Child Development 116 Creative Art for Young Children On

1

CD 116 Susan Baxter El Camino College Fall 2014

Child Development 116

Creative Art for Young Children

Instructor: Susan Baxter On Line Office Hours: Monday: 10:00 to 12:00 pm

Wednesday: 05:00 to 06:00 pm

Email : [email protected] Campus Office Hours: Monday: 10:00 to 12:00 pm

Phone: 310 660-63593 ex 6079 Tuesday: 06:00 to 06:30 pm

(only during office hours) Wednesday: 10:00 to 12:00 pm

Thursday: 10:45 to 11:15 pm

If I need to contact you or the class, I will be using your MyECC account – please check it

frequently.

Prerequisite: Child Development 103 or equivalent

Textbooks and Materials:

Englebright Fox, J. & Schirrmacher, R. (2015). Art and Creative Development for

Young Children. 8th ed. NY: Wadsworth Cengage Learning. (Book Store)

OR

Englebright Fox, J. & Schirrmacher, R. (2012). Art and Creative Development for

Young Children. 7th ed. NY: Wadsworth Cengage Learning.

Please note if a student chooses an early edition please note any differences.

Rental Options Expiration Date

Unlimited $90.49

540 days Dec 28, 2015 $75.49

360 days Jul 1, 2015 $69.49

180 days Jan 2, 2015 $60.49

eTextbook Digital Rental: 180 days

Our price:$60.49

Regular price:$173.95 You save:$113.46

Add to Cart

Various materials for art will need to be brought in every week. Please check the list the

weekend before each class to ensure that you have the supplies needed.

2 sheets of poster board 22 x 28

Large Binder for your Art Portfolio

In Class Materials: Available Online with Etudes

Etudes Online Class Management System has been created for this class. From this site you will

be able to find course materials, handouts or resources used to support the class . Please use the

following instructions to log on to my Etudes site and find your class:

Logging into the Class Site

mailto:[email protected]

http://instructors.coursesmart.com/9781285432380?__professorview=false&__instructor=1771568&__sview=1&__hdv=6.8

2


The college uses ETUDES course Management System

1. Log-in: http://myetudes.org/portal

2. User ID: your El Camino (MyECC) user ID

3. Password: mmdd of your birthday (month and day) (Password is only 4 numbers)

4. FINDING YOUR CLASS: You will see a colored bar at the top of the page directly

under the ETUDES logo.

5. Now click on the various tabs on the menu bar on the left-hand side and you are ready to

go!

6. Click around and see how the resources in the class can help you.

COURSE INFORMATION

Child Development 116 (formerly Child Development 16)

Creative Art for Young Children

3 units; 3 hours lecture

Prerequisite: Child Development 103 with a minimum grade of C or equivalent or concurrent

enrollment

Credit, degree applicable Transfer CSU

This course focuses on the principles and methods of planning, presenting, and evaluating

creative art experiences for young children ages two to five. Emphasis will be placed on

facilitating creativity, self-expression, and concept and skill development through the use of art

media such as paint, clay, collage, chalk, and woodworking. Methods for adapting creative art

experiences for children with special needs will be discussed. The course is designed for teachers

in training and teachers in service needing to develop or refine skills in planning and

implementing art curriculum.

Course Objectives:

1. Identify developmentally appropriate creative art experiences for children ages two

through five in diverse early childhood educational programs.

2. Compare and contrast theories of creativity and the developmental stages of young

children's art.

3. Plan creative art experiences to foster cognitive, psychosocial, and physical

development of young children.

4. Formulate objectives and select concepts for creative art experiences for young

children.

5. Present and evaluate art activities and curriculum for young children using a variety of

art media.

6. Adapt creative arts materials and activities for children with special needs.

7. Plan, present, and evaluate art experiences to meet the needs of children from diverse

cultures.

8. Develop and employ strategies to communicate the value of creative art to parents of

young children.

9. Evaluate State standards and the National Association for the Education of Young

Children's (NAEYC) Developmentally Appropriate Practices and apply them to

curriculum planning.

Student Learning Outcomes:

1. Compare and contrast play-based curriculum that supports children's cognitive, language,

creative, physical and social/emotional development.

http://myetudes.org/portal

3


2. Design and implement curriculum based on observation and assessment to support play

and learning using developmental, inclusive and anti-bias principles in collaboration with

families to support all children.

3. Students will develop an activity plan for preschool children that is age-appropriate and

includes: required materials, advanced preparation, developmental objectives, detailed

procedures, and theme based-related activities. (Common Rubric)

ADA Statement:

El Camino College is committed to providing educational accommodations for students with

disabilities upon the timely request by the student to the instructor. A student with a disability,

who would like to request an academic accommodation, is responsible for identifying

herself/himself to the instructor and to the Special Resource Center. To make arrangements for

academic accommodations, contact the Special Resource Center.

Student Code of Conduct http://www.elcamino.edu/administration/board/boarddocs/5500%20%20Academic%20Honesty.pdf

Student Rights and Grievances Procedure 5530

http://www.elcamino.edu/administration/board/policies.asp

Weekday Classes Begin Monday, August 25, 2014

Labor Day Holiday (Campus Closed) Monday, September 1, 2014

First Day to Apply for Fall Graduation and Certificates Tuesday, September 2, 2014

Last Day to Add Classes (Full Semester Classes - See Short Term Calendar) Friday, September 5, 2014

Last Day to Drop Without Notation on Permanent Record Friday, September 5, 2014

Last Day to Drop for an Enrollment Fee Refund* (Full Semester Classes) Friday, September 5, 2014

Last Day to Challenge Residency Status for Current Semester Friday, September 5, 2014

Last Day to Apply for Degrees and Certificates (Fall) Friday, October 10, 2014

Mid-Term Classes Begin Saturday, October 18, 2014

Veterans Day Holiday (Campus Closed) Tuesday, November 11, 2014

Last Day to Drop with a "W" Friday, November 14, 2014

Thanksgiving Holiday (Campus Closed) Thursday, November 27 - Sunday,

November 30, 2014

Last Day of Semester Friday, December 12, 2014

ASSIGNMENT OVERVIEW

Need to Know:

There are no late assignments accepted for this course. Assignments are expected to be

handed in during class time.

If you are absent on the day of class you may email your assignment to me and bring a

hard copy in the following week. I will not accept absent homework brought in after that.

Assignment Descriptions:

http://www.elcamino.edu/administration/board/boarddocs/5500%20%20Academic%20Honesty.pdf

http://www.elcamino.edu/administration/board/policies.asp

4


1. Activity Plans: detailed plans for creative art experiences appropriate for children that

include objectives, concepts and activities to be integrated into the curriculum.

o Activity Plan 1 Sensory Art

o Activity Plan 2 - Large Motor Art

2. Across the Curriculum: this is an in class assignment which explores the skill of

integrating curriculum areas and developing a theme for a preschool program across the

curriculum. You will need to be in class to complete this assignment and be graded

accordingly. The completed assignment will go into your art portfolio.

3. Art Portfolio: an accumulation of class-work, ideas, and handouts collected throughout

the semester. A portfolio check list is created in class over the term.

You will need a 3-ring binder or some type of organizational system to present your art

pieced throughout the term. Many students like to use plastic sleeves (optional) to hold

the artwork.

4. Group Project: Cultural Art Activity a presentation developing an art experience to help

deepen a child’s understanding of culture. All presentations will be held on the same

day. Included in the project is a mini presentation about some relevant information about

the culture the art is representing and a Handout with information about the actual

activity for student portfolios. All information and materials needed to be ready before

Group project day. Printing and copies cannot be done in the TRR on the day of the

project.

5. Independent Project: provides students with an opportunity to support their professional

development. Students will choose ONE of the options provided. Each project has a

different due date depending on which project the students choose. The summary of the

Independent project is due a week after the project has been completed.

6. Text Book Chapter Review

Students will read the assigned chapters and create 10 concepts that support their

learning including why the particular concept is supportive. The paper needs to be

typed, written in proper English format. Each paper needs to be submitted at the start

of class. Emailed assignments are only accepted if student is absent for the class.

ADMINISTRATIVE DETAILS

Attendance:

It is important that you contribute to the class community by attending each class meeting. This

means arriving on time and leaving only when the instructor dismisses the class. If you do miss

class, you are still responsible for being prepared for the next class meeting by having completed

the assigned reading, checking syllabus for assignments due, etc. If you missed class handouts

because of absence, you will need to get copies from my office or by photocopying from a

classmate.

Being Tardy/Leaving Early:

Attendance in class means being here the full class period. Therefore, please be ready with class

materials and in your seat at the beginning of class.

If for some reason you must be late, please enter the classroom quietly when there is an obvious

pause in the class proceedings. Enter with as little distraction to others as possible. If you need

to leave early please find a seat near the door and exit quietly so as not to disturb the class.

Drop Policy:

5


The College catalog states that regular attendance is expected of every student. The catalog also

states that a student maybe dropped after 3 absences (9 hours of classes). I will not automatically

drop a student. However, if you are choosing to take this course then I am assuming that you are

prepared to make this a commitment for the next 16 weeks and will work from that

understanding.

It is your responsibility as a student to officially drop yourself if for some reason you cannot

complete the course. This can be done through the Admissions Office. If for some reason you do

not drop yourself, and I do not drop you, a letter grade must appear on your transcript according

to college policy. This may be a grade you will not be happy with and it may lower your grade

point average (GPA).

Classroom Conduct Policy:

The best policy is to treat others, as you would like to be treated. This includes, but is not limited

to:

1. Listening quietly and respectfully when others speak.

2. Arriving on time and staying for the whole class period.

3. Speak your opinion without judging others.

4. Being a good communicator of your ideas and opinions, i.e., speaking loudly enough for

all to hear when you have the floor.

5. Turn off all cell phones, pagers and anything else that rings beeps or buzzes. In fact,

Please leave them tucked away out of the purview of the class

Cell Phones:

Please use the opportunity to practice respect and social grace and leave your phone away

during lecture or class discussion. It’s an exercise in walking your talk – I appreciate the

effort, thank you.

Participation Policy:

It is my assumption that one of the main reasons you are enrolled in this class is to learn as much

as you can about planning and presenting creative art experiences to children. It is also my

assumption that you have experience and knowledge to share with others.

Therefore, my expectation is that you will participate, not only in class activities, but any reading

and other preparation required outside of class so that you are active in the teaching/learning

process.

Cleaning Up:

Many class meetings will involve doing art activities. This involves a lot of preparation from me.

I will have materials ready for you to use so that you can get right to creating.

However, I ask for your cooperation in cleaning up the materials. If each person will take

responsibility for cleaning their own materials and throwing away trash. No person at your table

can be dismissed until everyone at the table agrees that the table, area around the table is clean.

I really, really, really appreciate your cooperation!!!

Study and Preparation Time:

College credit is given based on the formula of the Carnegie unit: for every one hour spent in

class, you are expected to spend two hours in preparation and study time outside of class. This

adds up to 6 hours per week for a 3-unit course. Please keep this in mind when scheduling your

personal, professional and academic schedules.

6


One Last Thing: There may be times when changes need to be made in the class schedule, assignment due dates or

course policies. When changes are necessary, you will be notified wither verbally or in writing.

**My Commitment to You**

Support each student’s opportunity to meet their learning potential.

Integrate course objectives into active learning experiences.

Become familiar with core concepts of child development.

Support student personal and academic goals.

Contribute to the opportunity for a positive experience at El Camino Community College.

7


S Baxter

CD 116 Art for the Preschool Child Assignment Guidelines - Fall 2014

My marking criteria are based on:

Clear evidence of process (process is more important than product)

Active learning (evidence of organic learning or growth not just retrieval and processing of

information)

Instructions were clearly followed

Authentic Learning: can be described as an opportunity for the student to build a relationship to

the information. Your work is graded for its originality, your personal reflections of ideas,

reflections and opinions and ownership of your own learning process. It is important to engage in

learning communities and build ideas but it is important to keep ownership of your own work and

process. This is especially true of the Art Portfolios.

When I grade your work I am looking to see that you are the author of your work. I will not give

credit to rewriting other peoples work, copying pages from books or other students worksheets or

submitting assignments that you or a student have prepared for another class. Please be

responsible for your own experience and manage you time so that you can benefit from the

opportunity to expand your connection to what you are studying.

All assignments except the portfolio need to be typed

Late Assignments:

Due to the nature of the class, there are no late assignments. Portfolios will be graded during

exam week. Students will sign up for an appointment with the Instructor.

Grade Apportionment:

ASSIGNMENT POINTS MY GRADE

Activity Plans- 1 150

2 150

Children’s Book Illustration and Summary 75

Across the Curriculum 50

(In class – one date only)

Independent Project (IP) 150

Text Book Chapter Notes 15x 225

Art Portfolio 200

1000

A = 900-1000 B = 800-890 C = 700-790 D = 600-690 F = 0 -590My marking criteria

are based on:

8


Clear evidence of process (process is more important than product)

Active learning (evidence of organic learning or growth not just retrieval and processing of

information)

Instructions were clearly followed

Authentic Learning: can be described as an opportunity for the student to build a relationship

to the information. Your work is graded for its originality, your personal reflections of ideas,

reflections and opinions and ownership of your own learning process. It is important to engage

in learning communities and build ideas but it is important to keep ownership of your own work

and process. This is especially true of the Art Portfolios.

When I grade your work I am looking to see that you are the author of your work. I will not give

credit to rewriting other peoples work, copying pages from books or other students worksheets

or submitting assignments that you or a student have prepared for another class. Please be

responsible for your own experience and manage you time so that you can benefit from the

opportunity to expand your connection to what you are studying.

All assignments except the portfolio need to be typed

Late Assignments:

Due to the nature of the class, there are no late assignments. Portfolios will be graded during

exam week. Students will sign up for an appointment with the Instructor.

Grade Apportionment:

ASSIGNMENT PERCENT MY GRADE

o Activity Plans- 1 1%

2 15%

o My Creative Story 10

o Across the Curriculum 05%

(In class – one date only)

o Independent Project (IP) 15%

o Text Book Chapter Notes 20 %

o Art Portfolio 20%

9


100%

A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0 -59

Textbook Chapter Notes Assignment

No late chapter notes will be accepted.

Chapter notes need to be submitted in the assignment basket at the start of each class.

Note: that late chapter work is NOT accepted! If you are absent from class please submit

your work through email and bring the hard copy in the following class. I do not grade

email submissions. Only hard copies will be graded.

Format Guidelines:

1. Typed

2. Use proper English format (grammar and spelling)

3. Each concept will be numbered from 1 to 10

4. Concept: List each point/concept/facts that you find important

5. Reflection: State why you feel each of the 10 concepts that you list will be helpful to you

as a teacher/parent/ in the field. This is a personal reflection, not a reason given by your

textbook. You will lose points if the reflection is academic and not personal.

6. If you have 2 chapters to read then you will need 10 concepts for EACH chapter (20

concepts and reflections in total).

7.

There are 2 parts to a Chapter Review 1) Concept 2) Reflection

1) Concept: List each point/concept/facts that you have read and that you find important.

2) Reflection: State why you feel each of the 10 concepts that you list will be helpful to you as a

teacher/parent/ in the field. This is a personal reflection, not a reason given by your textbook.

10


Examples of ways to start your reflections could be (these are just guidelines you may come up

with your own):

1. In my classroom I have noticed….

2. When I am a teacher I will…

3. When I was a child I…

4. My favorite teacher…

5. I think it is important as a teacher to...

You will lose points if the reflection is academic and not personal.

Example:

Chapter 1 - A Child’s World

1. Concept: It is critical that teachers who work with children direct their experiences and

observations to the child’s immediate world. (this is from a textbook)

Reflection: It is import for me to remember that when I am working with children to plan

activities and opportunities that the child can experience through all of their senses, not just

pictures and stories. (This is your own personal thought, NOT an extension of the textbook.)

Review the class schedule for the reading assignments. Read the chapter in the text book prior to

the class meeting. Keeping up with the reading will enhance your understanding of the course

content. Be sure to save the graded work until the end of term.

Chapters set out in the chart below will be used for this assignment.

Week Chapter Week Chapter Week Chapter Week Chapter

2 2 5 5 8 9 11 11 & 16

3 3 6 8 9 6 13 12 & 13

4 4 7 7 10 10 14 15

Independent Project (IP)

The following is a list of Independent Project Options. Please review the assignment guidelines

attached and complete the assignment form for submission as directed.

Once each student has participated in the Independent Project the student may hand his or

her summary ONE WEEK after completion.

11


The final day of completion and submission for the independent projects Nov. 25th.

There are 4 Different ways to complete the IP requirements. Each student will choose only 1

project. The details and submission requirements of each are listed below

1. VOLUNTEER at a Preschool Program

It is the student’s responsibility to contact a Preschool Program and to set up an appointment time

to volunteer. A minimum of a Two hour commitment is required.

A letter of introduction can be provided if it is required by the center

To Be Submitted: 500 word reflection of the experience at the CDC answering the following

questions:

1. Center Name /Location /Director

2. Name of Supervising staff

3. Number of children participating

4. Age of children participating

5. Type of activity (ies) you participated in

6. What you learned by participating

7. What you would do differently next time

8. Would you recommend this Assignment to other students and why?

.

2. El Camino College Conference/Workshop Attendance & Report

There are 2 El Camino Professional Development Opportunities listed below. More formal

details will follow near the start of the term

I. On Saturday morning, October 4, 2014 the Child Development Department will offer a

free 2 hour workshop related to Child Development. The Topic is too be announced.

II. On Saturday, November 22, 2014 the Child Development faculty at El Camino, along

with B.C.A.E.Y.C. (Beach Cities Association for the Education of Young Children)

will host a morning of Professional Development Workshops. Teachers, mentors,

supervisors, directors etc. are encouraged to attend the event. Workshop details

(regarding presenters, topics, room location, and time frame) will provided by the

instructors early in the semester. Please pre-register (before November 1st) for this

professional development conference by contacting Michelle Moen at

[email protected] or [email protected] . Space is limited, so register early.

12


To Be Submitted: 1 Week after attending the conference. A 500 word typed the report

and includes the following information:

1. Student’s Name

2. Name of Conference

3. Date(s) Location

4. Sponsoring Agency or Organization

5. Title(s) of Workshops you attended

6. State 5 things you learned at the conference

7. How does the information you learned support your professional development?

8. State why you would or would not recommend this conference to others.

3. Professional Conference/Workshop Option

Attend a pre-approved conference/workshop that relates to Childhood Education. It must be a

minimum of 2 hours. Prepare an evaluation as set out below.

To Be Submitted: 1 Week after attending the conference. A 500 word typed the report

and includes the following information:

1. Student’s Name

2. Name of Conference

3. Date(s) Location

4. Sponsoring Agency or Organization

5. Title(s) of Workshops you attended

6. State 5 things you learned at the conference

7. How does the information you learned support your professional development?

8. State why you would or would not recommend this conference to others

4. Self Design Project

Submit a proposal to design your own project. The project should speak to the area of

Children’s Arts and or development of creativity. The proposal needs to include evaluation

criteria, as set out in the guidelines. Self –design project proposals need to be submitted and

approved by the instructor BEFORE the project starts and the last day for submission on or

before December 2nd

13


Guidelines for Self-designed Project

This assignment gives you the opportunity to create your own assignment or project that will be a

learning experience for you and, perhaps, benefit others. The project must relate to the course

objectives and course content and be approved by the instructor. Please make an appointment

with the instructor as soon as possible to discuss this project.

Following are guidelines for this assignment:

1. Determine what you would like to do and what you want to learn.

2. Write objectives for the project: what do you want to accomplish and why?

Explain how this project will increase your knowledge and or skills as a teacher

of young children.

3. Meet with the instructor to explain the project and submit your objectives by End of

September.

4. Determine criteria for evaluation and select a due date with the instructor.

5. Self evaluation needs to be included in the submission.

For this project you may do a written report. However, you may choose to be more creative.

Following are some examples of different formats you may usE:

Photo Essay

Presentation to class

Create a video tape

Create a WEB site

Conduct a parent education meeting

Conduct a staff in-service

Develop a plan for a week of art activities

Improve the creative art program at you

place of employment

Create a list of helpful web sites relating to

curriculum to share with class

Create an art file based on theme

14

14

Art Portfolio Guidelines

Art lends itself to portfolio work and creates an authentic assessment tool to capture the progress

and process of the students learning across the term. It will contain articles, examples of your art

and your class assignments.

The portfolio ties together theory and practice and creates a place of reflective learning which is

critical to the creative process.

The portfolio is a combination of samples of your work from class, reflective assignments,

handouts and theory from your text book.

Your portfolio is worth 20% of your term. This means that if you do not submit your portfolio

the most you can get is 80% or B - if you score perfectly in all other assignments.

As the instructor, I put a lot of weight into the importance of the portfolio for some of the

following reasons:

Authentic work, all original (no copy or photocopy)

Commitment to the process of learning

Visual record of student growth and discovery

Indicates level of organizational skills which is important in running and effective art

program

Professional tool to use in the work place or employment search

Art is a visual medium and an expression of individually and is easiest to display in a

portfolio form

Label Guidelines for each page:

Many students lose grades for not labeling or improperly labeling the content of each page.

The following needs to be included:

Information Example -

Page number Pg. 4

Date 9/18/12

Category Painting

Title Paint Using Nature Item

It is very important to put your name on your art as you create each piece. Please collect your

art at the end of each day or the beginning of the next class, if you have left your work to dry.

It does not work for me to keep track of everyone’s art (you will soon see why). Each student

will make an Art Folder at the start of term to store and move their art to and from class.

15

15

A form will be given to each student that will be used to keep track of weekly our weekly art

projects and homework. This form will also be used as the portfolio checklist at the end of

term.

If you miss a class please ask a fellow student what is needed to catch up. We will create a

portfolio checklist as we move through the course. It is up to the student to ensure they keep

an accurate record of what is to go into the portfolio. Please include the checklist when you

meet with me to have your portfolio graded, as well as your Self Evaluation and Grade Sheet

(page 7)

Enjoy the Journey!

16

16

CD 116 Art Portfolio Student Evaluation and Grade Sheet

Student Name ________________________________________________

This form MUST be handed in with your Art Portfolio

Checklist for Submission of Art Portfolio

Portfolio Checklist is complete and set at the front of the Portfolio

All items are in the portfolio in order of the checklist

All worksheets and reflections are completed and original not photocopies

Returned assignments are in the back of the portfolio

Each piece is clearly labeled

Grade Sheet is easily accessible and removable in front of portfolio

Student Evaluation (please complete):

What was the most beneficial aspect of creating your art portfolio?

Did you have a favorite art process?

What was one thing you learned about art tools and materials that you did not know when you

started the class?

Grade Sheet:

Content - ICA : Complete 4 3 2 1 Missing

Content – T/H.O.: Complete 4 3 2 1 Incomplete

17

17

Organization: Very 4 3 2 1 Disorganized

Labels: Complete 4 3 2 1 No Labels

Creative/Authentic: Unique 4 3 2 1 “Thrown together”

______ = ______

20 200

18

18

Children’s Book Illustration and Summary

Each student will prepare a summary based on a favorite Illustrated of children’s books. The

Illustrator can be both the author and illustrator or just the illustrator and someone else can write

the story.

The summary will contain the following information. Please type your information and have it

ready for submission the same day as the presentation.

1. Name of Illustrator

2. A brief history of the Illustrator, including other books he/she may have Illustrated

3. What form of Medium does the Illustrator use to create his/her illustrations?

4. Using the Elements of Art as a guide, describe why the Illustrations are appealing to you?

5. What is the purpose of Illustrations In children’s books and why is it important to expose

a child to a wide range of Illustrator’s?

The presentation will require the student to share the information of the summary and have a copy

of the book being discussed. (Students can bring in several books Illustrated by the chosen

Illustrator as well.

19

19

20

20

El Camino College Childhood Education

Department

Activity Plan Guidelines

The purpose of this assignment is for you to develop skill in planning appropriate

activities for young children in early childhood education programs. Detailed, creative

and thoughtful planning and implementation of activities enables teachers to provide the

optimal environment for children’s growth and development.

Theme: Choose a theme or main topic that will be of interest to children. The theme

ought to be comprehensive enough to extend to all curriculum areas, not just the

curriculum area of the Activity Plan.

Curriculum Area: State the curriculum area such as “Language Arts,” “Creative

Movement,”

or “Science and Math.”

Activity: Give the activity a brief title that identifies it for the children, i.e. “Finger

Painting

with Hand Lotion,” or “Rhythmic activity with Instruments.”

Number of Children: State how many children can participate in this activity at one

time.

Ages of Children: State the age group for which this activity is appropriate. Be sure to

use a

21

21

realistic age range (3-6 is too broad).

Materials Needed:

A. List all materials that will be needed to implement this activity.

B. List the items needed for the procedure section only (not the 5 themed based

activity section). If you write about using something in the procedure/plan

implementation section, you need to list it under materials. (ie: cd player,

furniture, scarves, etc.)

C. Do not list the materials used to MAKE the project. Rather list what you will need

to USE the activity with the children (ie: don’t list all of the materials needed to

make the insect cage the week before, just list “1 insect cage”).

D. List all books APA style. The format should be the following for APA:

Author, A.A. (Year of publication). Title of work. City, State: Publisher.

Be sure to italicize book titles throughout your assignment.

Advanced Preparation: Describe anything you need to do to prepare for the activity

before the (children arrive) activity begins. Including children in advance preparation is

appropriate.

Developmental Objectives:

A. Base objectives on skills children will develop. Include how they will be

accomplished. Please write objectives in complete sentences and number each

objective. For example:

By participating in this activity children will:

1. develop auditory discrimination skills by identifying

soft and loud sounds.

2. enhance fine motor skills as they perform the

fingerplay.

B. Try listing at least one objective that is related to the class you are enrolled in (ie:

speaking, listening, reading, or writing for Language Arts OR some type of music

objective for the Music and Movement class). Ensure that each objective listed is

really a focus of the plan.

C. Make sure you write the developmental objective statement using phrases such

as…

22

22

a. As a result of participating in this activity, children will….

D. “Having Fun” is not an educational objective and “The dark is scary” is not a

concept. These are subjective statements. Objectives must define goals for

growth and development and concepts are factual.

E. Do not begin objectives with the word “learn” (also: know, understand, etc.)

F. List 3-4 objectives.

G. Try to use different verbs (such as “develop” in the above example) for each

objective.

Sample verbs to consider are listed in the box below.

Concepts: Concepts are age appropriate facts or bits of information you want children to

learn by participating in this activity. Concepts should fit the child’s level of

thinking. Use age appropriate vocabulary, etc. when writing your concepts.

Try to list at least 3-4 concepts. Also, please number concepts and state them

in

complete sentences. For example:

1. Ladybugs have 2 sets of wings.

2. Ladybugs eat aphids.

3. Plants need water, sunshine, and soil to grow.

Do not use the word “their” when referring to concepts. Children do not own the

concepts.

NO: “practice their alphabet.”

YES: “practice recognizing the shapes of the alphabet letters.”

Sample Verbs: acquire, analyze, classify, communicate, compare, compute, create,

define, demonstrate, describe, develop, discuss, discover, draw conclusions,

experiment, enhance, explore, hypothesize, infer, increase, investigate, listen, measure,

observe, organize, predict, promote, question, record, strengthen, use, verify

23

23

Plan Implementation:

Give a step-by-step description of how you will implement the activity. Please number

each step (1, 2, 3, etc.). Include the following:

Introduction to theme: Explain how you will introduce the theme. This can be

done prior to, or at the beginning of the activity.

Procedures: Be specific enough so that someone else could implement

this plan. Include titles of songs, books, stories, tapes and

CDs you will use. Include questions you will ask and

information and directions you will give children.

Transition: Explain how you will end the activity and direct children

to another activity.

In your plan implementation section, you must have a minimum of 3-4 activities

(components – things for the children to do) in your plan. This can include a song, finger

play, dance, movement activity, book, story, rhyme, etc.

Integrated Theme-Based Activities:

Describe 5 (five) activities you will plan for the duration of the theme. Explain how each

activity will clarify, reinforce or further develop concepts and objectives stated in the

plan. Please include activities from 5 different curriculum areas listed below. Please do

not repeat the curriculum area used in this plan. (ie: If your activity plan curriculum area

is Music and Movement, do not list music and movement in the themed-based activity

section).

1. Creative Art 7. Music, Songs, Rhythm

2. Dramatic Play 8. Field Trip or Guest

3. Outdoor Play/Large Motor 9. Math

4. Earth Science 10. Food Preparation (children actually prepare

food!)

5. Physical Science 11. Language Arts (reading, writing, listening.

speaking) 6. Biological Science 12. Creative Movement

References: Please list all references used to complete this plan. List any teacher

resource materials you used to complete this activity plan such as resource books (not

children’s books as they are listed in the materials section), websites, etc.

Activity Plan Tips

24

24

1. Please submit the following 3 things with your activity plan: grading rubric, self-

evaluation and a cover page with your name, class, date, and assignment name.

2. Activity plans should be typed double-spaced using a standard 12 pt. font, and

using the format provided in this handout. Points will be deducted for improperly

formatted activity plans.

3. Make sure that all data is developmentally appropriate. DAP! Do not expect a

young child to sit for a 20 minute group time. Make sure your activity is

developmentally appropriate for the ages of children you listed in your activity

plan. Remember, children’s activities need to be playful. Avoid becoming too

academic. In addition, make sure your activity is safe for children and that your

concepts are appropriate for your age group.

4. Use professional language. Do not use the word “kids.” We work with children.

5. Write professionally for an anonymous reader. Do not make assumptions that the

reader knows the activity. Explain each step carefully and completely. BE

SPECIFIC! Show you know it!

6. Write in complete sentences. Remember spelling and grammar does count. You

are a teacher and you need to write professionally.

7. Try not to jam every possible concept or idea into the activity. Be realistic how

much information and how many activities should be used within the time frame.

8. Remember that children are not passive learners – they are active learners. When

preparing your plans, include ways that children will be involved. Avoid being

too controlling or “teacher dominated” during the activity. Monitor the teacher’s

role carefully to make sure that the teacher is not doing all the talking and the

children are doing all (or most of) the listening. Remember to have the children

actively (not passively) participating in the activity. Ask the children questions.

Encourage responses and discussions.

9. Be sure to italicize book titles and place quotes around “Song Titles.”

25

25

10. Use words such as “invite” or “encourage” when referring to efforts like

gathering children for circle time/ activity or distributing materials for an activity

rather than

“allow” or “grab.

June 2014

6/2014

Curriculum

Areas

Language Arts

Field Trips/Guests

Listening Activities

Puppets

Share Time

Group Discussions

Writing Stories

Finger Plays

Reading Books

Telling Flannel Stories

Telling Stories

Listening Activities

Creative Movement

Self-expression with

movement

Interpretive Dance

Moving freely with music

Large Motor/Outdoor

Play

Obstacle Course

Ball Play

Sand Play

Parachute Games

Dramatic Play

Dress Up

Role Play

Music/Rhythm

Singing

Playing Instruments

Body Rhythms

Listening to music

Chanting

Physical Science (Study of Non-Living Things)

Water, Air, Rocks, Simple Machines,

Energy, Magnets,

Wind

Biological Science (Study of Living Things)

Animals Nutrition

Plants Food Prep

People Sensory

Nature

Math

Classifying Sorting

Creative Art (open-ended activities)

Play dough

Collage

Painting

Coloring

Chalk

Water Colors

Wood Working

Earth Science (Study of sciences related

to planet Earth)

Gardens, Minerials

Ecology, Tides,

Soil

Enviromental

Science

Animals & Plants

26

26

Food Preparation

Preparing

nutritious foods

for eating

Field Trip/Guest

Exploring beyond

the classroom

27

27

Activity Plan Assignment Self-Evaluation

* BE SURE TO WRITE IN

COMPLETE SENTENCES

Name: ______________________________________

Class: ________________ Date: ________________

What do you think was the purpose of this assignment?

What did you learn through participating in this assignment?

What was the most valuable achievement(s) through doing this assignment?

What was your greatest strength(s) you brought to this assignment?

What was your greatest challenge you brought to this assignment?

28

28

How could this assignment be designed to better support your learning? What, if

anything would you change about the assignment? Your honest feedback is

appreciated.

Based on the Rubric, how would you grade your work?

I feel that I earned ____________points (out of 50) on this assignment because….

29

29

Activity Plan Assignment Self-Evaluation

* BE SURE TO WRITE IN

COMPLETE SENTENCES

Name: ______________________________________

Class: ________________ Date: ________________

What do you think was the purpose of this assignment?

What did you learn through participating in this assignment?

What was the most valuable achievement(s) through doing this assignment?

What was your greatest strength(s) you brought to this assignment?

What was your greatest challenge you brought to this assignment?

30

30

How could this assignment be designed to better support your learning? What, if

anything would you change about the assignment? Your honest feedback is

appreciated.

Based on the Rubric, how would you grade your work?

I feel that I earned ____________points (out of 50) on this assignment because….

31

31

CHILD DEVELOPMENT 116 – CREATIVE ART FOR YOUNG CHILDREN

Susan Baxter Fall 2014

Date

Topic/Activity What to Bring Homework & Assignment

Due Dates (no late work)

Week 1

Aug 26

Course Overview

Requirements

Defining Creativity – a perspective of

process

Art: Arting the process of Inside/Out

Read Chapter 1

Week 2

Sept 02

Creative Thinking

School & Creativity

Art: Color Wheel

Art folders

2 sheets poster board

Size 22 x 28

Any color

Due: Chapter Review 2

Week 3

Sept 09

Art & Child Development

Michelle Cassou

Writing Activity Plans (in Class)

Art: process painting to music


Week 4

Sept 16

Art: Material and Tools -

crayons and markers, pastels, & chalk,

A piece of Art created

by a Preschool Child


Due: Independent Project

Proposals

Week 5

Sept 23

Children’s Artistic Development

Activity Plan Workshop

Art: Painting Extravaganza

Something to cover

your clothes.


Week 6

Sept 30

Sensory Experiences

Finger Painting

Integrated Theme Based Activities

Workshop

Art: Finger Painting & Resist Art

Homemade Finger

Paint

Shoe Box or similar


Week 7

Oct 07

Aesthetics

Books & Illustrations

Art: Watercolor & Ink

Favorite Children’s

Book Illustrator with

typed summary of

Aesthetic appeal to be

presented in class


Due: Illustrator of

Children’s Book

Week 8

Oct 14

Art’s Education in Preschool

Art Standards

Art: Collage

Materials to collage

with: i.e. lids, nature,

jewels, coins, buttons,

fabric

& collage on


Due: Activity Plan # 1 –

Sensory Art

Week 9

Oct 21

The Elements of Art

Cultural Diversity & Special Needs

Art: Prints/Stencils

Materials to Make

prints with:

*Nature items

* leaf or flower

*Plastic object

*Kitchen utensil

* textured item


32

32

Week 10

Oct 28

Teaching Art

Art: paper, scissors, tape and glue

4 different types of

paper

Homemade glue/paste


Week 11

Nov 04

Plan/Evaluate/Implement

Art: Clay/Play dough

Mobiles and Stabiles

Play dough made at

home -recipe provided

Small sticks & stones



Week 12

Nov 11

No Class Veteran’s Day

Week 13

Nov 18

Creating an Art Center Facilitating

Children’s Artistic Expression

Art: 3-D Art and Woodworking

The Art Center

Art: Masks and Puppets

Family Culture –Parent Newsletter

Materials to build with

3 different Recycle

materials natural

materials, small pieces

of lumber



Due: Activity Plan:

Large Motor Art

Week 14

Nov 25

Teacher’s Role in children’s Art

Responding to Children’s Art

Art Portfolios

Art: & Fiber Art

Yarn, ribbon, fabric,

needle thread, felt

string embroidery

floss, etc.


Week 15

Nov 27

Portfolio Workshop 2 pm to 8 pm

Portfolio Review: Class is your Appointment Time

Week 16

Dec 09

Portfolio Workshop 2 pm to 6 pm

Portfolio Review: Class is your Appointment Time

Documents

Child Development 116 Creative Art for Young Children On