CLIA Course Syllabus 2011

Curriculum Leadership Institute in the Arts                    Course Syllabus                  Summer 2011          Lander University                Educ 652 3 hours              

INSTRUCTOR:  Dr. Minuette Floyd.  

PRE-REQUISITES:  3 or more years of teaching art schools and acceptance in CLIA

REQUIRED TEXTS AND READINGS:     SC Visual and Performing Arts Standards

A Whole New Mind (2006), Daniel Pink; Select articles

COURSE DESCRIPTION:  This course is offered to participants of the Curriculum Leadership Institute in the Arts.  The course focuses on the design and teaching of integrated arts lessons based on the National Standards for Arts Education and the revised SC Visual and Performing Arts Curriculum Standards.   GOALS: 

  • To familiarize experienced teachers with the 2010 SC Visual and Performing and Arts Standards and the National Standards for Arts Education.  To provide examples of lessons taught that are aligned with the S.C. and National Art Standards.
  • To inform teachers of current research and findings in brain research impacting the arts (Arts with the Brain in Mind).
  • To inform teachers of the shift from left -brain to right -brain thinking and its importance in society.
  • To assist teachers in designing and presenting standards-based lessons and curriculum that implements the state and national standards.
  • To enable teachers to integrate art forms and classroom curriculum.
  • To encourage teachers to apply for funding for projects in their schools by providing effective and practical grant writing techniques.
  • To enrich the artistic expression of participants.
  • To assist participants in becoming reflective teachers who can effectively assess their own teaching strategies and outcomes.
  • To provide strategies for arts advocacy and teacher leadership. Develop a network of supportive, professional arts educators.
 OBJECTIVES:  The participants’ will:
  • Prepare and present a model lesson in their own art form based on the state and the national standards with embedded assessment.
  • Assist in the critique process for all participants in their group.
  • Complete evaluation instruments on the entire CLIA experience.
  • Read and report on current issues in arts education. 
  • Actively participate in discussion groups focusing on assessment, arts funding, and other political and educational issues impacting arts education reform.
  • Discuss advocacy strategies and resources for arts education.
  • Prepare and submit written documentation of ways in which they will utilize the clia experience, grant writing and advocacy information within their own schools.
  • Actively participate in all master classes and seminars and reflect on experiences in discussion and writing.
  • Provide information for participants to collaborate with state and national agencies that will collaborate with them to improve arts education in their community and state. (ABC, SDE, SCAC SCAA, SCAAE)
  • Performance is based on written self-assessment and a rubric format provided for CLIA Participants.  
  • All CLIA participants are required to attend the pre CLIA meeting and complete post CLIA assignments.   
  • Arts teachers will design and write lesson plans based on the South Carolina Visual and Performing Arts standards in CLIA format.
  • Arts teachers will advocate the importance of the arts (both locally and nationally) by preparing a workshop and presenting information obtained at CLIA to teachers in their schools and arts conferences.
  • Arts teachers will teach an arts lesson to a small group of teachers so that they will understand how students feel in their classrooms when learning a new skill.
ACADEMIC COURSE REQUIREMENTS·         Plan and present one model lesson in CLIA and turn in complete lesson plan in CLIA format.  ·         Participate in written and oral evaluations of all group members. ·         Participants will provide written documentation and reflection on the effect the institute has had on their teaching and student learning including discussion of articles, A Whole New Mind, and how these readings have influenced their teaching. ·         Include with reflection a copy of letter mailed to Legislative delegation from participants home district supporting and thanking them for Arts Curricular grants and summer institutes. ·         Develop and present a presentation by December 1, 2011 to promote advocacy or arts literacy within home school/district or at professional development conference.  Send documentation of meeting:  who attended, when and where meeting took place along with brief description.  ·          Complete post CLIA survey (form on CLIA website). ·         Attend a professional learning conference in state, region or district, SCAAE conference; arts discipline conference or workshops sponsored by school or district.    Please provide a three -page minimum response to the following questions:
  1. How can you use 3 of the six senses described by Pink to foster student learning in your classroom?  Provide specific examples.
  1. How has your thinking about teaching changed since reading A Whole New Mind?
  1. How can this information benefit the faculty and administrators in your school and district?
  1. Briefly describe your experiences with grant writing?  What did you learn from the grant writing session that will affect your thinking about applying for funding for classroom projects? 
 Post-CLIA ·         Documentation of presentation (form will be emailed) by December 15, 2011 to promote advocacy or arts literacy within home school/district or at professional development conference.  Send documentation of meeting:  who attended, when and where meeting took place along with brief description via email or snail mail. ·         Completion post CLIA evaluation (form will be online)