Susan Dulong Langley
508-634-3980
sdlangley@comcast.net
Course Description: This course is designed for those interested in the Arts whether an Enrichment Specialist or an Arts specialist. Through message board postings, readings, and your choice of assignments, we will explore issues related to talent development and education in the arts including identification, standards, and integration across the curriculum, assessment, and technology. Course work is geared to the participants’ needs and interests.
Course Overview: see “To
Do’s and Due Dates” for details
The first half of the course will involve:
• Reading the required texts
• Completing and submitting the assigned summaries and critiques
• Making initial postings on each of seven topics and responding to others’ posts
• Choosing five assignments to do from the seven topics
The second half of the course will involve:
•
Continuing to post and respond on the topics
•
Submitting your five assignments
•
Submitting your write-up of attendance at a Fine Arts
Performance or Exhibition
Course Objectives:
Participants will ~
• Identify and research issues talent development and education in the arts, especially as they relate to gifted education
• Research and compile materials & resources to facilitate talent development and arts education.
• Analyze and apply components of truly integrating the arts across the curriculum.
WebCT Format:
While all components of the course will be facilitated through WebCT Vista, modifications will be made for participants with limited computer experience or access.
Instructor:
I earned a Bachelor’s degree in music education from the
University of Massachusetts-Lowell. I
earned my Master’s degree from the
• One Fire Burns in Many Forms: A Study of Ethnomusicology
• Curriculum Compacting for the General Music Classroom
• Fibonacci and the Golden Mean: Integrating Geometry, Nature, and Art
• Math and Movement: Geometric Explorations
• Jeanne Bamberger: Classic and Contemporary Applications of Music and Thought
I am an Elementary Teacher of the Gifted & Talented for
·
Javits
Grant –
·
· An Introduction to the Education of Advanced, Talented and Creative Learners – UMass-Amherst
I am the President of the Massachusetts Association for Gifted Education (MAGE), serve on the board for the Massachusetts Minds in
Motion: Virtual Problem Solving Program, and a member of the National Association for Gifted Children
(NAGC): Arts Division.
I have studied music (voice, piano, recorder, and trombone), Orff-Schulwerk (certificates levels I and II), drawing, and painting. I have taught general classroom music grades K-6 and written curriculum.
I have presented on
the following arts topics at the New England Conference on Gifted and Talented:
·
Art Smart: Addressing Social,
Emotional, and Cognitive Needs
Required Texts:
Submissions:
Submissions may be made by attachment to
sdlangley@comcast.net or sent to me at
Written papers and
work MUST be submitted in the following format:
Assignments and Grading:
1. Message Board Postings:……………...……………………….7
@ 3% each = 21%
Due Dates: Initial postings are due as listed by week
with additional postings ongoing throughout the semester.
This takes the place of classroom discussion. You will earn a number grade for each topic. Participants are required to post on each of the seven course topics. Participants should both initiate message strands and respond to others’ strands. Your initial postings should be made within the first week of that topic with follow-ups throughout the semester. Postings will be graded at semester’s end to allow for on-going “dialogue”. Postings will be evaluated based on:
• relevance to the topic and strand
• demonstration of understanding through specific examples or posting of thought-provoking questions that shows work towards understanding
• timeliness of posting – you should respond to each topic when it is posted and continue to participate throughout the semester
2. Summaries and Critiques:……………………………………3
@ 5% each = 15%
Due Dates: As listed
by weeks on the course calendar.
Participants are
required to write three summaries and critiques, one for each of the following:
1. Dance Music Theatre and Visual Arts: What Every Young American Should Know and Be Able to Do in the Arts National Standards for Arts Education 1994 –you may focus on one area of the arts
2.
Chapter 6 “Identifying Artistically
Talented Students in Four Rural Communities in the
3.
Arts PROPEL: An Introductory Handbook
You will earn a
number grade for each summary and critique for the three texts. These are not research papers. They should each be no longer than 3-5 pages, formatted
according to the submission guidelines listed above, and should only include
information from each work itself (so there will be no bibliography for these
works). It might help you to think of a
Summary and Critique as a “book” review.
-Your summary should tell about the topic, the main ideas put forth,
and –if appropriate- the components of the work (ex. The National Standards
include not just the standards themselves, but useful pieces including the
benefits of an arts education, context and issues, etc.).
-Your critique should address:
Is it written/formatted well?
Does it accomplish what it sets out to do?
Is it a valuable text?
Would you use it or recommend it? If so, to who and for what
purpose?
3. Participant-Selected Assignments:…………………………5 @ 11% each = 55%
Due Dates: As listed by weeks on the course calendar.
For each topic, you
will have a choice of assignment. You need only complete assignments for five
out of the seven topics. The
assignments listed are suggestions designed so you may choose ones most
relevant for your needs or that pique your interest. You may substitute an assignment of your own
design for any topic, but please submit your planned list of five to me for
approval by Week 6 in a list sent to me in an email to sdlangley@comcast.net. Given the varied nature of assignments, having
a different rubric for each is not practical.
While I have specific requirements for formatting (see guidelines under
“Submissions” above), grading is based on content, insight, and use of relevant
research. You may contact me at
any time with questions. All papers must
include a bibliography and be formatted according to the submission
guidelines. Remember, you only need
to do assignments for 5 out of 7 below and may design alternative
assignments if you wish – whatever meets your needs.
Topic 1: Issues
Related to Giftedness in the Arts:
Select one of the issues from the list below. Investigate the issue and provide a brief overview of it along with potential resources or solutions. (3-5 pages)
qSocial-Emotional qEducational Costs and Concerns
qInstructional qAudience
qParenting qCareer Counseling
qThinking Skills qOther______________________
Topic 2: Arts
Education Support and Resources:
Foundations, Associations, and Journals (Choose 1 from below)
qPrepare a list of grant opportunities available for arts education in art, music, drama, dance, or theater (any one or a combination). Include a brief summary of each grant’s requirement information and contact information. Conceive three potential grant requests (one paragraph summary of each potential grant request).
qPrepare a list of resources with brief summary (paragraph) and contact information for an arts specialist (art, music, drama, dance, or theater (any one or a combination). Include associations, web-sites, journals, local guilds, etc.
qOther_________________________________________________________
Topic 3. Identification: Traditional and Underidentified
Populations (Choose 1 from below)
qPrepare a presentation (slides, PowerPoint, overheads, packet, etc.) to share identification methods with arts specialists. Include rationale, theory, and specific methods.
qInterview an arts department head of a public school system on issues related to identifying underidentified populations. (3-5 pages)
qWrite a summary of an artistically talented student you have taught or coordinated services for who represents the challenges of underidentified populations. (3-5 pages)
qOther_________________________________________________________
Topic 4. Arts Standards: Where do I find them and how do I use them? (Choose 1 from below)
qCompare, contrast, and critique your state or local standards versus one discipline of the national Arts Standards. (3-5 pages)
qWork with an arts team to write or revise district-wide arts standards. Provide documentation of your team’s work (either work in progress or finished document). Please include the hours worked and a brief (one page) commentary on your work.
qOther_________________________________________________________
Topic 5. Curriculum:
True Integration of the Arts (Choose 1 from below)
qPrepare a series of three lessons integrating the arts into one of the “core” disciplines.
qInvestigate Heidi Hayes Jacobs’ Integrated Curriculum Model. Write a position piece on true integration of the arts in to curriculum (3-5 pages).
qOther_________________________________________________________
Topic 6. Assessment:
Practical and Meaningful Assessments in an Elusive Field (Choose 1 from below)
qInvestigate
and report on methods of assessment in the arts (3-5 pages).
qCustomize a Total Talent Portfolio for a specific arts discipline to include assessment components.
qOther_________________________________________________________
Topic 7. Technology and its impact on arts education,
productivity, and career opportunities (Choose 1 from below)
qHow has computer and web technology changed career opportunities within the arts (3-5 pages)?
qResearch and compile a resource list of available web-sites and computer software applications for education within a specific Arts discipline (3-5 pages).
qOther_________________________________________________________
4. Arts Performance or Exhibition:…………………………………..............=9%
Due Date: By the last week of class.
You will earn a number grade for your write-up of a Fine Arts Performance or Exhibition. Attend a Fine arts performance or exhibition. Please submit a write-up of your experience including the following:
• Event name and description
• The artists, musicians, dancers, etc. and their level of experience (amateurs at a local academy, a professional ballet corps, etc.)
• Cost of the event
• Site of the event
• Works performed or observed
· Any insights you gained into teaching the arts
Total
………………………………………………………………………………100%
A+ = 97-100 B+ =
87-89 C+ = 77-80
A = 93- 96 B = 83-86 C = 73-76
A- = 90-92 B- = 80-82 C- = 70-72
To Do’s and Due Dates: Weeks are listed M-F, but submissions are
welcome any day of the week!
Week 1: Introductions and Explorations (week of
Tuesday, January 16 – 19, 2007)
• TO DO: Please post a self-introduction on the message board under “Introductions”. Include your arts experiences or interests. Include your thoughts on the following: “Why do we teach the Arts? What does it mean when we say, ‘Art for Art’s Sake’?” under “Introductions and Explorations” on the message board.
• Make sure you have ordered the required texts if you have not already done so!
Week 2: (Week of January 22-26, 2007)
• TO DO: Graded Topic #1 = 2%: Please post your thoughts on the following: What are the issues related to educating the gifted and talented in the Arts?
• Begin your readings for your summaries and critiques.
Week 3: (Week of January 9-February 2, 2007)
•
TO DO: Graded Topic #2 = 2%: Please post
your thoughts on the following: Arts Education Support and Resources: Foundations, Associations, and Journals
• DUE: Graded Summary and Critique #1 = 5 %: Due: Summary and Critique #1 due ~ Dance Music Theatre and Visual Arts: What Every Young American Should Know and Be Able to Do in the Arts National Standards for Arts Education 1994.
Week 4: (Week of February 5-9, 2007)
• TO DO: Graded Topic #3 = 2%: Please post your thoughts on the following: Identification: Traditional and Underidentified Populations
•
DUE: Graded Summary and Critique #2 = 5 %: Due: Summary and Critique
#2 due ~ Chapter 6 “Identifying
Artistically Talented Students in Four Rural Communities in the
Week 5: (Week of February 12-16, 2007)
•
TO DO: Graded Topic #4= 2%: Please post your thoughts on the
following: Arts Standards: Where do I find them and how do I use them?
• DUE: Graded Summary and Critique #3 = 5 %: Due: Summary and Critique ~ Arts PROPEL: An Introductory Handbook. Project Zero and Educational Testing Service.
Week 6: (Week of February 19-23, 2007)
•
TO DO: Graded Topic #5 = 2%: Please post your thoughts on the
following: Curriculum: True Integration of the Arts
• DUE: Submit to me your listing of your five chosen assignments; one from each of five out of the seven listed course topics. (See the information at the end of this email). You may simply send your five choices as a list in the body of an email.
Week 7: (Week of February 26-March 2, 2007)
•
TO DO: Graded Topic #6 =
2%: Please post your thoughts on
the following: Technology and its impact
on arts education, productivity, and career opportunities
•
TO DO: Work on your five assignments. You may submit drafts to me for feedback or
submit finished works.
Week 8: (Week of March 5-9, 2007)
This is UConn Spring
Break week.
Week 9: (Week of March 12-16, 2007)
•
TO DO: Graded Topic #7 = 2%: Please post your thoughts on the
following: Assessment: Practical and
Meaningful Assessments in an Elusive Field
•
TO DO: Work on your five
assignments. You may submit drafts to me
for feedback or submit finished works.
•
DUE: Graded
Assignment #1 = 11 %: Assignment #1 (any of your chosen five)
•
TO DO: Continue to post on
the seven topics
Week 10: (Week of March 19-23, 2007)
• DUE: Graded Assignment #2 = 11 %: Assignment #2 (any of your chosen five)
•
TO DO: Continue to post on the seven topics
Week 11: (Week of March 26-30, 2007)
•
DUE: Graded Assignment #3 = 11 %:
Assignment #3 (any of your chosen five)
•
TO DO: Continue to post on the seven topics
Week 12: (Week of April 2-6, 2007)
• DUE: Graded Assignment #4 = 11 %: Due: Assignment #4 (any of your chosen five)
•
TO DO: Continue to post on the seven topics
Week 13: (Week of April 9-13, 2007)
•
DUE: Graded
Assignment #5 = 11 %: Assignment #5 (any of your chosen five)
•
TO DO: Continue to post on
the seven topics
Week 14: (Week of
April 16-20, 2007)
•
TO DO: Finish
posting on the seven topics because postings for the seven topics will be
graded at the end of this week.
Week 15: (Week of April 23-27, 2007)
• Submit your write-up on attending an Arts Performance or Exhibition = 5%.
Week 16: (Week of April 30-4, 2007) This is finals week for UConn, but we do not have a final. Just use this time to finish and submit any make-ups.
Optional Texts for Further
Information:
•
Beyond the Soundbite: Arts Education and Academic Outcomes. Winner, E. and Hetland, L. The
•
Art Education and Human
Development.
•
The Arts and Academic
Achievement: What the Evidence Shows.
Winner, E. and Hetland, L. Journal
of Aesthetic Education. $28.00
Optional Articles to Support
Topic Assignments – Many are found in the WebCT site’s Reading Room section.
• Arts Education Support and References: Foundations, Associations, and Journals
o
“There’s More Than One Way to Write a Grant” Teaching Music: Vol.
o
“Shaking the Money Tree:
Fund-Raising and Grants” Teaching Music: Vol.
o “Curtain Call” NEA Today November 2004
• Identification: Traditional and Underidentified Populations
o Issues and Practices Related to Identification of Gifted and Talented Students in the Visual Arts. Clark and Zimmerman. June 1992
o
“Identifying Artistically Talented Students in Four Rural Communities in
the
o “Artistic Talent Develoment for Urban Youth: The Promise and the Challenge” Oreck, B., Baum, S. and McCartney, H. RM99144
• Standards: Where do I find them and how do I use them?
o
Dance Music Theatre and Visual
Arts: What Every Young Amrican Should Know and Be Able to Do in the Arts National Standards for Arts Education
1994.
• Curriculum: True Integration of the Arts
o “Linking Music learning to Reading Instruction” Hanson, D. and Bernstorf, E. Music Educator’s Journal: March 2002
o “Integrating Music and Children’s Literature” Calogero, J. Music Educator’s Journal: March 2002
o “Curriculum Writing in Music” Conway, C. Music Educator’s Journal: May 2002.
o “Interdisciplinary Curriculum: The Research Base” Ellis, A. and Fouts, J. Music Educators’ Journal: March, 2001.
o “Connection, Correlation, and Integration” Snyder, Sue. Music Educators’ Journal: March, 2001.
o “Interdisciplinary Curriculum: Music Educator Concerns” Music Educators’ Journal: March 2001
o
“The Benefits of a
• Technology and its impact on arts education, productivity, and career opportunities
o
“Sharing Music Programs Through the Internet” Teaching Music: Vol.
o “Tools for Thinking in Sound” Reese, S. Music Educator’s Journal: July 2001.
o
“Art Becomes the New R” Ohler, J. Educational Leadership: Vol.
o Music maestro: Some of the best software begins with a blank screen. Siegle, D. (2003). Gifted Child Today. 26(2), 35-39.
• Issues Related to Giftedness in the Arts (Social-Emotional, Instructional, Parenting, Thinking Skills, Career)
o
“Orff-Schulwerk in the New Millennium” Goodkin, D. Music Educator’s Jounral: November 2001
o “Reevaluating Common Kodaly Practices” deVries, P. Music Educator’s Journal: November 2001
o “Decisions
Regarding Music Training: Parental
Beliefs and Values”
Dai and Schader. Gifted
Child Quarterly: Vol.