Course Outline

Course Description

The new Language Arts Curriculum is currently being implemented in Manitoba schools. The Institute will provide a model and series of experiences to help teachers use the arts (art, drama, music, and movement) as a focus for developing viewing and representing components of the Language Arts Curriculum (K-12). Using a selected theme(s), participants will explore the visual and performing arts, technology and media literacy to develop interdisciplinary links between Language Arts and the Arts. The Institute is intended for classroom teachers or arts specialists. No previous experience or specific background in the arts is required.

Course Objectives

By the end of the course, participants were expected to make gains towards: 1) understanding and experiencing alternative forms of literacy (music, movement, visual art, and drama); 2) understanding and experiencing media literacy and computer-based media; 3) understanding the role of the arts and technology in language and literacy teaching and learning; 4) generating pedagogical principles in response to broad course and personal questions regarding the teacher's work with language, the arts, and technology; 5) developing a repertoire of methods, materials, and resources for addressing the new language arts outcomes with the arts and technology; 6) applying understandings via planning for and facilitating literacy learning with the arts and technology; 7) developing and open and positive attitude towards the arts and technology, and both self-confidence and competence in the application of arts and technology dimensions in the language arts classroom.

Required Text and Materials

1. The New Language Arts Curriculum and the Arts: Viewing and Representing. Summer Institute July 2-23, 1998. COMMON READINGS.

2. A book with blank pages or something similar that can be used for a learning log (which will become part of a portfolio).

3 . A selection of drawing and art supplies (i.e. scissors, glue stick, water-based fine black marker, colored drawing/painting media of your choice).

4. A few pieces of music manuscript paper.

5. Two computer diskettes.

Optional Text and Materials

1. Cecil, M. L. Literacy and the Arts Integrated Classrooms. Longman. [K-6]

2. Micro-cassette, walkman-type cassette, camera, camcorder will be helpful if you have access to this type of equipment.

Course Policies

Because of the brevity and intensity of this institute, it will be important for all students to participate fully in all experiences on the attached schedule. Please consult the 1998-1999 General Calendar (pages 31-34, 157-159) regarding Attendance and Debarment Policies, General Academic Regulations Regarding Cheating and Plagiarism, Incompletes, Appeals of Assigned Grades, and Voluntary Withdrawal. Also, see pages 39-44 for the policy concerning the Responsibilities of Academic Staff with Regard to Students.

Course Topics (Tentative) and Related Readings

Course Evaluation

This course will be evaluated through the following two assignments:

1a. The unit plan will consist of a sequence of learning experiences which will provide the curriculum content for approximately three weeks of Language Arts instruction. The unit will focus on a particular classroom context and integrate the arts. Language Arts Outcomes and their assessment must be addressed. The first page will be an overview of outcomes, activities, assessment and resources. Following will be five more detailed lesson plans arising from this unit. Assessment criteria will be developed with participants (30%) (For graduate student participants).

1b. The critical paper will explore the expansion of literacy to include the visual and communicative arts. The paper will respond to a research question of the writer's choice in consultation with the instructors. Papers will be considered for inclusion for publication based on the events and findings of this institute. Criteria for evaluation will be based on: insight, clarity, connection between theory and practice, and writing skills.
(30%) (For undergraduate student participants)

2. The portfolio assignment will consist of three parts. The first part will be a process leaming log which should include daily/personal explorations of and reflections on the relationship between the language arts curriculum, the visual and performing arts, and the mass media. The focus will be on expanding our notion of literacy to encompass conununication through art, drama, music, movement, print media, and computer, film and video technologies. Thus, the leaming log might contain such things as: written responses to discussions, presentations, and readings; research in a variety of modes (i.e. sketches and verbal note-taking, photography and audio recording); viewing and critiquing of performances, visual art, fil@ television, advertising; plus creative idea development for a range of written, visual and performance pieces that implement the viewing and representing components of the language arts curriculum. The second part of the portfolio will present at least one creative product either as a group or individual with a group. This piece will help to provide evidence of your understanding of "representing." The third part will be a synthesis statement of what you have learned about the role of multiple sign systems in the new Language Arts Curriculum and how you have grown and changed as a teacher of Language Arts and the Arts. Selected highlights from the portfolio should be identified for sharing with peers and evaluation. Students will be invited to respond to a draft of assessment criteria for this assignment.
(70%) (For all participants)

Note: This institute was funded in part by the University of Manitoba Summer Innovation Fund and the Faculty of Education Endowment Fund.

Broad Course Questions

1. What are the characteristics of a literate person?

2. How can this be achieved in the schools?

3. What makes a good viewing and representing learning experience?

4. What is the new concept of literacy? Text? Media?

5. How do we best support and enhance literacy learning with print and non-print media?

6. How do we track and share evidence of literacy learning?

Portfolio Assignment: Criteria for Evaluation

A Exemplary Response to Tasks
· exploration of language arts and multiple sign systems is open and thorough
· personal challenges are pursued in a wide range of both print and non-print media (5 different media)
· a very high level of reflection and growth is demonstrated
· an extensive reference base has been drawn upon
· a very high level of synthesizing and sense-making is evident

B Very Good Responses to Tasks
· exploration of language arts and multiple sign systems is competent
· personal challenges are pursued in moderate range of both print and non-print media (4 different media)
· a substantial level of reflection and growth is demonstrated
· a moderately broad reference base has been drawn upon
· a substantial level of synthesizing and sense-making is evident

C Satisfactory Responses to Tasks
· exploration of language arts and multiple sign systems is adequate
· personal challenges are pursued in three different print and non-print media
· an acceptable level of reflection and growth is demonstrated
· a somewhat limited reference base has been drawn upon
· an acceptable level of synthesizing and sense-making is evident

D Minimal Responses to Tasks
· exploration of language arts and multiple sign systems is slight
· personal challenges are pursued in two different print and non-print media
· a limited level of reflection and growth is demonstrated
· a small reference base has been drawn upon
· a limited level of synthesizing and sense-making is evident

E Inadequate Responses to Tasks
· no exploration of language arts and multiple sign systems is evident
· personal challenges are not pursued in different print and non-print media
· no reflection and growth is demonstrated
· a very limited reference base has been drawn upon
· no synthesizing and sense-making is evident