EDU 543: Integrating Visual/Performing Arts and Physical Education into Elementary Classroom

Fall 2016

School of Education California Baptist University

It is the mission of the Dr. Bonnie G. Metcalf School of Education of California Baptist University, a Great Commission University, to
prepare professionals of high moral character and ethical behavior to serve throughout the world.

Academically
Prepared

Professor:

Biblically
Rooted

Equipped
To Serve

Dr. Rachel Timmons

Office Hours: T., W., TH. 1:00 4:00 (& by Appointment)

Class Time: 7:00 - Yeager

Globally
Minded

Office: Yeager- 236

E-mail: rtimmons@calbaptist.edu
Phone: (951) 343 4483

Purpose of this Course:

The purpose of this course is to train candidates to synthesize their content area knowledge with the pedagogical practices articulated
within the California Frameworks for Physical Education (PE) and the Visual and Performing Arts (VAPA). This course is a prerequisite
course for all other method courses and includes a fieldwork/teacher aiding component to be completed in an approved local elementary
school. Students in this course will acquire foundational skills related to integrating Physical Education and Visual and Performing Arts
instruction and assessment into core curriculum units.
Course Description:
EDU 543 is a 2 unit introductory methods course for students seeking a career in education. This course is a study of the Visual and
Performing Arts and the Physical Education California Frameworks. Integrating Visual/Performing Arts and Physical Education into the
Elementary Classroom will focus on understanding Californias goals for teaching elementary age students non-core curriculum content.
This course will focus on appropriate instructional and assessment goals. This course will also include strategies for teaching non-core
content in settings heavily impacted by state assessments and pacing guides. Eight fieldwork hours which include three hours of
observation and one hour of teacher aiding in both content areas are required.

Course Work Load Expectations: While the level of work required to "master" the material will vary from
individual to individual, the expectation of a "Master degree" is that a person has achieved a level of expertise
and authority in an area of study and is skilled in handling knowledge. This expectation is communicated by the
WASC guideline of three hours of independent study for every hour of instruction for one graduate credit
(WASC, 2001, p. 121). That means that you should expect approximately 9 hours of study and
preparation time per week for this course. Please pace yourself accordingly in preparing for this course.
Required Texts: (Can be purchased or downloaded.)
Physical Education Framework for California Public Schools Kindergarten Through Grade Twelve. (2009). California Department
of Education, Sacramento, CA.
Visual and Performing Arts Framework for California Public Schools Kindergarten Through Grade Twelve. (2004). California
Department of Education, Sacramento, CA.

RUSD Visual and Performing Arts Web site: http://vapa.rusd.k12.ca.us/

Egbert, J & Ernst-Slavit, G. (2010). Access to Academics: Planning Instruction for K-12 Classrooms with ELLS. Boston, MA:
Pearson. (ISBN-13: 978-0-13-815676-3)

Live Text: An e-portfolio in Live Text will be explained and used to post reflection and critical assignments. Live Text is also used for
student teaching and several assignments so it is important to be efficient at using it as a learning tool. A reflective statement concerning
meeting SLO(s) will be included in the face of the class section of the portfolio. The critical assignment and syllabus will also be attached
in the class section. The portfolio will be prepared and submitted via the Live Text Course Tab.
edTPAs: edTPAs will be introduced/reviewed for those who need this information.

Course objectives: The following objectives are aligned with the Student Learning Objectives (SLOs) and TPEs

1. Through the submission of fieldwork observations and activities, candidates will analyze their ability to engage in the instruction
of the visual and performing arts and the physical education content standards as articulated in TPE 4.

SLO 3.1: Understanding Learning : The candidate demonstrates an understanding of how students differ in their approaches to learning and creates
instructional opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an
education

2. Through the submission of Field Supervisor evaluations, candidates will demonstrate an ability to engage in ethical educational
practice as articulated in TPE 12.

SLO 5.0: Ethical Practice: Candidates will formulate a vocational perspective that strategically engages in for professional leadership as is marked by
thought and actions that value the inherent dignity of others.

3. Through the submission and teaching of lesson plans, which include appropriate assessments and links to standards,
candidates will illustrate visual and performing arts and physical education pedagogical skills that are culturally
sensitive and fully inclusive as defined in TPE 2

SLO 3.1: Diverse Students : The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional
opportunities that encourage empathetic, culturally relevant engagement in learning supporting the belief that all children can benefit from an education

4. Through the submission of fieldwork observation activities and reports, candidates will demonstrate knowledge
concerning the teaching and assessing of elementary visual and performing arts instruction and physical education as
defined by TPE 5.

SLO 2.0: Global Mindedness: Candidates will prioritize personal and societal values as they relate to K-12 curriculum so they can facilitate productive
change and optimize school outcomes that serve culturally diverse students.

5. Through the location and /or construction of interdisciplinary instructional resources, candidates will model their
ability to effectively integrate content standards for the visual and performing arts and physical education into a
district pacing guide curriculum as articulated in TPE 6

SLO 3.3: Use of Technology: The candidate will demonstrate the ability to select and integrate appropriate technologies into instructional practices in a
manner that optimizes student learning.

Readings and Course Calendar

This calendar is tentative and may be subject to change if circumstances so dictate.
Date/Week

Agenda Discussion Topics and Learning Activities

Readings Due

Assignments Due

VAPA
Frameworks
Ch. 1-3
RUSD Visual
and
Performing
Arts Web site:
http://vapa.ru
sd.k12.ca.us/
Read: P. 193
Instructional
planning and
Support

Purchase Frameworks for PE

and Visual and Performing Arts
(VAPA)
It is also possible to download
but it is not recommended as
they are lengthy documents.

Note: This is a 2 Unit course. Therefore

there are only 9 class sessions. The last two
are e-classes as needed for fieldwork and
completing your assignments. The final
due date for fieldwork and all course
requirements is____________ The extra
time is to allow for fieldwork completion.
Week 1
9/12

Course Overview and Discussion topics

Remembering and Sharing Art /PE Experiences
Framework/Content of VAPA Overview
Fieldwork Overview
Select grade level for lesson plan/teaching demo and
Multi-Disciplinary Instructional Resources project
(Template in Live Text)
Download grade level curriculum guide for grade of
choice. (www. CTC Grade Level Curriculum)
Reading Notes: Can work together using Google Docs but
all are responsible for reading, understanding and
submitting work on time.
edTPA General Overview

TPA

Investigate the RUSD VAPA

www site.
edTPA Handbook and Making
Good Decisions: Download and
have copy handy for use in
class.
Reading Guides for PE and
2

Instructional Planning: Lesson plan format and planning.

Getting to know your students: Activity
Portfolio Formatted/submit in class for practice

Week 2
9/19

Discussion and Learning Activities

Appropriate Instructional Practice for Visual and
Performing Arts
Assess and revise lesson plans for VAPA. These plans
should be nearly complete after class today.
Revisit using content standards for planning instruction
edTPA Q/A and discussion
Education Code sections 51210 and 51220 (p.2)
Creating a balanced, comprehensive arts program
(emphasis on pursuing meaning and making informed
judgments)
E/S Ch. 2,3:
Language Proficiency
Language Domains
Communicative Competence
Ch. 3- Learning Strengths and Needs of EL
Student

Week 3
9/26

Discussion and Learning Activities

Overview:
Download
Handbook and
tasks begin
reading
E/E-S Ch. 1

VAPA Frameworks and Access

to Academics: Download and
prepare to use.

Note: E/S:
Refers to
Egbert / ErnstSlavit text.

E/E-S Reading Notes: Please

complete these notes in detail
each week and be prepared to
contribute/share in class as you
develop a deep understanding of
the ELD material.
Lesson Plan Draft
Reading Guide: VAPA
Framework Ch 1-4
(Can be done as part of a group)

VAPA
Frameworks
Ch. 4-6
Web site:
http://vapa.ru
sd.k12.ca.us/
E/E-S 2 & 3

Lesson Plan Overview and 1st

draft assigned

Select Fieldwork School and

Class and begin observations

Note: E/ES: Refers to

Egbert /
Ernst-Slavit
text.

E/E-S Reading Notes: Please

complete these notes in detail
each week and be prepared to
contribute/share in class as you
develop a deep understanding of
the ELD material.

E/E-S Ch. 4
and 6

Visual and Performing Arts

Lesson Plan final copy

edTPA: Discussion Q/A

Teach VAPA lessons in class.
VAPA Lesson Plans and Teaching Demos
General Instructional Planning- Step by Step
E/E-S Ch. 4
Objective writing documents
Objective Power Point: view and practice
Direct Instruction Overview
ELD Adaptations
Teaching the Language of the Discipline:
Vocabulary lesson Model introduced
General Assessment information across
disciplines
E/E-S Ch. 6
Student Engagement
Pedagogical Connections
Task Design

E/E-S Reading Notes

Week 4
10/3
E-Class

Introduction to Physical Education Framework

Selecting content standards to instruct (based on
developmental and health lifestyle needs)
Live Text Projects Overview
E-Class #1

E-Class
edTPA : Review Handbook and materials and prepare to
ask questions.
E-Learning Tasks are Described in Live Text Project
Pages and Sections.

PE
Framework
Ch. 1-3

E-Learning Task
edTPA Final Q/A from
Handbook

VAPA www
Articles and
E-resources
E/E-S Ch. 7

E-Project - VAPA

PE
Framework
Ch. 5
E/E-S Ch. 5

Reading notes and Philosophy

Paper for VAPA completed

VAPA E-Project See project in Live Text Assignment

E/E-S Ch. 7
Developing assessments to measure content
standard achievement
Creating multiple opportunities for students to
learn content

PE Reading Notes (your part)

E/E- S Reading Notes

Assessing Student Process and Product

Week 5
10/10

Discussion and Learning Activities

edTPA Application Q/A
Discuss PE Frameworks Chapters 1-3 and 5
PE Assessment /Instruction
Using standards for integration of PE
Developing assessments to measure content
standard achievement
Creating multiple opportunities for students to
learn content
E/E-S Ch. 5
Connecting to Students
Building Background Knowledge
Using VAPA and PE Content for making
connections to students

Week
10/17

No formal Class meeting on 10/19 because this is a

2 unit class and we do not meet every week.

Visual and Performing Arts

Fieldwork Completed
PE Frameworks Reading
Notes Chapters 1-3 and 5
E/E-S Reading Notes

Note PE Lesson Plan will be

taught in next class on
10/26

Work as needed on your resources project in Live

Text and complete the section on VAPA.

Week 6
10/24

Discussion and Learning Activities

PE: Teach PE Lessons
- Integrating with Language Arts, Social Studies,
Science, and Math
PE Framework Ch. 6
- Instruction for ELD students in the Arts and PE

PE
Framework
Ch. 6

PE Frameworks Reading Notes

Ch 6.
Teach PE lessons in class.

E/E-S Ch. 811

PE Fieldwork Observation
Reports and PE Fieldwork
Assignments

E-E-S Chapter 8-9

- ELD: Language of the disciplines/discuss and apply
- Adaptations/TPA Applications

10/31

E/E-S Reading Notes

No Class meeting
No formal Class meeting on 10/31 because this is a
2 unit class and we do not meet every week.
Work as needed on your resources project in Live
Text and complete the section on VAPA.

Week 7
11/7
E-class:

E-Class
During this class time you will be expected to complete
your course assignments and fieldwork and submit in
Live Text.

This includes your Resources Project in Live Text.

Complete all Fieldwork Activities and Observation

Reports

Submit Portfolio and E- Project in Live Text

Attach Fieldwork in Portfolio and Link E-projects

in Portfolio class section.

Copy /paste Reflection linked to SLO in EDU 543

course in your portfolio.

E-mail if you have questions.

(rtimmons@calbaptist.edu)

Related
Resources and
Frameworks

All Assignments Due in last

class 11/9.

Final Fieldwork Attached in

Portfolio
E-project attached in
Portfolio
Portfolio and E-Project
Submitted in Live Text via
Assignment Tab
Reflection in Portfolio in this
course tab.

Week 8
11/14

Final Exam Activity: Share Resource

Projects in a professional manner.
(120 points)

E/E-S Reading Notes

Link your project into your portfolio so you have

evidence of completing this work.
Discuss/Apply reading notes from E/E-S Ch. 10-11
Integration of PE and content Areas
Language of the discipline applied to VAPA and PE
Reflection on Learning: Share as part of your project.
E-Class Information:
You can reach me at rtimmons@calbaptist.edu and via Live text in your Portfolio if you have
specific questions.
However, there is nothing that will likely be such an emergency concerning class work that
cannot be solved when I am back on campus. I am a fair person and I will help you once I am
back with any type of assignment issue.
Each E-class agenda is the Multi-Disciplinary Instructional Resources for VAPA and PE
posted in Live Text and your TPA drafts. You do not need to submit your e-project until the
last week prior to the last class. You will present your project in class as part of the Final
Exam Activity.
I will not take off points for anything that is my responsibility and that has been a problem
(ex. if you have Live Text issues). However, that does not excuse you from doing your very
best to understand and comply with the assignments and to complete them to the best of
your understanding.
Keep in mind that this is a graduate level course and you are expected to think and problem
solve accordingly. I will do my best to be prompt in answering your e-mailbut should it be
several days it will still be OK as during regular course dates, we meet only once a week
which is usually often enough to answer your questions.
One way to sure fail is to do nothing!!! I can accept a variety of ways to accomplish the tasks
so just apply your best thinking and it will be fine!

EDU 543 Course Grading Elements

Category

Assignment

Weekly Attendance
and Class
Participation based
on Reading Notes
and assignments
@ 20 each

4 NA

7 NA

8 NA

Perspectives on
Instruction

Reading notes (VAPA Frameworks) and Philosophy

Statement #1 Teaching Visual And Performing Arts
Reading Notes (PE Frameworks) and Philosophy
Statement #2 Teaching Physical Education
Reading Notes (E/E-S: Access To Academics)

Points

Points

Possible

Earned

5
120

100
100
100

Experiential
Opportunities

VAPA Fieldwork Observation and Activity Reports

PE Fieldwork Observation and Activity Reports

100
100

Critical/Application
Assignments

Visual and Performing Arts Lesson Plan

Visual and Performing Arts Lesson: Teaching Presentation
Physical Education Lesson Plan
Physical Education Lesson: Teaching Presentation
edTPA type of Reflective Commentary Writing linked to
TPEs/SLOs @40 points.

100
50
100
50

Portfolio formatted and assignments posted in portfolio in

Live Text (Note: Attach syllabus and fieldwork and
link Instructional Resources E-project in course
section with proper formatting in all areas.) @ 20
Points.
Multi-Disciplinary Instructional Resources for VAPA
and PE: 200 points- (@ 100 points for VAPA and 100
points for PE.
Final Exam Activity: Sharing of
Assignments/Projects/Portfolio (in formal manner).
Total Points Possible

40

20

200
120
1300
7

Total Points Earned

Notes:

Grading Scale
A
AB+
B
B-

94 - 100
90 93.99
88-89.99
85-87.99
80-84.99

Points
1220-1300
1170-1219
1144- 1169
1105-1143
1040-1104

C+
C
CD+
D

Points
1014-1039
975-1013
910-974
884-909
845-883

78-79.99
75-77.99
70-74.99
68-69.99
65-67.99

Student Learning Outcomes (SLOs) for the Multiple/Single Subjects Credential Program aligned with the
California Teacher Performance Expectations (TPEs) and the CBU University Student Outcomes (USOs).

Multiple/Single Subject Program Level Student Learning Outcomes

CAL TPEs
Teacher Performance
Expectations

USO 1: Creating teachers who are Biblically rooted

SLO
1.0

Candidates incorporate a professional view concerning teaching and learning that is compatible with a
Christian worldview or perspective.
Disposition:

TPE 12,13
(All TPEs)

Candidates actions demonstrate integration of Christian principles in all aspects of educational practice.
USO 2: Creating teachers who are globally minded

SLO
2.0

Candidates will prioritize personal and societal values as they relate to K-12 curriculum so they can
facilitate productive change and optimize school outcomes that serve culturally diverse students.
Disposition:
The candidate appreciates and values human diversity, shows respect for students varied talents and
perspectives, and is committed to the pursuit of individually configured excellence.
The candidate is sensitive to community and cultural norms.

TPE 8

USO 3: Creating teachers who are academically prepared

SLO
3.1

3.2

Candidates will create effective learning environments and deliver meaningful learning experiences which
have an emphasis on developing a deep understanding of content knowledge.

TPE 5, 10,11

Disposition:
The candidate is committed to continuous learning and engages in professional discourse about subject
matter knowledge and childrens learning of the discipline.
Candidates will verify student progress by designing, implementing, and using multiple means of
assessment to create data-driven instruction.

TPE 2, 3,4

Disposition:
The candidate values ongoing assessment as essential to the instructional process and recognizes that many
different assessment strategies, accurately and systematically used, are necessary for monitoring and
promoting student learning.

3.3

Candidates will demonstrate the ability to select and integrate appropriate technologies into instructional
practices in a manner that optimizes student learning.

TPE: All

Disposition:
The candidate is fluent with the technology useful in their content and age range of instruction and utilizes
technology as a means of instructing, strengthening, and assisting learning for all learners.
USO 4: Creating teachers who are equipped to serve

SLO
4.0

Candidates will design instructional practices that serve individual and groups of students by engaging in
purposeful inquiry that promotes optimized learning opportunities and outcomes.
Disposition:
The candidate values the development of students critical thinking, independent problem solving, and
performance capabilities.

TPE 1,2, 5, 6, 7

USO 5: Creating teachers who are equipped to lead

SLO
5.0

Candidates will formulate a vocational perspective that strategically engages in professional leadership as
is marked by thoughts and actions that value the inherent dignity of others.

TPE 12.13

Disposition:
The candidate values critical thinking and self-directed learning as habits of mind.
The candidate is committed to reflection, assessment, and learning as an ongoing process and uses this
information to lead program development and continually support student learning.
California Baptist University Student Outcomes (USOs) Full Text

1.

4.
5.

Biblically Rooted: Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christians role in
fulfilling the Great Commission
Globally Minded: Respect diverse religious, cultural, philosophical, and aesthetic experiences.
Academically Prepared: Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual
representing.
Academically Prepared: Demonstrate Competence in mathematical, scientific and technological skills.
Equipped to Serve: Transfer academic studies to a profession and the workplace.

6.

Equipped to Serve: Implement a personal and social ethic that results in informed participation in multiple levels of community.

2.
3.