file · Web viewUniversity of Alaska Southeast, Center for Teacher Education MAT Elementary. Instruction in the Arts - Ed 640Page 8. Music in the Classroom - Ed 640Page 14

University of Alaska Southeast, Center for Teacher Education MAT Elementary

FOUNDATIONS IN

ELEMENTARY EDUCATION

INSTRUCTION IN THE ARTS:

ART MUSIC DRAMA

ED 640 – JULY 2011

FOUNDATIONS IN ELEMENTARY EDUCATION INSTRUCTION IN THE ARTS

ED 640 – JULY 2011

TABLE OF CONTENTS

SYLLABUS..................................................................................4REQUIRED TEXT.......................................................................5COURSE GOALS........................................................................6UAS COMPETENCIES...............................................................7SCHEDULE.................................................................................8LESSON PLAN GUIDE.............................................................10LESSON PLAN RUBRIC...........................................................11KNOWLEDGE STATEMENT EXPLANATION.Error! Bookmark not defined.KNOWLEDGE STATEMENT RUBRIC......Error! Bookmark not defined.GRADING..................................................................................15ATTACHMENT 1 RESOURCES/ SUPPLEMENTAL MATERIALS........................16

TEXT BOOKS.......................................................................................16C.D’s & DVD’s......................................................................................17MUSIC EDUCATION INTERNET RESOURCES.................................18MUSIC SELECTIONS FOR IMPROVIZATION AND MOVEMENT......19MUSIC CONNECTION TO CHILDREN’S BOOKS...............................20DRAMA TEXTBOOK RESOURCES:...................................................22DRAMA INTERNET RESOURCES:.....................................................22ARTS RESOURCES (more to come)..................................................23

ATTACHMENT 2 HANDOUTS.................................................24

MUSIC..................................................................................................24INTRODUCTORY GAMES AND SONGS............................................24INTEGRATING MUSIC INTO THE CORE CURRICULUM..................24DRAMA.................................................................................................24ART......................................................................................................24

FOUNDATIONS IN ELEMENTARY EDUCATION INSTRUCTION IN THE ARTS

ED 640 – JULY 2011

Instructor: Ann Boochever: Office: Home Phone: 780-6934.

Off Hrs: Available generally right after class, and other times by appointment.

e-mail: Home: [email protected] Classroom: HB 205 Time: 1:00-4:00 7/25-7/29 /11

SYLLABUSCOURSE CONTEXT: This course covers the integration of the Arts, including art, music and drama, into the core curriculum. The goal is to provide vital information to help gain an appreciation of the arts as well as an understanding of the basic elements of art, music, and drama and the value of using them in the classroom. The class is designed to provide models and experiential opportunities for Arts integration that will enhance teaching and further engage learners.

COURSE DESCRIPTION: An introduction to music, drama, and art as it relates to the core curriculum including examples of integration, in addition to learning to understand the basic elements of each discipline. Application and extension of knowledge will be evaluated through class participation and attendance, knowledge statement, presentations in class, and reflective journal writing. Critical reflection of course content implementation in internship experience will be required in exit portfolio.

RELATION TO CONCEPTUAL FRAMEWORK: Graduates of the Elementary MAT know, understand, and use – as appropriate to their own understanding and skills, the content, functions, and achievements of the arts as a primary media for communication, inquiry, and insight among elementary students. This course develops an understanding and appreciation of the rudimentary elements of music, theater and art and explores contemporary methods and strategies of integrating the arts into the core curriculum.

INSTRUCTIONAL METHODOLOGIES: Interactive and active lectures and activities, cooperative learning strategies, discussion, group presentations and observation will all be used to help students experience and appreciate the value of art, music and theater as individual art forms and as a motivator and a means to reinforce or extend understanding of key concepts in the core curriculum.

Instruction in the Arts - Ed 640 Page 4

REQUIRED TEXT

None

SUPPLEMENTAL MATERIALS: Collected by Instructor (See Attachments)


COURSE GOALS Competencies that must be developed related to teaching: Indexed to Alaska Teacher Standards, the UAS Center for Teacher Education (CTE), Alaska Cultural Standards for Students, Conceptual Framework Goals & Performances (CF), and National Council for the Accreditation of Teacher Education (NCATE), and the Association for Childhood International (ACI) Elementary Standards.

AK Teacher Standard

s

AK Culturally Responsiv

e Standards

UAS CTE Conceptual Framework

NCATE/ACEI

Standards

NET Standards

1. Demonstrates awareness of the power, beauty, and joy that can be experienced when using the arts in teaching.

4, 6 E 4, 5, 6 2f 2f

2. Demonstrates different ways the arts can be used as a motivator or primary reinforcer of other core subject areas.

4,5,6 C,E 3,5,6 4a,b,c 5a,b 2f

3. Demonstrate understanding of Gardner’s Multiple Intelligences Theory and be able to apply the principles to their teaching.

2,6 5,6 4a,b 2f, 4a,b

4. Recognizes the connection between the different arts and how they can be integrated into their teaching.

2,3,4 C,E 4a,b 2f,4a,b

5. Demonstrates competency in and appreciation of the arts.

4 4 4a,b 2f


UAS COMPETENCIES(General academic competencies related to university academic goals)

1. Communication—Group discussions, written journals, reflection on classroom activities.

2. Critical Thinking—Self evaluation of assignments, small group discussions, encouragement of different experiences in response to arts experiences, Knowledge Statement response.

3. Professional Behavior—Classroom discussions, final presentation to class.

4. Computer Usage—Use of the internet for research, curriculum identification, teaching materials, assessment.

5. Information Literacy—Use of resources to develop lessons integrating the arts and literature.


SCHEDULEMonday - Friday – JULY 25-29

DATE TOPICS IN CLASS READINGS ASSIGN. DUE

7/25 Introduction to class, requirements, expectations, focus on music

“Sixty-Five Reasons Why Singing Should Be Central to Education and Life” by Nick Page from Sing and Shine On!

Introductory Games and songs.

Read course information, syllabus and outline; assemble with hand-outs in 3-ring binder; Read A Tale of Two Scenarios by Donald Eismann; reflective journal.

7/26 Content integrated music lessons. i.e. How to use music to enhance reading, social studies, and science.

View movie: The Rhythm of Learning (WGBH Boston Video)

Discuss A Tale of Two Scenarios by Donald Eismann.

Research lesson ideas that would use music/drama to reinforce a lesson from the core curriculum. Include a children’s book, share internet/other research; reflective journal.

7/27 Elements of Drama:

Theater Games, Story Circle/Box, music and drama – statues, stories to music, Reader’s Theater.

In small groups enact fairy tale of choice.

Begin preparation of Knowledge Statement draft to be finalized with portfolio. Please see Lesson Plan Rubric, Knowledge Statement Explanation and Rubric and Basic Components of a Lesson Plan. Reflective journal.


DATE TOPICS IN CLASS READINGS ASSIGN. DUE

7/28 Basic Elements of Art

Examples of Art integration into curriculum

Guest artist presentation

Research sources for final lesson presentations.

Prepare informal lesson with partner that uses the Arts to reinforce a lesson from the core curriculum. Share with class an informal list of possible sources for presentation. Journal reflection.

7/29 Goodnight song

(Dreams of Harmony)

Summarize.

Lesson Presentations

Lesson Plan due.

Knowledge Statement draft due.

Pass the Stone


LESSON PLAN FORMIntern: ____________________________________Subject Area/s:_______________________

Grade level: Date:STEP 1 DESIRED RESULTS

CORE (standards):

OBJECTIVES:

UNDERSTANDINGS:Students will understand:

Students will know:

ESSENTIAL QUESTIONS:

Students will be able to:

STEP 2 ASSESSMENT EVIDENCEPERFORMANCE TASKS: OTHER EVIDENCE

STEP 3 LEARNING PLANLEARNING ACTIVITIES DIFFERENTIATIONS:


LESSON PLAN RUBRICIntern: Date:

Component Developing-1 Acceptable -2 Optimal -3

Identification of desired results (20%)

Interns did not address all components of desired results (step 1). Interns selected desired results inconsistent with best practices identified in

methods courses.

Intern addressed all components of desired

results (step 1).Intern selected desired results consistent with

best practices identified in methods courses.

In addition to criteria for accomplished performance:

Intern selected desired results to address higher-

level thinking, student inquiry, and the needs of diverse

learners in class.

Alignment of assessment with desired results

(20%)

Intern did not identify assessment strategies, or they select strategies that are not well connected to desired results, methods course best practices, or needs of diverse learners

(step 2).

Interns identified formative and summative

assessment strategies aligned with desired

results, methods course best practices, and needs

of diverse learners (step 2)

Interns provide assessment criteria

(checklists, rubrics, or other criteria) for

teachers.

Intern selected interactive formative and summative assessments aligned with desired results, methods

course best practices, and needs of diverse learners

(step 2).Interns provided assessment criteria (checklists, rubrics, or

other criteria) for teachers and students to assist self-

assessment.

Selection of active learning plan

(20%)

Interns selected teaching methods and learning

opportunities that are not well connected to desired results, methods course

best practices, or needs of diverse learners (step 3).

Interns selected teaching methods and active

learning opportunities that support desired results, methods course best

practices, and needs of diverse learners (step 3).

In addition to criteria for accomplished performance: o

Interns help learners apply knowledge and problem solve. Interns provided multiple options within

assignments to meet needs of diverse learners.

Implementation of instruction (20%)

Intern primarilyimplemented teacher-centered instructional

approaches.Students have little or no opportunity to question,

share ideas or brainstorm with their peers.

Interns implemented at least one student-

centered instructional approach for active

learning.Students have the

opportunity to question, share ideas, or

brainstorm with their peers.

Intern implemented multiple student-centered instructional

approaches to allow diversified instruction and

student engagement.Lesson allowed students to

reflect critically and draw conclusions.

Interns facilitated rather than dictated learning.

Reflection (20%) Intern did not reflect on lesson experience or Intern reflected only superficially.

Intern reflected generally on each question.

Intern reflected thoughtfully and thoroughly on each

question.

OVERALL SCORE

□ -


AJ EMAT 10-11

Elementary MAT JuneauKnowledge Statement Rubric

Developing-1 Meets-2 Exceeds-3

Knowledge of Appropriate Process/Theory:The value of muisic/art/drama to instruction and learning. Why is it important and why should it be integrated into your teaching? Please site specific research to substantiate your Statement.

Statement contains general information, but not enough clarity to demonstrate knowledge. Language repeats textbook or notes rather than own understanding.

Statement demonstrates basic knowledge. Some examples and specifics are given, but may be inappropriate.

Statement demonstrates high level of knowledge Examples and specifics are given

Knowledge of Appropriate Practice:Basic elements of music/art/drama? i.e. for music they might be melody, rhythm, dynamics, etc.

Statement does not demonstrate knowledge of pedagogically appropriate instruction.

Statement demonstrates basic knowledge of pedagogically appropriate practices. Some examples and specifics are given, but may be inappropriate.

Statement demonstrates knowledge of a balanced and constructive approach and pedagogically appropriate practices. Examples and specifics are given.

Knowledge of Appropriate Strategies:How would you include music, art, or drama in other content instruction? Please give actual examples of how using music, art, or drama would enhance the learning of a particular content area

Statement demonstrates only limited knowledge of instructional strategies.

Statement demonstrates basic knowledge of instructional strategies.

Statement demonstrates high levels of depth and breadth of under-standing of instructional strategies. Instruction includes strategies to help students correct error patterns, misconceptions and misunderstandings. Clear examples help strengthen demonstration of knowledge.

Knowledge of Assessment

Statement demonstrates only limited knowledge of assessment strategies.

Statement demonstrates basic knowledge of assessment strategies

Statement reflects high levels of understanding of assessment strategies,


both formative and summative in ways that fully support effective instruction. Examples strengthen demonstration of knowledge

Integration across subject areas

Statement demonstrates only limited knowledge of how to integrate the arts with other content areas of the curriculum.

Statement demonstrates basic knowledge of how to integrate the arts with other content areas of the curriculum.

Demonstrates knowledge of how the arts are integrated with other content areas of the curriculum. Examples help to strengthen demonstration of knowledge.

Technology Integration Technology is not integrated or is integrated in ways that are not pedagogically appropriate.

Some technology is integrated to support learning.

Integration of technology is included in instructional planning and is academically and pedagogically appropriate.

Understanding of Student Diversity and Social Justice

No understanding of student diversity or social justice is evident.

Some understanding of student diversity or social justice is evident in most cases.

Understanding of student diversity or social justice is evident in all cases.

Differentiation/Universal Access

Descriptions of differentiation are vague or ineffective. Universal Access is not attempted.

Possible differentiations are described and applied to some learning activities. Universal Access is attempted

Universal Access is achieved.

Reflection No reflection on teaching and learning is evident.

Some reflection on teaching and learning is evident.

Deep reflection on teaching and learning is evident.


Writing/Communication Writing problems disrupt understanding of content, (i.e. awkward sentences, incorrect word usage, grammar errors.) APA rules are not applied.

Writing organized. Sentences fluent. Writing conventions are mostly accurate. Most APA rules are applied correctly.

Writing is extremely smooth and well organized. Writing conventions are used accurately. APA rules are applied correctly.

References Pertinent information is incorrectly referenced to the source or not provided. APA rules are not applied.

Some pertinent information is correctly referenced to the source. Most APA rules are applied correctly.

All pertinent information is correctly referenced to the source. APA rules are applied correctly.


GRADING Participation and performance during class discussions 25%

Journal Writing 25%

Lesson Plan and Presentation 25%

Knowledge Statement Response 25%

A 90%-100%

B 80%-89%

C 70%- 79%

D 60%-69%

COMPETENCIES HOW DEMONSTRATED

1. Demonstrates content knowledge and pedagogical content knowledge related to understanding basic concepts of art, drama and music and how to integrate those concepts into teaching of core content.

In- class participation, journal writing, lesson presentation, Knowledge Statement response.

2. Designs, teaches, assesses and critiques lessons that integrate art, music, and drama effectively.

Lesson plans and presentations, class participation, Knowledge Statement response, journal writing.

3. Demonstrates understanding of how ‘arts’ integrated core content activities are developed to reflect Alaska Standards.

Same as above.

4. Adapts instruction in terms of individual cognitive and developmental levels, variations in cultural and individual strengths and weaknesses.

Same as above.

5. Demonstrates the use of art, drama, and music in learning activities to develop concept in students that differences among people and groups of people are positive and beneficial to society.

Same as above.

6. Demonstrates use of clear communication. of expectations and sufficiently high standards to challenge all children. Integrates critical thinking and problem solving into teaching.

Same as above.

7. Recognizes the interaction of the Arts with other subjects across the curriculum.

Same as above.


ATTACHMENT 1RESOURCES/ SUPPLEMENTAL MATERIALS

TEXT BOOKS

Adzena, Abraham Kobena, Maraire, Dumisani, and Cook-Tucker, Judith. Let Your Voice Be Heard! Songs from Ghana and Zimbabwe. (Book and C.D.) Danbury Ct.: World Music Press, 1996.

Birkenshaw-Fleming, Lois. Come on Everybody Let’s Sing! Toronto, Canada: Gordon V. Thomspon Music, 1989.

Burton, Bryan. Moving Within The Circle, Contemporary Native American Music and Dance. (Book and C.D.) Danbury, Ct.: World Music Press, 1993.

East, Helen. Compilation. The Singing Sack. (Book and Tape). 28 song-stories from around the world. London: A& C Black, 1991.

Froseth, James O. Do It! Play Recorder. (Book and C.D.) Chicago, Il. GIA Publications, Inc., 1996.

Gilbert, Anne Green. Teaching the Three Rs Through Movement Experiences. Englewood Cliff, New Jersey: Prentice-Hall, Inc., 1977

Katz, Michael. Jump Start! (Book and tape.) West Simsbury, Ct.: Gracenote, Inc., 1988. Levene, Donna B. Music Through Children’s Literature. Theme and Variations. Englewood, Colorado: Teacher Ideas Press, 1993.

Page, Nick. Sing and Shine On! An Innovative Guide to Leading Multicultural Song. Danbury, CT: World Music Press, 2001.

Page, Nick. Music is a Way of Knowing. Galef Institute (Editor). Stenhouse Publishing, 1995.

Vanaver, Bill & Livia. Sheaves of Grain. Songs of the Seasons from Around the World. (Book and Tape). Danbury, Ct.: World Music Press, 1992.


C.D’s & DVD’s

Amadon, Mary and Peter. Teaching Kindergarten. Songs for Music & Movement. Heinemann, 1992.

Amidon, Peter and Mary Alice (Editors). Jump Jim Joe, Great Singing Games for Children (Book and CD). New England Dancing Masters Productions, Brattleboro, Vermont.

Amidon, Peter and Mary Alice, Davis, Andy, (Editors).Down in the Valley: More Great Singing Games for Children. New England Dancing Masters Productions, Brattleboro, Vermont.

Amidon, Peter and Mary Alice Brass, Mary Cay, Davis, Andy. (Editors). Chimes of Dunkirk: Great Dances for Children. New England Dancing Masters Productions, Brattleboro, Vermont.

Amidon, Peter and Mary Alice, Brass, Mary Cay, Davis, Andy. (Editors). Listen to the Mockingbird: More Great Dances for Children, Schools & Communities. New England Dancing Masters Productions, Brattleboro, Vermont.

Amidon, Peter and Mary Alice, Brass, Mary Cay, Davis, Andy. (Editors). Sashay the Doughnut. New England Dancing Masters Productions, Brattleboro, Vermont, 2008.

Longden, Sanna. Favorite folk Dances of Kids & Teachers. Evanston, Il. Folkstyle Productions, 1965.

Shabalala, Joseph. Lady Smith Black Mambazo,. Gift of the Tortoise.

McCutcheon, John. Mail Myself to You. Cambridge, Ma. Rounder Records, 1988.

Noah, Tim. In Search of the Wow Wow Wibble Woggle Wazzie Woodle Woo!Seattle, Wa.: Noazart Productions, 1985.

Rose, Marian. Step Lively: Dances for Schools and Families, collected and arranged by Marian Rose. Community Dance Project, Vancouver, BC, Canada, 1998.

Rose, Marian. Step Lively Volume 3: Primary Dances. Community Dance Project, Vancouver, BC, Canada, 2003.

Scruggs, Joe. Deep in the Jungle. Austin, Tx: Educational Graphics Press, Inc., 1987.

Sendak, Maurice. The Maurice Sendak Library. Weston, Ct.: Children’s Circle, 1993.

Wee Sing. The Marvelous Musical Mansion. Los Angeles: rice Stern Sloan, 1992.


MUSIC EDUCATION INTERNET RESOURCES

Creative kids Central. @ 2006-2009 Creative Kids Education Foundation and Classical KUSC Radio.

http://www.kusc.org/kids/sche/

Music Educators National Conference.

http://www.menc.org/

Music Education Online.

http://www.childrensmusicworkshop.com/

Worldwide Internet Music Resources http://library.music.indiana.edu/music_resources/mused.html


http://www.kusc.org/kids/sche/

MUSIC SELECTIONS FOR IMPROVIZATION AND MOVEMENT

Bizet, Georges, L’Arlesienne, Suite No. 1.

Debussy, Claude, Afternoon of a Faun, La Boite a Joux Joux (The Toy Box), La Mer Goilliwog’s Cakewalk from the Children’s Corner Suite.

Dukas, The Sorcerer’s Apprentice.

Floyd, Pink, Time.

Gofe, Ferde, Cloudburst

Grieg, Edvard, In The Hall of The Mountain King.

Moody Blues, The Procession from Every Good Boy Deserves Favor.

Saint-Saens, Danse Macabre, The Carnival of the Animals.

Schubert, Franz, March Militaire, Op. 51, No. 1,2,3. Shenanigans, Volumes 1,2, and 3.

Sousa, John Philip, Stars and Stripes Forever.

Stravinsky, Igor, The Firebird Suite.

Tchaikovsky, Peter Illitch, The Nutcracker Suite, March of the Toy Soldiers, Waltz of the Flowers.

Varese, Edgar, Poem Electronique.


MUSIC CONNECTION TO CHILDREN’S BOOKS

Aardema, Verna. Bringing The Rain To Kapiti Plain. New York: Scholastic, 1981. Baer, Gene. Thump, Thump, Rat –a-Tat-Tat. Singapore: Harper Trophy, 1989.

Bates, Katharine. America the Beautiful. New York: Atheneum Books for Young Readers, 1993

Bonne, Rose and Mills, Alan. I Know an Old Lady. Canada: Peer International Limited, 1994.

Bozylinsky, Hannah Heritage. Lala Salama. An African Lullaby. New York: Philomel Books, 1993.

Dunphy, Madeleine. Here is the Tropical Rain Forest. New York: Hyperion Press, 1994.

Eakle, Kit. In My Grandmother’s Garden. Pt. Richmond, California: MusicKit, 2001.

Glaser, Elizabeth. Introduction. For Our Children: A book to benefit the Pediatric AIDS Foundation. Burbank, California: Disney Press, 1991

Golub, Matthew. Gobble, Quack, Moon. Santa Rosa, California: Tortuga Press, 2002. (Book and CD)

Golub, Matthew. The Jazz Fly. Santa Rosa, California: Tortuga Press, 2000. (Book and CD)

Hort, Lenny. The Seals on the Bus. New York: Henry Holt and Company, 2000.

Isadora, Rachel. Firebird. New York: G.P. Putnam’s Sons, 1994.

Jones, Marc Vyvyan and Stops, Sue. Maurice. Barnstaple, Deveon: Spindlewood, 1988.

Joose, Barbara M. Mama, Do you Love Me? San Francisco, Ca.: Chronicle Books,1991.

Kennedy, Jimmy. The Teddy Bear’s Picnic. Green Tiger Press, 1983.

Khalsa, Dayal Kaur. Cowboy Dreams. New York: Clarkson N. Potter, Inc., 1990. Lemieux, Michelle. Retold by. Story by Sergei Prokofiev. Peter and the Wolf. New

York: Morrow Junior Books, 1991.

Lobel, Anita. Once: A Lullaby. New York: Mulberry Books, 1986

London, Jonathan. Hip Cat. San Francisco: Chronicle Books, 1993.

Martin Jr., Bill and Archambault, John. Barn Dance! New York: Henry Holt and Company, 1986.

Mattox, Cheryl Warren. Collected and Adapted by. Shake it to the One that You Love the Best. Play Songs and Lullabies from Black Musical Traditions. El Sobrante, Ca.: Warren-Mattox Productions, 1986.

McGovern, Ann. Wanted Dead or Alive The True Story of Harriet Tubman. New

York: Scholastic Inc., 1965.

McNally, Darcie. In a Cabin in a Wood. New York: Cobblehill Books, 1991.

Meyrick, Kathryn. The Musical Life of Gustav Mole. (Book and tape.) Singapore:

Child’s Play International Ltd., 1990.


Nelson, Esther. Holiday Singing & Dancing Games. New York: Sterling Publishing Co., Inc., 1980.

Nelson, Esther. Musical Games for Children of All Ages. New York: Sterling Publishing Co., Inc.,

Ober, Hal. How Music Came to the World. New York: Houghton Mifflin Company, 1994.

Paxton, Tom. The Animals’ Lullaby. New York: William Morrow and Company, Inc., 1993.

Peek, Merle. Mary Wore Her Red Dress and Henry Wore His Green Sneakers. New York: Clarion Books, 1985.

Perkins, Al and Gurney, Eric. Hand, Hand, Fingers, Thumb. New York: Random House, 1969.

Pomer, Janice. Dance Composition – An Interrelated Arts Approach with Music CD: Human Kinetics Publisher 2009.

Raffi. One Light, One Sun. New York: Crown Publishers, Inc., 1988.

Sackett, S.J. Cowboys and the Songs They Sang. New York: William R. Scott, Inc., 1967.

Seeger, Pete and Charles. The Foolish Frog. New York: Macmillan Publishing Co., Inc., 1973.

Seeger, Pete. Abiyoyo. New York: Macmillan Publishing Co, 1986.

Sendak, Maurice. Where the Wild Things Are. Harper Collins, 1963.

Shannon, George. Dance Away. New York: Mulberry Books, 1982.

Sheehan, Pat and Cook Tucker, Judith. Roots and Branches. Danbury, Ct.: World Music Press, 1994.

Sheldon, Dyan, The Whales’ Song. New York, N.Y.: Hutchinson Children’s Books, 1990.

Spier, Peter, Illustrator. The Star Spangled Banner. New York: Dell Publishing, 1973.

Other books by Peter Spier that pertain to music:

The Fox Went Out on a Chilly Night, London Bridge is Falling Down, To Market! To Market! The Erie Canal, Crash Bang Boom, Fast-Slow, High Low.

Waddell, Martin. The Happy Hedgehog Band. Cambridge, Massachusetts: Candlewick Press, 1992.

Waters, Kate and Slovenz-Low, Madeline. Lion Dancer. Ernie Wan’s Chinese New Year. New York: Scholastic Inc., 1990.

Winter, Jeanette. Follow The Drinking Gourd. New York: The Trumpet Club, 1988. Zelinsky, Paul. Wheels on the Bus. New York: Dutton Children’s Books, 1990.


DRAMA TEXTBOOK RESOURCES:

Bany-Winters, Lisa. (1997). On Stage Theater Games and Activities for Kids. Chicago, ILL: Chicago Review Press.

Danoff, Susan. (2005). The Golden Thread: Storytelling in Teaching and Learning. Kingston, NJ: Storytelling Arts Press.

Egan, Kieran. (1989). Teaching as Storytelling: An Alternative Approach to Teaching and Curriculum in the Elementary School. Chicago: University of Chicago Press.

Kelner, L. & Flynn, R. (2006). A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers. Portsmouth, NH: Heinemann.

Hamilton, M & Weiss, M. (2005). Children Tell Stories: Teaching and Using Storytelling in the Classroom. Katonah, NY: Richard C. Owen Publishers.

Haven, Kendall. (2007). Story Proof: The Science Behind the Startling Power of Story. Westport, CT: Libraries Unlimited.

Rooyackers, Paul. (1997). 101 Drama Games for Children. Alameda, CA: Hunter House Publishers: Spi Edition.

Spolin, Viola. (2000). Improvisation for the Theater: A Handbook of Teaching and Directing Techniques (Drama and Performing Studies). Northwest University Press.(1986). Theater Games for the Classroom: A Teacher's Handbook. Northwest University Press.(1985). Theater Games for Rehearsal: A Director's Handbook. Northwest University Press.

Wilhelm, Jeffrry. (2002). Action Strategies for Deepening Comprehension. New York: Scholastic.

DRAMA INTERNET RESOURCES:

Beauty and the Beast Storytellers: www.beautyandthebeaststorytellers.com - look under “Just for Teachers”

National Storytelling Press: www.storynet.org

National Storytelling Network: www.storynet.org


http://www.storynet.org/

http://www.storynet.org/

http://www.beautyandthebeaststorytellers.com/

ARTS RESOURCES (more to come)

Juneau School District Elementary Art Program: www.jsd.k12.ak.us/~ridgwayh/Juneau_School_District_Elementary_Art_Program/Home.html


ATTACHMENT 2 HANDOUTS

MUSIC

INTRODUCTORY GAMES AND SONGS

INTEGRATING MUSIC INTO THE CORE CURRICULUM

DRAMA

ART


Documents

file · Web viewUniversity of Alaska Southeast, Center for Teacher Education MAT Elementary. Instruction in the Arts - Ed 640Page 8. Music in the Classroom - Ed 640Page 14