. Create a rubric to assess an artistic activity.
Language Objectives:
At the end of the workshop, the student will be able to:
1. Read, analyze and write a description of how to use different web sites in the
classroom using correct punctuation, syntax, work choice and grammatical
structures.
2. Express themselves using correct use of grammar, syntax and verb usage.
3. Express ideas orally and in writing using English fluently, and clearly.
URL’s:
Visual Arts. Ask Eric:
http://www.eduref.org/cgi-
bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Arts/Visual_Arts/visual_arts.html
Creating music:
http://www.creatingmusic.com/
Create a seasonal postcard:
http://teacher.scholastic.com/scholasticnews/games_quizzes/postcards/index.asp
PBS Dance and movement:
http://www.pbs.org/teachersource/prek2/theme/dance.shtm
Creating a Rubric
http://rubistar.4teachers.org/index.php
http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html
Assignments before workshop three:
1. Choose a grade (Pre-K to 6th grade) and create an original rubric to evaluate an
artistic activity. Make copies for the rest of the class. Be prepared to explain the
rubric in class.
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2. Find websites, books, DVD’s, CD’s or any other resource that can be use in
teaching Fine Arts. Print two copies of each selected website (at least two) and
bring any other examples to the class.
ESOL Standard 2: Turn in a two page paper that reflects on how these resources
can help in recognizing the major differences and similarities among the different
cultural groups in the United States.
ESOL Standard 3: Turn in a two page paper reflecting on how these resources can
promote cultural awareness and equity by Identifying, exposing and re-examining
cultural stereotypes relating to LEP and non-LEP students.
ESOL Standard 4: Turn in a two page paper reflecting or suggesting how these
resources can promote knowledge of the cultural characteristics of Florida’s LEP
population to enhance instruction.
Activities
1. The facilitator will review covered material and clarify any doubts.
2. The students will share the rubrics created to evaluate a creative activity. Turn in
the rubric to the facilitator after sharing with the class.
3. The class will be divided in subgroups. Students will share the resources
(websites, books, CD’s and DVD’s) they found as part of their homework.
Discuss how all these can be incorporated in daily classroom activities and in the
general curriculum.
4. After completing this activity, each group will choose at least two of the websites
discussed and will write a description about them. Share this description with the
class.
5. Each student will write a description on how to incorporate the selected websites
in the classroom. Correct use of grammar will be evaluated in this activity.
6. The class will resume sharing their experience with the websites and other
technologies as well as discussing how to use them in the classroom. The
facilitator will collect the websites’ written description.
7. Students will create a list of ideas on how to teach a Fine Arts class in a creative
way. Hand in the list to the facilitator.
8. The class will be divided in groups of two. Each group will be assigned a topic
related to Music, Art, Dance and Theater. The students will coordinate and
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choose the materials they will need for Workshop Four as well as the grade to be
taught. Grades, objectives and teaching methodologies should be decided at
this point.
9. The facilitator will clarify any doubts.
10. Discuss activities for workshop four.
Assessment:
Learning Journal: (in English) remember to write three paragraphs about all you
learned today. Include a list of how can the Fine Arts be incorporated in the general
curriculum.
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Taller Cuatro
Objetivos Específicos:
Al finalizar el taller, el estudiante estará capacitado para:
1. Investigar y evaluar actividades relacionadas a la Música, Arte, Danza y
Teatro.
2. Utilizar la Bellas Artes como vehículo o instrumento en el desarrollo de
destrezas básicas en el currículo.
3. Crear una lección donde enseñará sobre un tema de Bellas Artes.
Objetivos de Lenguaje:
Al finalizar el taller, el estudiante estará capacitado para:
1. Redactar objetivos utilizando conjugación de verbos correctamente.
2. Explicar de forma organizada y clara como utilizar las Bellas Artes en el
desarrollo de destrezas básicas en el salón de clases utilizando conceptos
aprendidos, vocabulario técnico apropiado en el lenguaje asignado.
3. Discutir verbalmente y utilizando vocabulario correcto las lecciones
realizadas por los compañeros de clases.
Direcciones electrónicas:
Música Actividades Infantiles y Educación Pre-escolar:
http://www.primeraescuela.com/themesp/musica.htm
HAPI-Hispanic American Periodical Index
http://hapi.gseis.ucla.edu/
Tarea a completar antes del taller cuatro:
1. Buscar información acerca de los siguientes conceptos. Prepare una
definición en dos oraciones de cada uno.
A. Música
• Canciones
• Actividades rítmicas
• Bailes
B. Arte
• Dibujo
• Pintura
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• Impresión
• Escultura
• Fotografía
C. Baile
• Bailes folklóricos
• Bailes creativos
• Movimientos coreográficos
D. Teatro
• Improvisación
• Mímica
• Poesía cantada
• Dramatización
2. Repasar el reporte completado en el taller uno acerca de las etapas de
desarrollo y de los estándares nacionales en la educación de Bellas Artes
para preparar la lección a presentar.
Actividades
1. Repasar el material estudiado y aclarar dudas.
2. El grupo se dividirá en los sub-grupos asignados en el taller pasado para
trabajar en la preparación de la lección. Todos los grupos deben tener
diferentes temas del área de las Bellas Artes. Por ejemplo el grupo de
música presentará una lección en la que enseñará sobre el Sistema Solar
usando canciones o instrumentos musicales. Cada grupo debe presentar la
lección, metodología de enseñanza, escribir un plan de lección y al menos
dos objetivos en los cuales se reflejen el tópico y el área de Bellas Artes a
utilizarse.
3. Cada grupo presentará su lección.
4. Discusión socializada sobre las lecciones presentadas.
5. El facilitador recogerá los planes de lección y discutirá las tareas a completar
en el taller cinco.
6. Preparar un listado de técnicas de enseñanza que aprendió durante las
lecciones.
Avalúo:
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Diario de aprendizaje: Escribir sobre lo aprendido en clase. Explicar la
importancia de la integración de las bellas artes en el desarrollo de destrezas
básicas en la escuela elemental.
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Workshop Five
Este taller es bilingüe. Cada
asignación y actividad deberá
redactarse en el idioma especificado.
This is a bilingual workshop. Each
homework and activity will be
prepared in the specified language.
Learning Objectives:
At the end of the workshop, the student will be able to:
1. Identify and describe teaching techniques.
2. Create a calendar using the computer as a resource.
3. Recognize the importance of different teaching techniques and learning
styles.
Language objectives:
At the end of the workshop, the student will be able to:
1. Describe in complete sentences the use of different teaching techniques in
the classroom.
2. Express ideas using correct grammar, syntax and verb usage.
3. Use concepts related to the content of the workshop and prior workshops
correctly in either language (Spanish and/or English).
URL’s:
Teaching techniques
http://www.youthlearn.org/learning/teaching/index.html
Techniques and strategies for teaching and learning
http://www.celt.iastate.edu/teaching/techniques.html
Calendar
http://www.sldirectory.com/cal.html
Learning Styles
http://www.ldpride.net/learningstyles.MI.htm
http://www.chaminade.org/inspire/learnstl.htm
Activities before Workshop Five:
1. Find Web sites that will give you ideas on how to prepare a school calendar to be
sent to the parents. Bring the Web sites to the classroom. Think of ideas of what
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you want to include in your calendar. You will create your calendar in the lab
room. Creativity as well as originality will be evaluated in this activity (in English).
2. Research about teaching techniques that incorporate the four studied
components of the Fine Arts (Music, Dance, Art and Theater). Organize them on
a table with a brief description of each one (English or Spanish).
3. Perform a research about learning styles. Make a summary in writing of each
learning style and identify your own (in Spanish).
4. Finish portfolio and bring it to class to be evaluated.
Activities
1. Students will review all the concepts discussed in previous workshops (in
English).
2. Students will share the websites found and will design their own calendar (in
English).
3. Students will share their calendars with the rest of the class. They will discuss the
importance of the use of calendars in the classroom. What is the purpose of
sending the calendars home? (in Spanish)
4. The class will be divided in smaller groups where they will share the teaching
techniques and learning styles found. Make a list and get prepare to share with
the rest of the class (in Spanish).
5. Each group will present their findings (in the student’s preferred language).
6. The facilitator will give a few minutes to complete the portfolio.
7. Students will hand in their portfolio.
8. Students will complete the class and facilitator’s evaluations.
Assessment:
Learning journal: in three paragraphs, summarize in English the most important
points you have learned in this course.
For example: What are Fine Arts?
What are the components of the fine arts?
How do fine arts help in the development of basic skills?
How can the fine arts be incorporated in day by day curriculum?
What teaching techniques incorporate the fine arts?
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Anejos/Appendixes
EDUC 123 The Creative Expression in Childhood Development 31
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Anejo A/Appendix A
RUBRIC TO EVALUATE CLASS PARTICIPATION
COURSE________ PT ________ GRADE ________
Attendance and Punctuality __________%
0 = absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops. 1= absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops. 2= absent in 2 workshops or absent in 1 workshop and was late in 3 or more workshops. 3= absent in 1 workshop or attended all workshops butt was late in 3 workshops. 4= Attended all workshops but was late in 1 or 2 workshops 5=Perfect attendance
Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5
Present__
Absent__
Late__
Total____
Present__
Absent__
Late__
Total____
Present__
Absent__
Late__
Total____
Present__
Absent__
Late__
Total____
Present__
Absent__
Late__
Total____
Participation in class___________%
Criteria 0 1 2 3 4 5 N/A
1. Contributes frequently to class discussion
2. Demonstrates interest in class discussion
3. Answers questions made by the facilitator and classmates
4. Asks questions pertinent to the class subject
5. Arrives prepared to class
6. Contributes to class with additional material
7. Presents arguments based on class lecture and work.
8.Demostrates attention and opening towards arguments
9. Answers questions and expositions from classmates
10. Demonstrates initiative and creativity in class activities
0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent N/A-Not applicable
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Anejo B/Appendix B
MATRIZ VALORATIVA PARA EVALUAR EL PROYECTO ESCRITO (Individual)
0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica
CRITERIOS 0 1 2 N/A
Contenido
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada.
5. El autor demuestra dominio del tema o materia de la presentación.
6. El punto de vista del autor se presenta de manera clara y contundente.
7. El escrito demuestra sustancia, lógica y originalidad.
Lenguaje
8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. El escrito es claro, enfocado e interesante
Total= 20 puntos
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Anejo C/Appendix C
MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO (Definiciones)
0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica
CRITERIOS 0 1 2 N/A
Contenido 70%
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y argumentos de la presentación están bien
fundamentadas en los recursos presentados, consultados o
discutidos en clase
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea
asignada.
5. El autor demuestra dominio del tema o materia de la
presentación.
6. El punto de vista del autor se presenta de manera clara y
contundente.
7. El escrito demuestra sustancia, lógica y originalidad.
Lenguaje 30%
8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y
gramatical.
10. El escrito es claro, enfocado e interesante .
Total= 20 puntos
EDUC 123 The Creative Expression in Childhood Development 34
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Rev. 07-17-07 Prof. Marta González-García
Anejo D/Appendix D
Rubric for Workshop Three
1. Create a rubric (TOTAL 20 points) 2. Find URL’s that will help you create a rubric. Remember that the rubric should
be original. Choose a grade, topic and subject. Think of the objectives and purpose of the rubric.
3. The rubric should be presented in class.
CATEGORY Expert Practitioner Apprentice Novice
Content 70 %
Rubric Areas A) 3-7 areas that represent the total performance (mechanics, content, and quality) B) distinctly different skills are separated so as to be assessed independent of one another
A) 3-7 areas that represent the scope of the performance B) Distinctly different skills are separated so as to be assessed independent of one another
A) 3-7 areas that emphasize mostly discrete, lower-order skills with some more quality-based performance areas
A) fewer than 3 or more than 7 areas; areas emphasize discrete, lower-order skills
Rubric Criteria A) all areas contain objective descriptions B) mix of numerically quantifiable and descriptive words leading to objective assessment C) each level has a distinctly different level of performance
A) most of the areas contain objective descriptions B) of these, most are numerically quantifiable and some contain descriptive objective words
A) most areas are subjective B) objective descriptions are numerically quantifiable
A) the criteria are subjective, leading to a greater chance of the teacher and student assessing the work differently
Content and Presentation
A) curricular content is clear upon examination of the rubric B) both the
A) curricular content is clear upon examination of the rubric B) both
A) both curricular content and presentation are assessed B) content is
A) rubric primarily assesses either content or presentation B) content, if
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curricular content and presentation are assessed C) the rubric challenges students to perform at a high level of academic achievement
curricular content and presentation are assessed C) content is assessed at both the lower-order and higher-order levels
assessed at the lower-order level with some higher-order expectations
assessed, is at the lower-order level
Student autonomy
Rubric allows for substantive opportunities for self-assessment.
Rubric allows for somewhat substantive opportunities for self-assessment
Rubric allows for opportunities for self-assessment.
Rubric does not allow for opportunities for self-assessment.
Professionalism and quality
Candidate submits rubric on time with high standards of quality and professionalism.
Candidate submits rubric on time with somewhat high standards of quality and professionalism.
Candidate submits rubric on time with inconsistent standards of quality and professionalism.
Candidate does not submit rubric on time and does not ensure high standards of quality and professionalism
Organization Clearly organized. Easy to understand and follow.
Organized and easy to understand and follow.
Somewhat organized. Difficult to understand.
Not organized. Very difficult to understand.
Resources and References
Resources and references were included in the work
Some resources and references were included in the work
Limited resources or references were included in the work
No references were included.
Language 30%
Grammar and Spelling (Conventions)
Writer makes no errors in grammar or spelling that distract the reader from the content.
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
EDUC 123 The Creative Expression in Childhood Development 36
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Capitalization and punctuation (conventions)
Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.
Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.
Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Sentence structure
All sentences are well-constructed with varied structure
Most sentences are well-constructed with varied structure
Most sentences are well-constructed but have a similar structure.
Sentences lack structure and appear incomplete or rambling.
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Anejo E/Appendix E
Rubric to Assess Thematic Unit Plan Student Name: ____________________ Date: ___________________ Group Integrants: _______________________, ________________________, ________________________, ____________________________
Criteria Value Points Student Score
Content
All components of the Unit Plan
are present including
modifications ELL’s
10
Language and content
objectives are clearly stated
and well written
10
Student provides a clear list of
materials to be used
10
Steps are clearly stated and
understood; they follow a
sequence
10
Multicultural activities, personal
experiences and learning
strategies are clearly stated
10
Alternative Assessment
instruments are provided
10
Guidelines and ELL
modifications for conducting
Unit Plan assessments are
clearly stated
10
Language
Technical vocabulary is
accurately and correctly used
10
Grammar and syntax is
appropriate and correct
10
Use of verbs are correct and
appropriate
10
Total Points 100 (70% of content
and 30% of
language)
Total Score: ______
Student’s Signature: _______________ Facilitator’s Signature: _______________
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Anejo F/Appendix F
Oral Presentation Rubric Student Name: _____________________________ Date:___________________
Criteria Value Points Total Score
Content
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener
10
The speaker uses arguments which are adapted to the values and motivations of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively, enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."
10
Language
Student pronounces words in a clear and correct manner so as to make language understood to others
10
Correct use of grammar and verb conjugation 10
Use of correct use of vocabulary words to express message
10
Total Points 100 (70% of
content and 30%
of language)
Student’s Total
Score: ________
Student’s signature: ________________________
Facilitator’s Signature: ____________________________
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Anejo G/Appendix G
Rubric to Evaluate Calendar Activity
Category 5 Exceeds the
standard
4 Meets the standard
3 Shows
progress toward
meeting the standard
2 Has
difficulties meeting the
standard
1 Doesn’t meet the standard
Students create a calendar outline
Student completes calendar outline successfully.
Student completes calendar outline with little errors.
Student completes calendar outline with some errors
Student completes calendar outline with many errors
Student doesn’t complete outline.
Students places numbers
Students places numbers with no difficulty
Student places numbers with little difficulty
Student places numbers with some difficulty
Student places numbers with too much difficulty
Student doesn’t place numbers.
Student scan photo
Student scans and edit photo with no help
Student scans and edit photo with little help
Student scans and edit photo with some help
Student scans and edit photo with constant help
Student doesn’t scan and edit photo.
Graphics
All graphics are effective, edited, and placed in a manner that is eye-catching and complimentary to the calendar.
The majority of graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.
Some of the graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.
Hardly any of the graphics are effective, edited, and placed in a manner that is attractive and complimentary to the calendar.
Graphics are not effective, edited, and placed in a manner that is attractive and complimentary to the calendar.
Activities All activities are placed correctly on calendar.
One activity are not placed on calendar correctly.
Two activities are not placed on calendar correctly.
Three activities are not placed on calendar correctly.
Four or five activities are not placed on calendar correctly.
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Student Name______________________ Journal #______ Date______________
Neatness The calendar is easy to read. The codes are easy for the reader to understand.
The calendar is fairly easy to read. The reader is confused because of writing or the codes the author is using.
The calendar is more difficult to read. Assignments are not written in the proper box for each class.
Assignments are written wherever the student chooses. There is no order to the calendar
The student has not used the calendar at all.
Content 70% (35 points)
Sentence Structure (Sentence Fluency)
All sentences are well-constructed with varied structure
Most sentences are well-constructed with varied structure.
Some sentences are well-constructed with varied structure.
Hardly any of the sentences are well-constructed with varied structure.
Sentences lack structure and appear incomplete or rambling.
Conventions (spelling, capitalization, etc.)
No spelling, capitalization, or spacing errors.
One or two spelling, capitalization, or spacing errors
More than three spelling, capitalization, or spacing errors.
More than five spelling, capitalization, or spacing errors.
More than six spelling, capitalization, or spacing errors.
Delivery of information
Student delivers the information in a lively, enthusiastic fashion
Student has little difficulty delivering information in a lively, enthusiastic fashion
Student has some difficulty delivering information in a lively, enthusiastic fashion
Student struggles delivering information in a lively, enthusiastic fashion
Student does not deliver the information.
Language 30 % (15 points)
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Rev. 07-17-07 Prof. Marta González-García
Anejo H/Appendix H
Learning Journal
Student Name: _____________________ Journal #: _____Date: _______________
Criteria Day One Day Two Day Three
Day Four
Day Five
Student turned in the journal on time assigned
Student answers questions without deviating from the topic; ideas are well connected and follow a sequence
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class
Sentences are written using appropriate syntax, punctuation, verb usage, and grammar
Total Points
Student’s Signature: ____________________________
Facilitator’s Signature: ___________________________
EDUC 123 The Creative Expression in Childhood Development 42
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Rev. 07-17-07 Prof. Marta González-García
Anejo I /Appendix I
Guías para completar el portafolio
Como requerimiento para este curso, los estudiantes deben completar un portafolio
con los ejercicios asignados. El portafolio debe incluir.
1. Página de Presentación
2. Tabla de contenidos
3. Una introducción explicando de forma general el contenido del portafolio
(1 página).
4. Copias de todos los trabajos requeridos por taller.
5. El portafolio debe ser entregado en una carpeta (binder)
6. El portafolio debe ser entregado en el taller 5. Incluir una copia electrónica del
mismo (disquete, CD o DVD).
7. Al final del portafolio debe escribir una conclusión acerca de lo aprendido en el
curso (1 página).
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Rev. 07-17-07 Prof. Marta González-García
Anejo J /Appendix J
Matriz Valorativa para el Portafolio
Categoría Excede expectativas
Llena las expectativas
Logra alguna de las expectativas
No llena las expectativas
Contenido 70%
Organización Claramente organizado. Contenido completo. Los materiales están organizados
Adecuado y relacionado al curso. Algunos documentos no están organizados
No esta claro o consistente. El contenido o documentos no están completos.
No esta adecuado o claro.
Cantidad de contenido
El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades
El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades. Sin embargo, podría utilizar más ejemplos.
El estudiante completo cada sección del portafolio con suficiente y diversos ejemplos académicos y de actividades. Sin embargo algunas secciones no tienen ejemplos.
El estudiante no completo las secciones del portafolio con ejemplos o le faltaban muchas secciones sin completar.
Calidad Contenido claro, profesional y superior, incluyendo el ser visualmente atractivo
Contenido y apariencia apropiada.
Necesita mucha mejora en contenido y presentación.
No esfuerzo por hacer ver el portafolio atractivo. El portafolio en general no es aceptable
Navegación Claramente organizado. La tabla de contenido es fácil de seguir. Los materiales estan organizados de manera efectiva.
Organizado. La tabla de contenido es fácil de seguir.
No esta consistentemente organizado. La tabla de contenidos es algo difícil de seguir.
No organizado. No tiene tabla de contenidos.
Vocabulario relevante
El vocabulario es presentado de manera organizado. Y con las definiciones
La mayoría del vocabulario es presentado de manera organizada y con las definiciones
Casi todo el vocabulario es presentado de manera organizada y con las definiciones
El vocabulario relevante a la clase no ue incluido.
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correspondientes correspondientes. correspondientes. Faltan palabras.
Tema y reflexiones
El portafolio es claro, creativo y esta relacionado al curso. Las reflexiones están completas
El portafolio es adecuado y relacionado al curso. Las reflexiones son mínimas.
El portafolio no esta claro y no es consistente. Las reflexiones no están claras o son mínimas.
El portafolio no es adecuado, claro o esta en orden.
Recursos y Referencias
Uso extensivo de recursos y referencias
Uso moderado de recursos y referencias
Uso limitado de recursos y referencias
No incluyo referencias.
Lenguaje 30%
Gramática No contiene errores de gramática que puedan distraer al lector.
1-2 errores de gramática que distraen al lector del contenido.
3-4 errores de gramática que distraen al lector del contenido.
Mas de 4 errores en gramática que distraen al lector del contenido.
Capitalización y puntuación
No tiene errores de capitalización o puntuación
De 1 a 2 errores de capitalización y puntuación.
De 3 a 4 errores de capitalización y puntuación.
. Demasiados errores de capitalización y puntuación. Más de 5 errores.
Estructura de las oraciones
Todas las oraciones estan construidas correctamente.
La mayoría de las oraciones estan construidas correctamente
Pocas oraciones estan construidas correctamente.
La estructura de las oraciones es incorrecta. Las mismas carecen de sentido y fluidez.