LTC 4240-03 - ART FOR CHILDREN

FS 2105, Gold A, 2 credit hours

University of Missouri, College of Education, Teacher Development Program
Instructor: Amy Ruopp, (argc5@mail.missouri.edu)
Office: F111-Townsend Hall - By Appointment
Class Times:
GOLD A Block: T: 1-2:50 TH: 1:00-1:50
Class facilitated by:
MU Blackboard http://courses.missouri.edu and
Weebly http://muartforchildrensp16golda.weebly.com

___________________________________________________________________________
Program Statement: This course focuses on the teaching methods and strategies of art, which are
appropriate for elementary students K-6. Students in this class will explore studio media, materials, and
related art education experiences through readings, reflective thinking, writing, and discussion, and the
issues and concepts in art education that assist in making good professional decisions. This course
examines how art education meets the needs of the 21st century student and future citizenry. As an
effective and responsive professional, knowledge of the following contexts should be an integral part of a
students practice:
Required Text:
1. Mizzou Media Custom Publishing Booklet for LTC 4240 Art for Children-Sections 1, 2, and 3
FS2015 available at University Bookstore (all documents have been printed with copyright
approval).
2. Pink, D. (2005). A whole new mind. New York, NY: Riverhead. ISBN: 1594481717
Recommended:
Selected reviews, examples, videos provided during class time or on the LTC 4240 Blackboard or
Weebly course website.
Course Goals:
Course Themes:
1. Practicing Art Studio (FA 1-5)
2. Integration and interdisciplinary learning (FA 1-5)
3. Teaching with Big Ideas (FA 1-5)
4. Using Museums with Teaching - Viewing and Responding to Art (FA 2-5)
5. Analysis in Artistic Development (FA 1-5)
6. Reflection on Art Experience (FA 1-5)
Missouri Teacher Standards
Performance Expectations: The student will . . .
1. Recognize the role of art education experiences within the context of the general education
curriculum. (Standard 1. Content knowledge QI 1.1 Content Knowledge with Academic
Language)
2. Use technology as an integrated tool to teach art through online syllabus
http://courses.missouri.edu and electronic links, sites, interactive journals, and personal
digital portfolios. Demonstrates effective verbal and nonverbal communication. (Standard 4,

3.

4.

5.
6.
7.
8.

Critical thinking QI 4.2 Use of instructional resources, Standard 6. Effective Communication

QI 6.3 Learner Expression in Speaking, Writing and other media)
Investigate, consider, and implement a set of teaching behaviors that are appropriate for
elementary school art programs including the Missouri Assessment Program for the Arts.
(Standard 3. Curriculum implementation, QI 3.3 Instructional Goals and Differentiated
Instruction )
Explore ones own personal power of expression, enhance ones skills in art production, and
develop examples and lesson plans that illustrate the types of activities used in a quality
elementary art program with CORE curriculum planning. (Standard 3 QI 3.1 Implementation
of Curriculum Standards)
Solidify and express ones basic knowledge of theories of learning and development to insure
excellence in application. (Standard 2 QI 2.3 Theory of Learning)
Observe and practice strategies, techniques, and materials which can infuse into the general
elementary curriculum; respect for artifacts, art, and customs of other cultures. (Standard 1 QI
1.4 Interdisciplinary Instruction, QI 1.5 Social and Cultural Perspectives)
Design, write, and present curriculum that connects art, music, social studies, literacy, and
other content areas into an interdisciplinary unit. (Standard 3 Curriculum Implementation QI
3.2 Lessons for diverse learners)
Consistently engage in reflection around learning across literacies and developing
professional teacher qualities. (Standard 8 Professionalism, QI 8.1 Self assessment and
Improvement)

Course Information: Course related announcement, links, resources, and assignment guides are located
at http://muartforchildrensp16golda.weebly.com and http://courses.missouri.edu. Instructor
communications and announcements will be provided as needed via Blackboard. Note: Due dates,
assignments, and course happenings are subject to change in order to meet the needs of the entire
interdisciplinary block. Any changes to this syllabus will be clearly announced and posted on Blackboard
Announcements, along with inclement weather notices regarding class sessions.
Course Requirements:
1. Art Field Experience
A. Weebly Reflections: Elementary art and classroom observations in assigned field
experience location (outside of class)
2. Technology
A. Popplet/Prezi or Powerpoint Group Work: Students will work with a small peer group in
order to create a digital graphic organizer to present to classmates, synthesizing one of
the four instructional units.
B. iMovie Video: This activity will emphasize integration across disciplines. Explanations
and some work time will be provided during class.
C. Weebly Portfolio: Students will use as personal portfolio to hold studio assignments as
well as additional assignments
3. Studio Experiences: Throughout the semester students will participate in studio art activities.
Students will collect these creative expressions and reflections, and connect them to future
teaching. At least 12 media entries (visual examples from in-class studios) should be made
during this semester and can be completed during class time. Works should express creative,
thoughtful, well-crafted adaptations as well as problem solving techniques, concepts, and media
presented by the instructor and classmates. The personal digital portfolio is due by last class
session.
4. A Childs Drawing Analysis Research Paper: This is a research project on child artistic
development and meaning making exploring visual text and visual literacy. Readings will be
assigned through the course website and MM booklet.

5. Integrated Lesson Plan: Students will create one lesson plan with elementary learners in mind
that integrates art, literacy, and one additional content area.
6. Attendance, Class Participation, and Professionalism: This course is structured as an active
learning, hands-on class where each students full engagement is essential for success. Therefore,
students are expected to complete all assigned readings and activities before each class period
and to come to class ready to participate fully, knowledgeably, and insightfully.
7. Field observations: You will formally observe one art class and also your field class reflecting on
concepts covered in class. This will be shared on your weebly site
The student is further advised that the MU attendance policy applies to this course; attendance is
not only valued but expected for every class period and field trip. As a studio course,
collaborative classroom activities and art experiences are extremely difficult to make up.
Unavoidable absences due to illness, family emergency, or MU-sanctioned activities are expected
to be communicated to the course instructor before class time; as a two-credit course, only two
(2) such absences will be accepted. Additional absences will result in point deductions from the
students attendance, class participation, and professionalism grade. Find a classmate in order to
keep each other abreast of activities in the event of an absence, but remember that every week we
will be involved in studio and reflection activities that necessitate attendance. Think in terms of
the professionalism that will be expected as an employed educator.
Finally, respectful conduct and interpersonal relationships are expected in the teaching profession
and valued in this course as well. Students are thus expected to be courteous and attentive
professionals when instructors, guest speakers, or fellow classmates are giving demonstrations or
lecturing. Additionally, personal cell phone use and texting during class time is not acceptable.
Students are expected to keep cell phones put away and silenced during class time unless
otherwise instructed.
Criteria for Evaluation and Course Policies:
1. Willingness to participate with classmates, makes a positive contribution to the group, engages
others in insightful and informed questions/comments, and listens with attentive respect.
2. Preparation for the class (i.e., student has read the material, thought about it, and is always
ready for class work.)
3. Comprehension of content with quality of thought evident in all course assignments and class
participation. Preparation includes careful review of work and assignments before submission.
Student work is assessed as is when submitted on due date/time. Late work will be penalized.
4. Artwork will be evaluated on creative problem solving, craftsmanship, and efforts to achieve the
objectives of the lesson, not talent.
5. Meeting assignments and project deadlines is crucial. Late assignments receive a deduction of
20% during each 24-hour period beyond the due date. Due dates: submit work by 9:00 AM on the
date listed in Course Outline and on weebly. Due dates are written in red.. Please have a back-up
plan (e.g., classmate) for submitting work on time in case of an emergency, illness, bad weather, or
personal conflict.
6. Professionalism is essential in peer-to-peer relations and student-to-teacher interaction is
expected. Maintaining high professional standards in class and at all field sites is critical for success
in this course. The LTC 4240 instructor reserves the right to deduct participation points from a
student who does not act as a professional pre-service teacher. Students are expected to demonstrate
a professional attitude and behavior at all times. An educator demonstrates this by being punctual,
attending all class meetings, participating 100% in and contributing to class activities, accepting
responsibility, dressing appropriately, remaining academically honest, and being consistent in the
display of professionalism.

7. All feedback and assessment/evaluation from the instructor will be provided as soon as
possible. For most assignments, expect time of one-week minimum to two-weeks maximum for
feedback, all depending on length of written assignment. If you require more immediate feedback,
please make an appointment with the instructor. Please note the weebly web site points are
cumulative and accrued in 25 point increments for each unit completed (roughly every four weeks,
totaling 100 pts max by the end of the semester.) You will receive feedback on the forum section of
your weebly that correlates to the numerical grade privately entered on BB.
8. iPad and Smartphone Policy
Your presence is necessary during our class time. This includes your attention to your own and your
classmates words, ideas, questions, and discoveries. Technology can be a powerful tool to facilitate
learning, but it can also prove to be an obstacle when used for purposes not closely related to the
course. For this reason, I ask that you be present with us by refraining from using your devices for
personal reasons. Please charge your devices the night before and bring your necessary attachments
to support its use (i.e., charger, stylus, etc...)
9. Shifting mindsets. Although you are a student, you are also preparing to be a teacher. In this
course an emphasis on thinking like a future teacher will be explored. All teachers are life long
learners. When thinking like a teacher, your awareness of an experience facilitates a deeper knowing
of content and process. It requires self-reflection and a willingness to explore ideas from multiple
perspectives.
Academic Dishonesty: Academic integrity is fundamental to the activities and principles of a university.
All members of the academic community must be confident that each persons work has been responsibly
and honorably acquired, developed, and presented. The academic community regards breaches of the
academic integrity rules as extremely serious matters. According to UM policy, it is the duty of the
instructor who is aware of an incident of academic dishonesty in his/her course to report the incident to
the Asst. Provosts office and to inform the Dept. Chair of the incident. When in doubt about issues
relating to plagiarism, paraphrasing, quoting, collaboration, or Internet applications, students should
consult the course instructor. Assignments generated by downloading or printing from the Internet
without clear referencing are considered under the auspices of academic dishonesty.
Students with Disabilities: If you anticipate barriers related to the format or requirements of this course,
if you have emergency medical information to share with me, or if you need to make arrangements in case
the building must be evacuated, please let me know as soon as possible.
If disability related accommodations are necessary (for example, a note taker, extended time on exams,
captioning), please register with the Office of Disability Services (http://disabilityservices.missouri.edu),
S5 Memorial Union, 573- 882-4696, and then notify me of your eligibility for reasonable
accommodations. For other MU resources for students with disabilities, click on "Disability Resources"
on the MU homepage.

Professional Dispositions Expected of All MU Education Students

Effective Educators who are Reflective and Inquiring Professionals
Teaching requires extensive content knowledge and pedagogical skills. In addition to these vital skills
and knowledge, teachers must also have the attitudes, values, and habits-of-mind that will allow them to
be reflective and inquiring professionals. We believe this entails more than care and empathy. Teachers
must have the ability to develop positive relationships with students, parents, and colleagues and to serve
as models of mature adulthood to the students in their charge. They must be able to work effectively in a
collaborative school environment with students and adults from diverse backgrounds. As an institution
that prepares teachers, we have the responsibility to teach, model, and assess both the knowledge of
academic content and the professional dispositions that will affect potential success.

The College of Education, building on the MU values of respect, responsibility, discovery, and
excellence, affirms five overarching dispositions for the entire College. These include pursuit of the
highest levels of knowledge, the belief that all students can learn, the willingness to reflect on ones
practice and beliefs, the pursuit of research-based practices, and the willingness to engage in professional
collaboration within and across all groups of individuals involved in the field of education. The Teacher
Development Committeea standing committee with responsibility for establishing policy for the
Teacher Development Programcomprised of faculty, students, staff, and administrators, have
articulated and defined these values and dispositions for those candidates seeking teacher certification.
These dispositions are necessary for effective educators who are reflective and inquiring professionals
and include but are not limited to the following:
1. Adherence to professional ethics: demonstrates adherence to standards of ethical conduct
including academic honesty, confidentiality, etc.
2. Collaboration: works effectively with professional colleagues and other adults
3. Commitment to diversity: values and respects multiple aspects of diversity; respects and
demonstrates awareness, knowledge, and skills related to working with children and adults of
various cultural backgrounds, ethnicities, religions, sexual orientations, social classes, abilities,
political beliefs, etc.
4. Commitment to teaching: values the profession of teaching; believes one can make a difference;
enthusiastic attitude regarding schools, teaching, students, and parents
5. Emotional maturity: deals with frustration appropriately; poised and professional demeanor
6. Initiative: demonstrates independence and confidence in self; seeks to increase knowledge base
and pursues professional development; actively seeks solutions to problems
7. Responsibility: demonstrates consistent attendance, promptness; notifies appropriate individuals
in cases of emergency; completes assignments and submits materials on time; demonstrates
reliability when making commitments
8. Responsiveness to professional feedback: values and seeks out professional feedback; is
receptive to alternative ideas and opinions and is responsive to feedback from faculty, instructors,
staff, field supervisors, and partner teachers.
9. Self-reflection: reflects on and evaluates ones own experience and work, is willing and able to
recognize difficulties or deficiencies in ones teaching
10. Student focus: focuses professional decision-making around student needs rather than personal
preference, respects students as valued human beings
These professional dispositions will be continuously evaluated through interactions with faculty,
instructors, staff, field supervisors, and partner teachers.
On rare occasions, a student may demonstrate professional weaknesses in either communication skills or
dispositions that are so severe that the weaknesses must be addressed. In these cases a COE faculty
member, instructor, staff member, field supervisor, or intern supervisor will complete a Significant
Professional Concerns (SPC) form.
This SPC form is completed when significant problems in a students behavior cause a faculty member,
instructor, staff member, field supervisor, intern supervisor, or other professional to seriously question
that students ability to succeed as a professional educator regardless of achievement in course work. In
most circumstances, a SPC form is completed only after the professional has met with the student and
attempts to remedy the problem have failed.
When an individual has completed the SPC form, that individual will meet with the student and other
relevant faculty and/or staff. The SPC form will be placed in the students file in the Advising Office.
Professional concerns that warrant the completion of the SPC from include, but are not limited to, the
following:

Indications of Inappropriate Oral Communication Skills: Indicators in this category include

but are not limited to frequent and persistent use of vulgar or otherwise inappropriate professional
language in professional situations and inability to respond to others in a logical and rational
manner.
Indications of Unprofessional Behavior: Indicators in this category include but are not limited
to frequent and persistent lateness; unwillingness to accept direction or correction and make
suitable adjustments; displays of temper; rude or derogatory comments to instructors, staff, field
supervisors, and K-12 students or parents.
Indications of Poor Performance During Field Experiences or Internship: Indicators in this
category include but are not limited to a poor field or internship evaluation concerning absence
from field placement or internship without appropriate notice, persistent lateness, inappropriate
dress and/or lack of preparation as appropriate to the level of professional development. Specific
requirements related to field experiences and internship can be found in the appropriate
handbooks.
Other: Other indications of weaknesses sufficient to call into question the students ability to
succeed as a teacher despite adequate achievement in course work.

If an individual student receives more than one SPC during the course of their preparation, the student
will meet with the Professional Standards Committee (PSC). This committee consists of two COE
faculty (including a faculty member from the students area of specialization, if determined), the MPER
public school representative assigned to the TDP Committee, the Coordinator of Field Experiences, the
Director of the TDP (ex-officio) and the Director(s) of the MU Partnership for Educational Renewal (exofficio). This committee will determine appropriate action and/or a plan for remediation. This can
include, but is not limited to:
1. Additional field hours
2. Suspension from the program for a length of time specified by the Professional Standards
Committee
3. Professional probation
4. Repeating a course
Serious professional concerns may warrant a meeting of the PSC. These very serious circumstances
include, but are not limited, to the following.
1. Removal from field or internship site at the request of the school
2. Breach of Professional Ethics: Indicators in this category include but are not limited to
compromising the safety of K-12 students or schools, plagiarism, or other forms of academic
dishonesty such as forging signatures on field attendance cards, unprofessional discussion of K12 teachers or students, frequent and persistent comments regarding K-12 teachers, students, or
groups of students, and breaches of confidentiality.
If a student receives 3 SPCs, the student will be automatically dismissed from the Teacher Development
Program. However, depending on the seriousness of the circumstances, the PSC may meet following the
initial incident; a student may be immediately dismissed from the program. The student can appeal any of
these decisions to the COE Special Cases Committee. Approved revisions: May 4, 2000

Assignment Points:
1. Weebly Reflections (two posts of two field observations)
2. Popplet Group Work
3. iMovie project
4. Weebly Portfolio
5. A Childs Drawing Analysis Research Paper
6. Lesson Plan
7. Attendance, Class Participation, Professionalism

40 pts.
25 pts.
50 pts.
100 pts.
60 pts.
150 pts.
75 pts.
Total = 500 points

Grading Scale:
A+ = 100-99%
A = 98-94%
A- = 93-90%

B+ = 89-87%
B = 86-83%
B- = 82-80%

C+ = 79-77%
C = 76-74%
C- = 73-72%

D+ = 71-70%
D = 69-68%
D- = 67-65%
F = Below 65%