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Philadelphia
Higher Education
Network for Neighborhood Development
3451 Walnut Street, Suite
P-117, Philadelphia, PA
19104-6205
215-573-2379 / 215-573-1134 fax
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251/Education 251: Arts Teaching in Educational and Community Settings
Instructor: Madeline Cantor
Subject Area/Discipline:
Arts / Education
School: Bryn Mawr College
Project Area: Schooling/Education/Youth
Spring 2006
Instructor
Madeline Cantor
Office hours By appointment
Phone
610-526-5208 (o), 215-247-8418 (h)
email
mcantor@brynmawr.edu
This course is a Praxis
II course (4-6 hours per week in a school or community placement)
intended for
students with substantial experience in either dance, visual arts,
theater or
music. Through both the seminar portion
of the course and the praxis placements students will read, write,
discuss and
engage directly with arts learning and teaching in a variety of
settings –
public, parochial, charter and private schools in urban or suburban
areas,
afterschool programs or community arts programs. The
purpose of the praxis component is to
allow students to create a fluid relationship between theory and
practice
through observing, teaching and reflecting on arts practices in
education
contexts.
The objectives of the
course are to:
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Identify
major themes in arts education history, theory and practice.
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Develop
a personal approach to arts teaching informed by the class content.
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Develop
an understanding of the social and cultural dynamics in current arts
education
practice.
Class Schedule
January
17 Overview of course
Why arts? Why
teach?
Praxis component -- what, where, when,
why, how
January
24 Outline
of major arts teaching/learning
approaches
Reading due:
Elliot Eisner,
“Why Teach Art” in Educating Artistic
Vision Paper due: "How I learned
what I know," paper on personal
arts history
Praxis
orientation and
selection: Nell Anderson
January 31
Development
of arts education in the U.
S.
Meetings
with site supervisors in class
February 7
Arts
education practice: exemplars and structures
Views of
master teachers at
work; Lesson plan structures
Reading due:
National Standards for Arts Education,
read standards for one art form from www.artsedge.kennedy-center.org/professional_resources/standards/natstandards/#contents
During the
week: Praxis
placement begins
February
14 Practice classes -- essentialist
approach
Reading due: The
Vision for
Arts Education in the 21st Century
Project due:
Develop and
teach 45-minute practice class, with written
rationale and plan (half of
group), followed by written self-
evaluation and peer evaluations
Paper due: (non-teaching half of group) Interview with a non-professional
arts practitioner
February
21
Practice classes --
essentialist approach
Project
due: (other half of group) same as above
Paper due: (other half of group)
same as above
February
28 John Dewey, his descendants and arts
education
Reading due:
John Dewey, “The Live Creature and Ethereal
Things” in
Art as Experience
Maxine Greene, “Texts
and Margins” in Releasing the Imagination
Robert
and Michele Root-Bernstein, “Synthesizing education” in Sparks of Genius
March 7
Spring Break
March 14
Panel
of arts education practitioners
Paper
due: Interview with arts education
practitioner on approach and strategies
March 21 Arts
education research findings
Reading due:
Catterall, Chapleau and Iwanaga, Involvement in the Arts
and Human
Development:
General Involvement and Intensive Involvement in
Music and
Theater Arts”
www.artsedge.kennedy-center.org/champions/pdfs/Involvmt.pdf
Dennie
Palmer Wolf, Why the Arts Matter in
Education or Just What Do
Children
Learn When They Create An Opera
www.artsedge.kennedy-center.org/champions/pdfs/WhyArts.pdf
Shirley Brice Heath, Imaginative Actuality:
Learning
in the Arts during
the
Nonschool Hours,
www.artsedge.kennedy-center.org/champions/pdfs/ImagAct.pdf
March 28 Arts
education in context
Paper due: Reflection
paper on social and cultural setting of
the
praxis site
Reading due: Arnetha Ball and Shirley
Brice Heath, “Dances of
Identity:
Finding an Ethnic Self in the Arts,” in Identity &
Inner –City Youth
Richard Owen Geer, “Of the People, By the
People, and For the People:
The Field of Community
Performance” in The Citizen Artist
April 4
Practice classes – instrumentalist
approach
Reading
due: Gail Burnaford et al, Renaissance
in the Classroom, chapter 1
Project
due: Develop and teach 45-minute class, with written rationale and
plan (half of group), followed by written
self-evaluation and peer
evaluations
April 11
Practice
classes – instrumentalist approach
Project due: (other half of group) same as above
April 18
Presentations
of documentary material of praxis site
April 25
Final
presentations
Course requirements:
1.
Active
participation in the praxis placement for 4-6 hours per week. It is expected that the placement will
initially involve observation and assistance and within 2-3 weeks will
involve
teaching.
2.
Maintain
a double entry field site journal with observations, ideas, experiences
on one
side and analysis and interpretation on the other.
3.
Read
the assigned readings and participate in class discussions.
4.
Practice
teach two lessons to the class. The
actual class is to be accompanied by a written class plan and
rationale, and
followed by a self-evaluation. All
students participate in all classes and contribute evaluations.
5.
Write
four papers, 3-4 pages each, as assigned in the class schedule above.
6.
Visit
or attend one of the following community arts institutions: Mural Arts Program tour, Barnes Foundation, Village
of Arts and Humanities
during the semester. Details tba.
7.
Create
a document of the praxis site through any media: edited video,
slideshow,
student artwork, demonstration.
8.
Final
paper of 6-8 pages and presentation on subject inspired by the praxis
site
and/or class experiences.
Grading:
45% praxis work –
including journal, site
evaluation, documentary material
25% four short papers
15% two practice classes
15% final paper
Praxis Office: Nell Anderson, Praxis Field
Placement
Coordinator
Dolwen, 2nd floor
610-526-5031
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